Parliament of Pakistan

Parliament of Pakistan Parliament of Pakistan The Parliament of Pakistan, formally termed the Majlis-e-Shoora is the elected and incomparable authoritative group of Pakistan. It is a bicameral elected council that comprises of the Senate and the National Assembly, the upper and more level houses, individually. As stated by the constitution, the President of Pakistan is likewise a part of the Parliament. The National Assembly is chosen for a five-year term on the premise of grown-up establishment and small time one-vote. The residency of a Member of the National Assembly is for the length of time of the house, or sooner, on the off chance that the Member kicks the bucket or leaves. The residency of the National Assembly likewise arrives at an end if broke up on the counsel of the Prime Minister or by the president in his watchfulness under the Constitution. The Parliament meets at the Parliament House assembling in Islamabad, where debating chambers for both houses are available. National Assembly The National Assembly of Pakistan is the easier house of the parliament. The National Assembly has 342 seats, 272 of which are straightforwardly chosen, 60 are saved for ladies and a further 10 for religious minorities. The National Assembly of Pakistan is the nations sovereign authoritative body. It exemplifies the will of the individuals to let themselves be legislated under the fair, multi-party Federal Parliamentary System. The National Assembly makes laws for the Federation in admiration of the forces listed in the Federal Legislative rundown. Through its civil arguments, suspension movement, question hour and Standing Committees, the National Assembly keeps as check over the Executive and guarantees that the administration capacities inside the parameters set out in the Constitution and does not abuse the crucial privileges of nationals. Just the National Assembly, through its Public Accounts Committee, examines open using and activities control of use caused by the administrat ion. The Members of the National Assembly are to be chosen by immediate and free vote as per law. Article 50 of the Constitution gives that the Parliament of Pakistan might comprise of president and the two houses known as the National Assembly and the Senate. The National Assembly has an edge over the Senate by enacting solely on cash matters. With special case to cash bills, be that as it may, both the houses cooperate to complete the essential work of the Parliament, i.e. law making. The bill identifying with the Federal Legislative List could be started in either house. On the off chance that the house passed the bill through greater part vote, it might be transmitted to the next house. On the off chance that the other house passes it without alteration, it might be displayed to the president for consent. On the off chance that the bill, transmitted to the next house, is not passed inside ninety days or rejected, it might be acknowledged in a joint sitting to be summoned by the president on the solicitation of the house in which the bill was begun. On the off chance that the bill is passed in the joint sitting, with or without corrections, by the votes of greater part of the parts of the two houses, it should be introduced to the president for consent. In the event that the bill is exhibited to the president for consent, he might consent to the bill in not later than ten days. On the off chance that it is not a cash charge, the president may give back where its due to the Majlis-e-Shoora with a message asking for that the bill be rethought and that an alteration specified in the message be acknowledged. The Majlis-e-Shoora might rethink the bill in a joint sitting. In the event that the bill is passed once more, with or without correction, by vote of most of the parts present and voting, it might be displayed to the president and the president should give his consent inside ten days; falling flat which such consent might be regarded to have been given. Under the Constitution, the Parliament might likewise administer for two or more Provinces by assent and solicitation made by those Provinces. In the event that the Federal Government broadcasts State of Emergency in any region, the ability to enact about that territory is vested in the Parliament. Anyway the bills passed by the Parliament throughout the State of Emergency, should stop to be in energy after the termination of six months from the date Emergency is lifted. In any case, the steps officially taken under these Acts might remain substantial. In activities of its sacred part, the Parliament likewise has other extremely paramount obligations to perform. The president, who is at the summit, is chosen by parts of both houses of the Parliament and the Provincial Assemblies. The Prime Minister, who heads the Cabinet and is intended to support and prompt the president in his capacities, fits in with the National Assembly. He delights in the trust of most of the parts of the National Assembly. Parts of the Cabinet are named by the president on the exhortation of the PM. In the structuring of the Cabinet the significant allotment (75%), goes to National Assembly while the rest (25%) are taken from the Senate. There is a majority rule strategy to evacuate the Prime Minister from his office in the event that he loses certainty of most of the parts of the National Assembly. In this appreciation a determination for a vote of no-trust is moved by at least 20% of the aggregate participation of the National Assembly. In the event that the determination is passed by dominant part of the aggregate participation of the National Assembly, the Prime Minister instantly surrendered forces. Essentially, for the evacuation or prosecution of the president, at the very least one-50% of the aggregate participation of either house may give in thinking of its proposition to do in this way, to the Speaker National Assembly, or, as the case may be, to the Chairman Senate, for moving a determination for the reason. In a joint sitting of the two houses, assembled for the rea son, and after the considerations, if the determination is passed by the votes of at least two thirds of the aggregate enrollment of the Parliament, the president should stop to hold office promptly on passing of this resolution. In case emergency is proclaimed, the Parliament holds the authority to extend the term of the National Assembly. Under the Constitution, the Parliament may also, on the request of the Federal Government, by law, confer functions upon officers or authorities subordinate to the Federal Government. Senate The fundamental reason for the making of the Senate of Pakistan was to give meet representation to all the uniting units since the participation of the National Assembly was dependent upon the number of inhabitants in every region. Square with common participation in the Senate, therefore, adjusts the commonplace imbalance in the National Assembly and scatters questions and worry, if any, in regards to hardship and misuse. The part of the Senate is to push national union and concordance and to mitigate reasons for alarm of the more diminutive areas in regards to command by any one region in light of its lions share, in the National Assembly. The Senate, is a body which speaks to the regions/domains of the nation and pushes an inclination of equity, peace and agreement, which is so fundamental for the development and thriving of a country. Therefore, the Senate in Pakistan, through the years, has developed as a vital organ and a stabilizing component of the organization. The Senate co mprises of 100 parts, of whom 14 parts are chosen by every Provincial Assembly, 8 parts are chosen from Federally Administered Tribal Areas (Fatas) by the Members of National Assembly from these territories, 2 parts, 1 lady and 1technocrat is chosen from the Federal Capital by the Members of National Assembly, 4 ladies and 4 Technocrats are chosen by the parts of every Provincial Assembly. The separation of seats apportioned to every Province, Federally Administered Tribal Areas (Fatas), Federal Capital, Women and Ulema/Technocrats. It is the obligation of the Chief Election Commissioner to hold and make plans for the Senate decisions as per the arrangement of relative representation by method for a solitary transferable vote through constituent schools. The term of the parts of the Senate is 6 years. In any case, the term of the first gathering of the Senators, who should resign after consummation of initial 3 years of the Senate, is dictated by drawing of parts by the Chief Electi on Commissioner. Presidential framework A presidential framework is a republican arrangement of government where a head of government is additionally head of state and leads an official limb that is divided from the administrative extension. The official is chosen and frequently titled president and is not capable to the lawmaking body and cant, in typical circumstances, dismissit. The assembly may have the right, in compelling cases, to release the official, regularly through prosecution. Nonetheless, such rejections are seen as so extraordinary (just two United States presidents were indicted, and none, of these case prompted evacuation) as not to repudiate a focal precept of presidentialism, that in ordinary circumstances utilizing typical methods the council cant reject the official. The title president has continued from a period when such individual by and by managed the legislature body, as with the US President of the Continental Congress, before the official capacity was part into a separate limb of government and could no more direct the authoritative body. Presidential frameworks are various and differing, however the accompanying are by and large correct: The official can veto administrative acts and, thusly, a supermajority of administrators may override the veto. The veto is by and large determined from the British convention of illustrious consent in which a demonstration of parliament must be authorized with the consent of the ruler. The president has an altered term of office. Decisions are held at general times and cant be activated by avote of trust or other parliamentary systems. In spite of the fact that in a few nations there is an exemption, which accommodates the evacuation of a president who is found to have transgressed against a law. The official extension is unipersonal. Parts of the bureau serve at the joy of the president and must do the strategies of the official and authoritative extensions. Bureau priests or official departmental heads are not parts of the governing body. Then again, presidential frameworks regularly require administrative regard of official assignments to the bureau, legal, and different more level legislative posts. A president by and large can administer parts of the bureau, military, or any officer or worker of the official limb, however cant regulate or reject judges. The president can regularly exonerate or drive sentences of indicted crooks. Nations that characteristic a presidential arrangement of government are not the selective clients of the title of President. For instance, a tyrant, who might have been prominently or genuinely chosen may be and regularly is known as a president. Similarly, pioneers of one-gathering states are regularly called presidents. Most parliamentary republics have presidents, yet this position is to a great extent stately; eminent cases includegermany, India, Ireland, Israel and Italy. The title is likewise utilized within parliamentary republics with an official presidency, and additionally in semi-presidential framework Parliamentary vs Presidential system Saturday, February 02, 2013 It is first time in the historical backdrop of Pakistan that the Parliament will finish its residency. Since races are a couple of weeks away, political gatherings are dependent upon their regular traps and contrivances. The PML-N had moved a determination in the Punjab gathering for creation of two new territories in Punjab Bahawalpur and South Punjab. The PPP has turned out with thought of Bahawalpur-South Punjab territory, which will incorporate Mianwali and Dera Ghazi Khan. Indeed, both significant gatherings are attempting to charm individuals of South Punjab who had been disregarded and ignored throughout the most recent six decades. In any case, by making new areas and making all territories sort of equivalent in size of the populace, presidential framework could be perfect. Pioneers fromsouthern Punjab feel that with new territories they will have the opportunity to revel in the advantages and benefits of gubernatorial work places, and will have the capacity to arrange with the real political gatherings to get their offer of cake. In any case, more diminutive gatherings will be in a position to deal with or coercion the significant gatherings, as is evident by the weight strategies of the MQM, JUI-F, PML-Q and PML-F. It was in this background that there were voices in the past for a presidential type of government. In any case the defenders of parliamentary framework cited Quaid-i-Azam to demonstrate their point that he positively had confidence in elected parliamentary framework. They additionally alluded to the comments made in Hamood-ur-Rehman Commission Report that framing of One-unit, standard of equality, unitary type of government and arrangement of fundamental popular governments were the purposes behind estranging the individuals of more modest regions that prompted deterioration of Pakistan. Truly both frameworks parliamentary and presidential-are equitable frameworks that are very fruitful in European nations and the US separately. Both frameworks have great focuses; however in a nation like Pakistan where combining units have diverse ethnicities, dialects and societies, the more diminutive unifying units think about the presidential framework as an exertion to endeavor and overwhelm them. The individuals of more diminutive territories however feel that under parliamentary framework there is chance for the provincial gatherings to make it to the top space in the region. In 1990s, Mr. Manzoor Wattoo with just 17 parts out of 240 parts was electeds the Chief Minister of Punjab. However there are a few bad marks of parliamentary framework. Unending political changes, the wheeling and managing of chose parts of the parliament for individual increase, livens and benefits of force, making dominant part party prisoner to a minority gathering are to name the few. In this framework, parts of the gathering chose by the individuals thusly choose the Leader of the House, implying that it is an aberrant decision of the head administrator. Actually when a gathering increases a clearmajority, the administration is helpless to parts and rebellions, requiring re-arrangements or re-races. Indeed in the settled in majority rules system, the way Margaret Thatcher was changed mid method for her residency by the decision gathering is a for example. In Pakistan, no less than seven executives took pledge and none of them finished the residency. Likewise from 1988 to 1999, the PPP and Muslim League were twice come back to power, however none could finish the residency because of their prejudice towards to one another, and were sent pressing under 58-2(b). It ought to be clear to any understudy of history or political science that political frameworks were developed in venture with evolving conditions; hence, it was vital that its political setup was interested in change. It is a certain certainty that from the tribal and feudal ages, with their own particular curious political frameworks of authority, tribal Jirga, and autocracies, the world has advanced to the present popularity based request dependent upon the arrangement of small time one-vote, and the chose legislatures of settled residencies. At the end of the day, the phase of advancement, apparatuses and modes of processing decided the manifestation of government. On the off chance that the pioneers with the vested investment or decision classes attempted to stem the change, there was monetary turbulence, social change and insurgency. In seventeenth-century England, the exchanging group manufactured solidarity in its positions to wage a battle against unquestionably the forces of the ruler and impact of the church. The nation was primed for change for another request, which conceived the Industrial Revolution. The Westminster model of parliamentary majority rule government may well be said to be the first of the present day frameworks that advanced, as the new classes connected with the business economy developed. This British model was best case scenario a trade off model after teeter-totter fights had been battled between the royalists of the British privileged and the delegates of the rising new classes. It was a framework that at long last gave individuals the right to choose the Lower House parts and government, while holding the King as head of state, and the House of Lords as the upper House where the nations genetic feudal delegates sat on the premise of their titles. The framework is effective in England, as the nation is created, and the framework coddles the needs at home and abroad. It must be specified that vote based system was side effect of the industrialist framework visualized after the Industrial Revolution. There are, without a doubt, a few benefits of presidential type of government, for example, The framework permits the president to select his group that in his perspective is the best suited and most equipped for the occupation. In any case, in a creating nation like Pakistan, generally unremarkable persons are chosen on the premise of their clout as a jagirdar or tribal pioneer. Also, once chose by an acceptable greater part, the authenticity of the president both good and protected is not in debate; and unless arraigned he finishes the residency. Heroes of this framework accept that it serves as a rampart against interminable political changes, permits stable working of government and a serene change of political force. In Pakistan, unless remainders of feudalism, jagirdari framework and tribalism are carried out away with, there is no trust that either of the two frameworks could work. However who will chime the feline?

