Necessity Of Vaccines - Free Essay Example

Sample details Pages: 6 Words: 1787 Downloads: 5 Date added: 2019/07/29 Category Medicine Essay Level High school Tags: Vaccines Essay Did you like this example? Being a parent is never an easy job. It is not unusual for a parent to question if they are making the right decision for their child or not. Today, many parents often struggle with the decision to vaccinate their child. Don’t waste time! Our writers will create an original "Necessity Of Vaccines" essay for you Create order Many parents are concerned with the rare side effects that come with vaccinations, which is why they may be hesitant to choose to vaccinate their child.   Anti-vaccination may be rational to parents who choose to put their child over the public good, but it is not a reasonable choice. Vaccinations are the key to keeping the United States population safe from outbreaks of infectious diseases. According to the American Association of Pediatrics, vaccinations are 90% to 99% effective in the ability to prevent diseases with properly distributed. Not only are the extremely effective, they also save approximately 2.5 million children from disease each year.   However, not everyone in the United States receives these recommended vaccinations. As a result of unvaccinated people, the population as a whole is at risk. To resolve this problem, a new law should be put into place that does not allow people to choose not to vaccinate their children. This new law is crucial to the people of the United States as it is the easiest, safest, and most cost-efficient way to put an end to easily preventable disease outbreaks The urgent need for this new policy adoption in the United States stems from outbreaks that often occur in schools, which may cause students to miss several days of educational instruction. For instance, an elementary school in Denver, Colorado recently experienced a chickenpox outbreak that stemmed from unvaccinated children who attended the school. The school allows its children to not receive the proper and recommended vaccines if the parents of the child chooses to do so. In the school, there was a report that two unvaccinated children in attendance were experiencing symptoms of chickenpox (Kovaleski). In response to this, the school and its health officials told the parents of the other fourteen unvaccinated children who also attended the school that it was recommended that their children did not attend school. This was done to protect the unvaccinated children from the disease in school, since the risk of getting the disease was much higher for them. The vaccinated children at school were able to continue going to class due to their parents giving them the proper vaccines needed. However, because the parents of the unvaccinated children chose to be against vaccines, mainly due to religious reasoning in this case, these unvaccinated children were not able to attend approximately twenty-one days of school the amount of days in which the chickenpox virus could be dormant. The chickenpox vaccine, varicella, is 99% e? ¬?ective at preventing the chickenpox infection in children (Kovaleski), which is information that these parents knew, but disregarded. However, if the vaccination requirement law is put into place, chickenpox outbreaks would be easily avoided because all the unvaccinated children would not be attending a school where they could put their fellow classmates in harms way. Due to the fact that unvaccinated children not only put themselves at risk, but other children as well, proves just how crucial this law adoption is for schools. With the new law requiring all children to receive vaccines, rather than outbreaks occurring in schools, there will be herd immunity. Herd immunity refers to when a large group of vaccinated people come into contact with an infectious person; however, due to the fact that the majority of the people in the group are protected from the disease, the infected person will have Adi cult time passing the disease along ( Loving). A perfect example of herd immunity occurred in Richardson, Texas. In January of 2016, an Legislature and signed by Governor Jerry Brown in June of 2015, which proves that although it will be difficult to make this new policy nationwide, it is possible (California State Vaccine Requirements). The California bill does not allow any sort of exemption to vaccinations. If a parent wants their child to go to school, that child must be vaccinated†the religion and beliefs of the parents will no longer provide any sort of exemption. If a parent still chooses to not vaccinate their children, their only options are to homeschool their children, or move to another state. This restriction of the first amendment is not only ethical, but necessary because deciding not to get vaccinated does not solely a? ¬?ect said individual, butthe population around the individual. The premise of the bill is to make it entirely illegal to send unvaccinated children to schools, which is exactly w hat the new law will do but nationwide. The benefits of vaccinations include potentially saving a childs life in a safe and e? ¬?ective manner so requiring all people who attend schools to be vaccinated is clearly beneficial to all. According to the article Immunize for Good by Colorado Childrens Immunization Coalition, a website that delves into the benefits and risks of vaccines, vaccines are beneficial because they not only protect the person vaccinated, but the people in the surrounding area, as well. Vaccines are also the most cost efficient way to prevent infectious diseases because it is significantly less expensive to prevent a disease in comparison to how much money it costs to treat an infected group of people (Health and Medicine Division). It is concluded that there is no evidence proving that the proper vaccine schedule recommended for children is dangerous, and vaccines are the most cost efficient way to prevent diseases, so it is in the publics best intentions to receive vaccines (Immunize for Good). Despite all evidence pointing to the safety and benefits of vaccines, there are two main reasons that people are against vaccinations: religion and the false rumors of vaccinations causing autism in children. One of the main reasons parents choose not to vaccinate their children is because they believe that vaccinations are against their religion. In the present day, there is religious exemption to vaccinations, which allows people to not get vaccines because they believe it is against their religion. However, religious exemption is something that will no longer be available according to the new policy. There is some controversy over whether religious exemption is justicable or not for the sake of vaccines. For instance, many of the religions that are stereotypically known to be against vaccines actually state morals that show they are for and support the use of vaccines. For example, it is commonly known that some Catholics do not believe in the safety in vaccines; however, the Cath olic Church actually states there would seem to be no proper grounds for refusing immunization against dangerous contagious diseases (Religion and Vaccinationsa Quick Review). This statement proves that the Catholic Church is not against vaccines, but it actually states that to not vaccinate would be immoral. Another example of a typically anti-vaccine religion is Hinduism. Those who practice Hinduism live their lives in a manner as to respect life, so, they ultimately believe in any technology, such as vaccines, that would help them live healthier lives. The four major divisions of Hinduism have not once mentioned a problem with vaccinations (Grabenstein). Judaism, another quite popular religion, also supports vaccines for similar reasons to Hinduism, they believe that anything that will help enhance life is something to be supported. Also, Judaism support and focuses on the community rather than just one person when it comes to the prevention of disease, which is quite similar to the purpose of vaccines to protect the community. Along with the religions mentioned, there are many   Hulk 8 more such as the Amish, and Islam (Grabenstein), who do in fact support vaccines mainly because the religions understand that vaccines help people live longer and healthier.The second reason that some people are against vaccines is the cause of the false rumor created by Andrew Wakefield. Wakefield claimed to have found scientific evidence that proved that vaccines led to autism in children. It was later concluded that Wakefield found no evidence, rather, he lied and created false information to make it seem as though autism stemmed from vaccines (Vaccines Dont Cause Autism). Although the scientific consensus