Writing: Dependent Clause and Topic Sentence

contents entries found. PART A: INTRODUCTION 1. Rationale for choosing the topic: The ongoing process of regional and global integration in Vietnam has resulted in an increasing demand for English language teaching across the country. Learning English is currently not only an interest but also a practical thing for many people. Learning English means learning four related skills: listening, speaking, reading and writing. In teaching and learning English as a foreign language in Vietnam, writing has always received a great deal of attention.This is understandable, English is learnt and taught in non-English environment, therefore writing is not only one of the four language skills that students of English need to acquire but also a means of further study. Carrell (1981) stated that â€Å"For many students, writing is by far the most important of the four skills in a second language, particularly in English as a second or foreign language† (p. 1). Writing in general is one of th e most important skills for English learners, and academic writing in particular plays key role in helping learners to master the language.Learners of English language need to know how to write academically through the way they answer questions, discuss subjects or report research results. However, academic writing is never ever an easy task because it is the combinations of relation among audience, writer, organization and presentation (according to Swale, 1997). It can be understood that learners should keep in their mind to discover typical questions: â€Å"who are they going to write for? †, â€Å"what is the purpose of writing? † (What are the topic, position and argument? , how is the writing going to be organized and presented? It is also quite important to define â€Å"academic writing† to find which is necessary and sufficient. Academic writing normally starts from words, to phrase, clause, sentence, paragraph, and then essay. This assignment concentrat es on theory of academic paragraph writing including the definition and structure of a paragraph, parts of paragraph, mistakes ESL often make in writing paragraph academically. It is tried to find out and to compare typical non-academic and academic words and phrases using in paragraph writing.As teachers of English, we ourselves think that it is essential to do a research on the topic â€Å"Academic paragraph writing†. 2. Aims and objectives: 2. 1 Aims: This assignment concentrates on theory of academic paragraph writing. Findings will be studied to suggest appropriate instructional support to help learners improve their academic writing skill. 2. 2. Objectives: To be more specific, the objectives of this study are: – to investigate the theory towards academic paragraph writing. – to find out the common mistakes in academic writing to suggest ways to reduce the difficulties and help learners improve their writing skill by giving out example academic words and p hrases It is hoped that the findings from this study will be some benefits to teachers and students in universities. 3. Methodology In order to carry out the writing of this paper, we ourselves have based on the following methods. * The combination of diachronic and synchronic approaches * The teacher’s advice * The book reference In short, it is hoped that the paper will provide an introduction to the ways how to write academic paragraph writing.We are grateful to any comments on the paper. PART B: DEVELOPMENT I/ Theory of paragraph: 1. Definition of a paragraph: It is quite easy for learners to find out what is a paragraph. There are many ways to define this basing on different viewpoints. Followings are some of popular paragraph definitions. A paragraph is: – a distinct section of a piece of writing, usually dealing with a single theme and indicated by a new line, indentation, or numbering (Oxford Advanced learner Dictionary) – is a group of related sentences that discuss one main idea.A paragraph can be as short as one sentence or as long as ten sentences. The number of sentences is unimportant; however, the paragraph should be long enough to develop the main idea clearly. (Writing academic English – Alice Oshima and Alice Hogue – Longman, third edition) – a distinct portion of written or printed matter dealing with a particular idea, usually beginning with an indentation on a new line. It is one of a series of subsections each usually devoted to one idea and each usually marked by the beginning of a new line, indentation, and increases interlinear space. World English dictionary – Collins) It can be shortly understood that a paragraph is one part of a text which express one complete idea. 2. Structure of a paragraph: A paragraph normally includes a topic sentence, supporting sentences and a concluding sentence. The topic sentence states the main idea of the paragraph. It not only names the topic of the para graph, but it also limits the topic to one specific area that can be discussed completely in the space of a single paragraph. Supporting sentences develop the topic sentence.That is, they explain or prove the topic sentence by giving more information about it. The concluding sentence signals the end of the paragraph and leaves the reader with important points to remember. Concluding sentence is customary for stand-alone paragraph. However, paragraphs that are parts of a longer piece of writing usually do not concluding sentences. 2. 1. The topic sentence: 2. 1. 1. What is topic sentence? Topic sentence is the most important sentence in a paragraph which clearly states the topic and the controlling idea of a paragraph, and briefly indicates what the paragraph is going to discuss.For this reason, the topic sentence is a helpful guide to both the writer and the reader. The writer can see what information to include. The reader can see what the paragraph is going to be about and is ther efore better prepared to understand it. 2. 1. 2. Position of topic sentences: The topic sentence is usually the first sentence in a paragraph. It can be placed in other locations depending on writers; however, the beginning of the paragraph seems to be the best spot. One of possible location for the topic sentence is at the end. 2. 1. 3. The two parts of a topic sentenceAs mentioned above, topic sentence has two essential parts: the topic and the controlling idea in which the topic names the subject of the paragraph, the controlling idea limits or controls the topic to a specific area to be discuss in the space of a single paragraph. Here is an example: Delicious foods are easy to prepare. TOPICCONTROLLING IDEA Following notices are expected to somehow help learners write good topic sentence: Firstly, the topic sentence should control or guide the whole paragraph. Topic sentence is good if it meet the readers’ need about what they expect to read in the paragraph.Secondly, a g ood topic sentence is not a general fact that everyone accepts as a true thing. An example illustrating this point can be seen through a bad topic like: â€Å"Libraries have books. † The information in this sentence is true; however, it is a general fact and is not a good choice for a topic sentence. Thirdly, a good topic sentence should be specific. For example, â€Å"Coffee is delicious. † is not a good topic sentence because the information in the sentence is too general. The reader does not know what to expect in the paragraph.The sentence can become better when it is written in a specific way, such as: â€Å"Black coffee has many benefits for your mentality. † However, it is important to know that topic sentence should not be too specific. Finally, a good topic sentence has controlling ideas which guide all the supporting sentences and give readers general expectation about what they are going to read about throughout the paragraph. 2. 2. Supporting sentenc es: 2. 2. 1. What is a good supporting sentence? Supporting sentences explain or prove the topic sentence. Good supporting entences are related to the topic sentence and its controlling ideas. They give information that supports and explains the topic of the paragraph. They answer questions – who? what? when? why? and how? – and give details. 2. 2. 2. Kinds of supporting sentences: There are several different kinds of supporting sentences going as follows with suitable examples: – explain: People move from village to big cities for economic reasons. – describe: They live in a nice house surrounded by fields of flowers. – give reasons: Tom finally drops from school because of bad results. give facts: About five percent of the A town’s population is immigrant. – give examples: Sugar cane and banana grow in South Africa. – define: My mother has a samovar, which is a large cooper tea urn. 2. 3. The concluding sentence: 2. 3. 1. Wha t is concluding sentence? Concluding sentence serves two purposes: – It signals the end of the paragraph. – It leaves the reader with the most important ideas to remember. It can do this in two ways: by summarizing the main points of the paragraph, or by repeating the topic sentence in different words.A paragraph does not always need a concluding sentence. For single paragraphs, especially long ones, a concluding sentence is helpful to the reader because it is a reminder of the important points. However, a concluding sentence is not needed for every paragraph in a multi-paragraph essay. 2. 3. 2. What are good concluding sentences? To come up with the idea of a good concluding sentence, it is necessary for writer to think about some questions: – What is a good concluding sentence? – How do the concluding sentences relate to the topic sentence and to the supporting sentences?The concluding sentence’s job is to bring the paragraph to a logical conclus ion. The paragraph can be brought to an end with some formal signals: Finally, In brief, In conclusion, Indeed, In short, To sum up, All in all, Lastly†¦ It can end with some structures: The evidence suggests that†¦, There can be no doubt that†¦, These examples show that†¦, We can see that†¦ 2. 3. 3. Kinds of concluding sentences There are many different types of concluding sentences: restatement, suggestion, opinion, prediction. Restate the main idea is one of the easiest ways to write concluding sentence. Writers restate the main idea or summarize the main point of the paragraph. †¢ Offer a suggestion, give an opinion, or make a prediction are some of ways to write a concluding sentences, sometimes writers can do a combination of these options. 3. How to write a good paragraph academically? Academic paragraph writing needs good unity and coherence. †¢ Unity: â€Å"A paragraph is a group of sentences which relate to the topic and develop the cont rolling idea.If a sentence does not relate to or develop that idea, it is irrelevant of place and should be omitted. A good paragraph must be unified. †; â€Å"A paragraph has unity when all of its sentences, including the topic sentence support, and conclusion, relate to the same main idea. (Cited from â€Å"Let’s write 2† by Dang Ngoc Huong, 2007) It is clear to see that an important element of a good paragraph is unity. Unity means that a paragraph discusses one and only one main idea from beginning to end.The second part of unity is that every supporting sentence must directly explain or prove the main idea. †¢ Coherence: â€Å"A paragraph must have unity: all its ideas must refer to the topic (as above presented), moreover, another element of a good paragraph is coherence; coherence is an important quality of writing: all the ideas are presented logically and smoothly so that it is easy for the reader to follow the writer’s progression of ideas . In other words, a coherent paragraph contains sentences that are logically ordered and that flow smoothly.In order to achieve coherence of a paragraph, writers can use several ways in writing. † (According to Dang Ngoc Huong, Let’s write 2, 2007) For coherence in writing, the sentences must hold together; that is, the movement from one sentence to the next must be logical and smooth. There must be no sudden jumps. Each sentence should flow smoothly into the next one. There are four ways to achieve coherence: 1. Repeat key nouns. 2. Use consistent pronouns. 3. Use transition signals to link ideas. 4. Arrange ideas in logical order.II/ Findings on academic paragraph writing There are many necessary things to form a good academic writing. English learners sometimes find it difficult to write in English, especially in academic style. It is our try to find out the three common mistakes in paragraph writing: run-on sentence, fragment and parallel structure; and academic equ ivalents of words or phrases to be helpful for learners to write academically. 1. Learners’ common mistakes in paragraph writing: As mentioned in the introduction, writing is always a not-easy task with most of English learners.It is due to the need for combining various skills and background knowledge when they do writing. This part is going to show common mistakes that learners often have in academic writing in general, and in paragraph writing in particular. 1. 1. Run-on sentence: A run-on sentence is a sentence in which two or more independent clauses (i. e. , complete sentences) are joined without appropriate punctuation or conjunction. This is one of the most common mistakes appeared in academic writing. Following are suggested approaches to avoid the error: †¢ Use separate sentences.However, this may disconnect related independent clauses and cause some of the meaning to be lost: o It is nearly half past five. We cannot reach town before dark. †¢ Use a semico lon. This maintains the connection between the clauses while ensuring a pause between the two ideas: o It is nearly half past five; we cannot reach town before dark. †¢ Use a coordinating conjunction. o It is nearly half past five, so we cannot reach town before dark. 1. 2. Fragment: Fragment is a sentence which does not contain a subject or a predicate.A sentence fragment fails to be a sentence in the sense that it cannot stand by itself. It does not contain even one independent clause. There are several reasons why a group of words may seem to act like a sentence but not have the wherewithal to make it as a complete thought. †¢ It may locate something in time and place with a prepositional phrase or a series of such phrases, but it's still lacking a proper subject-verb relationship within an independent clause: †¢ It describes something, but there is no subject-verb relationship: Example: In Japan, during the last war and just before the armistice.This sentence acco mplishes a great deal in terms of placing the reader in time and place, but there is no subject, no verb. Example: Working far into the night in an effort to salvage her little boat. This is a verbal phrase that wants to modify something, the real subject of the sentence (about to come up), probably the she who was working so hard. †¢ It may have most of the makings of a sentence but still be missing an important part of a verb string: Example: Some of the students working in Professor Espinoza's laboratory last semester. It may even have a subject-verb relationship, but it has been subordinated to another idea by a dependent word and so cannot stand by itself: Example: Even though he had the better arguments and was by far the more powerful speaker. This sentence fragment has a subject, he, and two verbs, had and was, but it cannot stand by itself because of the dependent word (subordinating conjunction) even though. We need an independent clause to follow up this dependent cl ause: . . . the more powerful speaker, he lost the case because he didn't understand the jury. 1. 3.Parallel structure: This principle of parallel construction requires that expressions of similar content and function should be outwardly similar. The likeness of form enables the reader to recognize more readily the likeness of content and function. Unskillful writers often violate this principle, from a mistaken belief that they should constantly vary the form of their expressions. It is true that in repeating a statement in order to emphasize it writers may need to vary its form. But apart from this, writers should follow carefully the principle of parallel construction. Faulty Parallelism |Corrected Version | |Formerly, science was taught by the textbook method, while now the |Formerly, science was taught by the textbook method; now it is | |laboratory method is employed. |taught by the laboratory method. | The left-hand version gives the impression that the writer is undecided or timid; he seems unable or afraid to choose one form of expression and hold to it. The right-hand version shows that the writer has at least made his choice and abided by it.By this principle, an article or a preposition applying to all the members of a series must either be used only before the first term or else be repeated before each term. |Faulty Parallelism |Corrected Version | |The French, the Italians, Spanish, and Portuguese |The French, the Italians, the Spanish, and the Portuguese | |In spring, summer, or in winter |In spring, summer, or winter (In spring, in summer, or in winter) |Correlative expressions (both, and; not, but; not only, but also; either, or; first, second, third; and the like) should be followed by the same grammatical construction. Many violations of this rule can be corrected by rearranging the sentence. |Faulty Parallelism |Corrected Version | |It was both a long ceremony and very tedious. |The ceremony was both long and tedious. | |A time not for wo rds, but action |A ime not for words, but for action | |Either you must grant his request or incur his ill will. |You must either grant his request or incur his ill will. | |My objections are, first, the injustice of the measure; second, that |My objections are, first, that the measure is unjust; second, that | |it is unconstitutional. |it is unconstitutional. | When making comparisons, the things which are compared should be couched in parallel structures whenever that is possible and appropriate. Faulty Parallelism |Corrected Version | |My income is smaller than my wife. |My income is smaller than my wife's. | 2. Non-academic words and academic equivalents: It is necessary for learners to use academic words in academic paragraph writing. Because of limited space and time, our group just suggests example words and phrases in their simple form and academic equivalents as below. |Meaning |Simple word |Academic word | |Y tu? g / khai ni? m |idea |Concept / notion | |D? |enough |Suffic ient / adequate | |Phuong phap |way |Approach | |Thu du? c |get |obtain | |K? t qu? result |Consequence / outcomes | |Duy tri / gi? |keep |retain | |mua |buy |Purchase | |Duy nh? t |only |Unique / solely | |C? i thi? n |improve |enhance | |B? d? u |start |commence | |D? doan |predict |anticipate | |T? p trung |focus |concentrate | |Cu? i cung |final |Ultimately / eventually | |D? g |Stop / end / finish |Terminate / cease | |Tri hoan |Postpone / delay |Suspend | |R? i b? |Quit / give up |Abandon | |Ph? n |Part |Portion |PART C: CONCLUSION It is of the importance for English learners to discover definition of a paragraph, paragraph structure (topic sentence, supporting sentences, and concluding sentence) in academic style along with the way of writing paragraph academically. Due to limited space, time and the limitation of writers’ knowledge, this assignment concentrates on theory of paragraph and discovers popular mistakes (run-on sentence, fragment, and parallel structure ) which learners normally make in writing paragraph academically.In addition, it is our try to take example and compare words in both non-academic and academic style with the hope that learners have awareness of using correct writing style. REFERENCES 1. Arnaudet, M. L. & Barrett, M. E. (1984). Approaches to Academic Writing. Englewood Cliffs, NJ: Prentice Hall. 2. Brook, A. & Grunby, P. (1990). Writing for study purposes: a teacher’s guide to developing individual writing skills. CUP. 3. Campbell D. Better Sentence-Writing in 30 minutes a Day. Career Press 4. Doff, A. (1988). Teaching: a training course for teachers. Cambridge : CUP 5.Fries, C. (1945). Teaching and learning English as a Foreign Language. Ann Arbor: University of Michigan Press. 6. Hennessy, B. (1994). How to write an essay. Plimbridge House. 7. Henry, J. & Pender, J. (1997). English for academic purposes: writing. Toowoomba, Qld: USQ Press for the Centre for Language Learning and Teaching 8. Huong, D. N (200 7). Let’s write: HOU 9. Murray, R. (2003). How to write a thesis. Maidenhead, Berkshire: Open University Press. 10. White, R. & McGovern, D. (1994). Writing. New York: Prentice Hall. 11. Grammar. ccc. commnet. edu/grammar/parallelism. htm

Full Day Kindergarten Programs Essay

The reason children attend kindergarten today is so they can be taught a meaningful and balanced curriculum filled with skills and information. Teachers do this through age-appropriate activities that encourage the children to learn more (Marzollo, 1987). In order for children to develop the necessary skills for success in life, they need to attend kindergarten. In full day kindergarten programs more time is available to develop the necessary social and academic skills children need for success later on (â€Å"Full-day and half-day kindergarten in the United States†, 2004). Full day programs have become more and more popular in the past few decades. In the 1970s fewer than 15% of all five-year-olds in the US attended full day programs; in the 1980s it rose to 30% of kindergarten children attending these programs (Votruba-Drzal, Li-Grinning, & Maldonado-Carreno, 2008). In the 1990s it rose to nearly 50%, and by 1993, 54% of kindergarten teachers were teaching at least one full day class (Paciorek, 2002). In 2001, 57% of kindergarten age children were attending a full day program (â€Å"Full-day Kindergarten Pays Off†, 2003). Review of the Literature Arguments for full day Kindergarten programs. Full day kindergarten programs that are taught in a good learning environment tend to offer a better learning foundation for children, and many important characteristics only found in full day programs are not able to fit into a half day program. The extended time full day kindergarten often boosts the opportunities for implementing these unique characteristics of kindergarten in a way not possible in the half day programs (National Education Association, 2006). There is an extreme need for full day programs in some parts of the country. Today in the US, there are an increased number of single-parent homes or homes where both parents work. This makes it necessary for children to be in school all day, instead of just half the day (â€Å"Full†¦Half†, 2004). The advantages that children receive from full day kindergarten extend into the first grade and sometimes beyond. These gains help children academically; enabling them to learn better, which makes them more well-rounded human beings (â€Å"Readings†, 2007). In full day programs, there are more opportunities for children to do in-depth studies and more time for hands-on learning. There is also more stability in full day kindergarten because teachers are given the time to balance large group, small group, or individual instruction. Having this balance has fostered higher learning abilities in children (NEA, 2006). Children in half day programs do not have the same opportunities as children in full day programs because of the time limitations. In half day programs, learning must be done in large groups because there is not enough time to have child-initiated learning. Children need to be given the opportunity to experience how all the different areas of learning are connected and how learning basic skills will help them to understand more complex skills later on in their education (NEA, 2006). Children change in many ways while in kindergarten. They learn to think about the world they are living in, and they also learn to think about themselves (West, Denton, & Reaney, 2000). In full day kindergarten programs children are taught processes of learning that will help them learn throughout life (DeCicca, 2007). â€Å"Full day programs are more likely than half day programs to spend to spend more time every day on letter recognition, letter-sound match, rhyming words, reading aloud, and alphabetizing† (â€Å"Full-day Kindergarten Pays Off†, 2003). President of the National Association of Elementary School Principals, Paul Young, says, â€Å"If you don’t master certain skills at the kindergarten level, then you can’t be successful in first grade† (Thomas, 2002). In their first year of school children will gain the skills and the knowledge necessary for their success in the future (West, Denton, & Reaney, 2000). The number of children that attend full day kindergarten programs varies depending on the type of school they attend and where the school is located. Overall, 56% of kindergarten-age children in the US attend a full day kindergarten program. About 54% of children who attend public schools are in a full day program, while 67% of children who attend private schools are enrolled in a full day program (â€Å"Full†¦Half†, 2004). In the US 67% of private schools offer a full day program, while only 57% of public schools do. Catholic schools are more likely to offer full day programs than other private schools, with 78% of Catholic schools offering full day programs and only 63% of other private schools. Fifty-two percent of public schools offer half day programs which is more compared to only 29% of Catholic schools and 40% of other private schools (â€Å"Full†¦Half†, 2004). Some schools offer only full day programs (53%) but fewer offer only half day programs (39%) and 7% of schools offer both full and half day programs. In the US 61% of schools with a kindergarten program offer at least one full day program and 47% offer at least one half day program (â€Å"Full†¦Half†, 2004). The enrollment of children in full day programs varies in different parts of the country. It also varies with the race and economic status of the child’s family. In the US, 60% of kindergarten children are enrolled in full day public or private kindergarten programs. Nine states mandate that a full day program be offered in every school (â€Å"Full Day Kindergarten Growing†, 2008). The majority of the children enrolled in full day kindergarten are children of single parents, children whose parents both work outside the home, and children of low-income families (Paciorek, 2002). The region of the country plays a role in the enrollment of children in full day programs. In the South, 84% of public schools offer full day programs, compared to only 57% in the Midwest, 38% in the West, and 37% in the Northeast (â€Å"Full†¦Half†, 2004). A larger majority of children in the Southern region of the country attend full day kindergarten program (82%) compared to other regions: 47% in the Midwest, 48% in the Northeast, and 31% in the West. Public schools located in the suburban and large town areas are less likely to have children attending a full day program (only 45%) compared to schools located in large and mid-sized cities (59%) or small towns/rural areas (65%) (â€Å"Full†¦Half†, 2004). Parents of kindergarten children put them in these full day programs for many different reasons. One reason is so minority children, or children who are considered â€Å"at risk† for failing academically, are given the chance to stay on the same level as their peers. Full day kindergarten has been shown to considerably close the achievement gaps for minority or low-income children (NEA, 2006). This is especially relevant to gaining the basic skills of learning (West, Denton, & Reaney, 2000). Full day programs also have been shown to significantly improve the math and reading skills of all races (DeCicca, 2007). Children from low-income families have many risk factors they must face that could potentially threaten their health and their development. About one-fifth of US children live in poverty, which has been shown to be a major risk factor for children’s cognitive and academic achievement. Full day kindergarten can put these children on the same level as children who do not live in poverty. (Votruba-Drzal, Li-Grinning, & Maldonado-Carreno, 2008). Public schools with at least 75% minority enrollment offer full day kindergarten (76%), compared to public schools with less than 25% minority enrollment (44-48%). In private schools with at least 75% minority enrollment the children are more likely to participate in full day programs (93%) compared to private schools with less than 10% minority enrollment (54%) (â€Å"Full†¦Half†, 2004). Racial characteristics play a role in enrollment in full day programs also. It has been shown that African American and Hispanic children enrolled in full day programs closed the achievement gap with white and Asian children in the basic math and reading skills, but African American and Hispanic children are not acquiring the more advanced skills at the same rate that white and Asian children acquire in their first year of schooling (West, Denton, & Reaney, 2000). Full day programs have also been shown to create a larger achievement in math and reading for low-income children than children in half day programs (â€Å"Readings†, 2007). Also, public schools with at least 50% of their enrollment consisting of low-income children are more likely to offer these full day programs (â€Å"Full†¦Half†, 2004). Children that have completed full day kindergarten programs have been shown to be more prepared for first grade than their peers that attended half day programs. In a study of 22,000 kindergarteners nationwide, students who attended full day programs made larger reading gains than children who attended half day programs (â€Å"Full-day Kindergarten Pays Off†, 2003). Children will be better prepared to meet the strict curriculum of first grade if they have attended a full day kindergarten program, because they are used to the full day schedule and they know how their day will go (â€Å"Leading†, 2008). Full day kindergarten programs need to have a â€Å"content-centered curriculum for this age group† in order for the program to be successful academically (â€Å"Full†¦Half†, 2004). Many benefits are available to children in full day kindergarten. Studies have shown improvement in full day kindergarten children’s academic skills (Votruba-Drzal, Li-Grinning, & Maldonado-Carreno, 2008). There are many positive academic and social benefits for children of low economic status or disadvantaged backgrounds from attending full day kindergarten. Research that has been done in the past 10 years has shown steady positive academic gains for children enrolled in full day programs. Full day programs offer children a curriculum that is age-appropriate while still providing major academic benefits (Paciorek, 2002). In full day kindergarten there is â€Å"greater socialization, generalization of knowledge, transfer of learning, and a deeper understanding of concepts. † This extra time is not only good for the child, but it improves the teacher’s and family’s experience as well (NEA, 2006). In full day kindergarten other gains are made, such as greater growth of reading and math skills over the course of the kindergarten year. Children who attend full day programs out-perform children who attend half day programs on reading, science, and math achievement tests. Children who attend full day kindergarten also tend to have lower levels of special education and grade repetition (Votruba-Drzal, Li-Grinning, & Maldonado-Carreno, 2008). Children who leave full day kindergarten with better reading skills are more likely to have more success in the first grade and beyond because the material that is taught in early elementary school is usually sequential (DeCicca, 2007). Children enrolled in full day kindergarten programs tend to make greater gains in reading/language arts than children in half day programs over the course of the year (â€Å"Full†¦Half†, 2004). Since the school day is longer for full day kindergarten students, they tend to participate in learning experiences unavailable to half day students. These experiences will help to develop their early literacy skills so that they are more prepared for the first grade. Reading is the most important activity for kindergarten children. It is required for future success in not only school but in life in general (NEA, 2006). Children enrolled in full day kindergarten have more time to experience literacy. Having this time helps children get a head start on becoming readers and writers (NEA, 2006). Math skills are also improved in full day kindergarten. â€Å"Mathematical learning tends to be quite sequential in nature, so if one masters the basic concepts early it is likely that the burden of future learning will be lowered† (DeCicca, 2007). Sometimes the math taught in full day kindergarten is actually that of a first grade curriculum. This helps children get further ahead in their studies and can make them quite successful later on (â€Å"Full†¦Half†, 2004). Science skills are also improved in full day programs. Children have time to take part in science experiments fostering the fact that in order to learn science, one must â€Å"do science. † Because of the extended class time, children are able to take part in more difficult math and science thinking. They are able to move beyond the basic counting and identifying numbers that are normally part of a half day kindergarten program (NEA, 2006). In full day programs, children also have greater opportunity to improve their behavior. Children in full day programs are able to have more child-to-child interactions, and this improves their social skills. In one study of full day kindergarten, there were 14 different dimensions tested. Nine of these dimensions were positive: â€Å"originality, independent learning, involvement in classroom activities, productivity with peers, intellectual dependency, failure/anxiety, un-reflectiveness, holding back or withdrawal, and approach to teacher† (Paciorek, 2002). In full day programs teachers are able to take advantage of the extra time. Teachers of full day kindergarten should provide â€Å"child-centered, developmentally appropriate activities† and balance small group and large group activities (â€Å"Full†¦Half†, 2004). Teachers are able to allow more time for children to have free play, rather than large group activities. There is more time for indoor and outdoor play; children can use â€Å"learning centers†, and children learn how to cooperate with each other (Paciorek, 2002). In order for children to have a balanced development, play needs to be included in the school day. Children develop many different skills while playing which are necessary for success such as â€Å"inductive experience, cognitive dissonance, social interaction, physical experiences, revisiting, and competence†. Play-time has an influence on the intellectual development of children, and it improves learning abilities (NEA, 2006). In full day programs, children scored much higher on achievement tests than children in half day programs on all of the areas that were tested (Paciorek, 2002). There are many advantages to informal testing in kindergarten. Informal assessments focus on the â€Å"developmental and achievement changes in children over time†; it highlights the individual child, rather than the entire group of children. It also offers many opportunities to demonstrate a child’s competence, making the introduction of a tougher curriculum easier. Finally, it helps children understand their learning better, and it provides solid information to share with children’s families (NEA, 2006). Full day programs also create more freedom for teachers. Full day programs are pretty new, so teachers, administrators, and parents are able to create the curriculum themselves. This can be frustrating, but it has many benefits for the children and the teachers (Marzollo, 1987). Many teachers prefer full day programs to half day programs because they are able to instruct children individually. Teachers are also able to get to know their students better. This helps the teachers understand the child’s specific needs to better educate the child. Teachers say there are many advantages to having full day programs. The atmosphere of full day kindergarten is much more relaxed than half day kindergarten, the opportunities for children to develop their own interests are greatly increased, and there is also more time for creative activities (Paciorek, 2002). Teachers of full day programs are not as rushed to fit the whole curriculum in as half day teachers are. The full day teachers are better able to teach different concepts in many ways to ensure that children fully understand the material (NEA, 2006). Teachers of full day kindergarten are able to get to know the families of their students better than teachers of half day kindergarten. Because of this, they can meet the needs of the students more effectively. The relationships between the teachers and families are also improved with full day kindergarten. The parents are more comfortable communicating with the teachers, because they are able to get to know the teachers better. This also helps the teachers teach better (NEA, 2006). Most parents feel that full day kindergarten has done nothing but good for their children. Robyn Ann Kreusel says, â€Å"I never expected my child to be writing three-sentence paragraphs by the end of kindergarten. † (â€Å"Full-day Kindergarten Growing†, 2008). Parents are very satisfied with full day programs, and they believed that their children were better prepared for first grade because of the material they were taught in full day kindergarten. Parents also say their children greatly benefited socially in full day kindergarten (Paciorek, 2002). Today, parents are very interested in their children being able to read at an early age, and a full day kindergarten program is a great way to make this possible (Thomas, 2002). Arguments against full day Kindergarten In the past few years, many questions have been raised about the necessity of full day kindergarten programs. People want to know how all the extra time is going to be used. Some educators feel that this time will be used for â€Å"playtime† or â€Å"daycare. † Others feel that first grade material is going to be pushed down into the kindergarten classroom, making kindergarten too academic. People also want to take into consideration how children learn at this age and the purpose of kindergarten in the first place. Some experts say that academics should be increased, and others say the extra time should be spent on activities the students should do on their own (NEA, 2006). Some parents are worried about full day kindergarten programs. They feel that their children will come home after a full day and be tired and cranky. The full day kindergarten curriculum is tough. In this curriculum there are seven different subject areas. These areas are language arts (which consist of oral language, listening, reading and writing), social studies, science, math, art, music, and physical education (Marzollo, 1987). In a full day program, children have more time to master a curriculum which would normally be more of a first-grade curriculum (â€Å"Full-day Kindergarten Growing†, 2008). Children in full-day programs are also on the same schedule as a first-grade class, so teachers are able to work together on subject substance, which makes it easier for the children to transition into first grade the following year (NEA, 2006). People feel this is a problem in some cases. Experts say the worst way a school board could plan a kindergarten curriculum is to move first-grade material down to kindergarten. Some say that children are pressured to teach subjects that are too hard for them to understand. People also feel children are denied the large assortment of activities that normally take place in a kindergarten classroom (Marzollo, 1987). In some school districts 60% of children are not ready to enter the first grade after their first year of kindergarten because they are pressured to learn material too quickly. Each year, the kindergarten curriculum becomes tougher. Schools now want children to be reading full books on their own by the third grade (Thomas, 2002). Some schools do not provide full day kindergarten programs, but full day programs tend to be found in many Catholic schools. Also, full day programs are very popular in the South, with 84% of public schools offering them It is especially popular in cities rather than small towns, rural areas, and large towns, or suburban areas (â€Å"Full†¦Half†, 2004). Many states whose school districts offer full day kindergarten fund these programs. Twenty-five states and Washington DC provide money to the school districts that offer full-day kindergarten (â€Å"Full†¦Half†, 2004), but many schools in the US do not have the money or the space to offer full day programs to families of kindergarten children (â€Å"Full-day Kindergarten Growing†, 2008). Conclusion Full day kindergarten has many benefits for everyone involved in the programs. It provides many experiences for children that they would not be given if they were enrolled in a half day kindergarten program. Kindergarten is a time of change for children and their parents. Children are able to learn different things in full day programs that they would not have enough time to learn in half day programs. Parents and teachers prefer to have children in full day programs because ultimately it puts the children further ahead and it provides a better opportunity for academic success than the half day programs. References DeCicca, Philip. (2007). Does full-day kindergarten matter? Evidence from the first two years of schooling. Economic of Education Review, 26, 67-82. Retrieved from EBSCOhost: Academic Search Premier. Full-day kindergarten growing. (2008). American School Board Journal 195. 3, 10. Retrieved from EBSCOhost: Academic Search Premier. Full-day and half-day kindergarten in the United States. (2004). US Department of Education. Retrieved from EBSCOhost: Academic Search Premier. Full-day kindergarten pays off. (2003). District Administration, 39. 8, 18. Retreieved from EBSCOhost: Academic Search Premier. Leading the pack, continuing to move forward. (2008). Maryland State Department of Education. Retrieved from EBSCOhost: ERIC. Marzollo, J. (1987). The new kindergarten: Full day, child centered, academic. New York, NY: Harper & Row Publishers. National Education Association. (2006). Quality full-day kindergarten: Making the most of it. Washington, D. C. : NEA. Paciorek, K. M. (2002). Taking sides: Clashing views on controversial issues in early childhood education. Guilford, CT: McGraw-Hill Company. Readings and reports from parents involvement to wellness policies. (2007). American School Board Journal, 194, 55-57. Retrieved from ESCOhost: Academic Search Premier. Thomas, K. (2002, September 19). See Johnny read-by kindergarten. USA Today, p. 8. Votruba, Drzal, E. , Li-Grinning, C. P. , & Maldonado-Carreno, C. (2008). A developmental perspective on full versus part day kindergarten and children’s academic trajectories through fifth grade. Child Development, 79. 4, 957-978. Retrieved from EBSCOhost: Academic Search Premier. West, J. , Denton, K. , & Reaney, L. M. (2000). The kindergarten year: Findings from the early childhood longitudinal study. Washington, D. C. : NCES.

Social Psychology, By Philip Zimbardo - 1143 Words

Social Psychology is a branch of psychology that tries to find out how people behavior is influenced by others and the development of human interactions. According to the psychology professor and author of the book Fourty Studies that Changed Psychology, Roger Hock: â€Å"Social psychology may also be the research domain that contains the greatest number of landmark studies.† By this being said, social psychology contains a great amount of pioneers that have helped the development of psychology as a science. A great example of a contemporary American Psychologist is Philip Zimbardo. Philip Zimbardo was born on March 23rd, 1993 in New York City Bronx ghetto. He was raised in a strong Catholic Sicilian immigrant family and later on he became an atheist. His first marriage was with Rose Abdelnour and then he got divorced and remarried to Christina Maslach who with he had a son called Adam Zimbardo. According to an interview done by the University of California, he mentioned that â€Å"The South Bronx provided my first informal education in psychology. I knew that school was my ticket out of the ghetto.† He decided to do his undergrad on Psychology, Sociology and Anthropology at Brooklyn College in the year of 1954. Then, he decided to continue his educational career at Yale University where he got his masters in Psychology and further his PhD in the year of 1959. During the time he was getting his education, he developed a great passion for teaching and mentoring, where he becameShow MoreRelatedThe Stanford Prison Experiment : Stanford University1697 Words à ‚  |  7 Pagesalso known as the Psychology department at Stanford University. Not even Philip Zimbardo, the psychologist behind the experiment that would shape the field of psychology for years to come, could have predicted the behaviors and events that followed. Philip Zimbardo was born on March 23, 1938, in New York City. 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The experiment was unsuccessful, but it produced some results that give an insight into human psychology andRead MoreThe Field Of Social Psychology1378 Words   |  6 PagesIn the field of Social Psychology, numerous studies have been made about different types of behavior and what causes humans to act a certain way. There are also different specific types of behavior that have been studied, such as aggression. One important study made about signs and effects of aggression would be Stanford University’s Dr. Philip Zimbardo’s study of prisoners and guards in a simulated prison. His research was conducted a long with two of his graduate assistants by the name of CraigRead MorePhilip Zimbardo s Father Of The Stanford Prison Experiment1168 Words   |  5 PagesPhilip Zimbardo: Father of the Stanford Prison Experiment Philip Zimbardo is known for his famous prison experiment that revealed some important facts about human nature. This type of experiment had never been done before. The Stanford prison experiment was designed to find out â€Å"whether the brutality reported among guards in American prisons was due to the sadistic personalities of the guards or had more to do with the prison environment† (McLeod 1). Zimbardo was influenced by the Milgram experimentRead MoreZimbardo’s Prison Study Essay1144 Words   |  5 PagesAbstract In 1971, a Stanford University psychology professor named Philip Zimbardo and a team of researchers conducted an unorthodox study involving 24 male college students who would later be convinced that they were prison inmates and prison guards in less than 24 hours. This study was voluntarily cut short after only six days due to the unexpected results which were found. Psychology Professor Philip Zimbardos Stanford Prison Experiment of August 1971 quickly becameRead MoreStanford Prison Experiment Essay1150 Words   |  5 Pagesindividual(s) would be fair and ethical or could it be said that ones true colors would show? A group of researchers, headed by Stanford University psychologist Philip G. Zimbardo, designed and executed an unusual experiment that used a mock prison setting, with college students role-playing either as prisoners or guards to test the power of the social situation to determine psychological effects and behavior (1971). The experiment simulated a real life scenario of William Golding’s novel, â€Å"Lord of the Flies†Read MoreThe Stanford Prison Experiment At Stanford University1239 Words   |  5 Pagesan ad for a psychology study that pays $15 per day posted in the local newspaper, and decide to submit an application. Little do you know at the time, that the study you are applying for will become known worldwide and create such an impact that it remains relevant over 44 years later. This infamous study is known today as the Stanford Prison Experiment. The experiment was led by psychology professor Dr. Philip Zimbardo along with his team of researchers in the basement of the psychology building atRead MoreEssay about Reviewing Zimbardo’s Experiment 893 Words   |  4 Pagesâ€Å"The Stanford Prison Experiment† by Philip G. Zimbardo was written to explain the results of the Stanford prison experiment. Zimbardo while trying to gain support for his conclusions of the experiment, demonstrated many errors in his writing, and in his own experiment. The errors that Zimbardo commits call into question the validity of his argument, and the experiment. The goal explained by Zimbardo was â€Å"to understand more about the process by such people called â€Å"prisoners† lose their liberty, civil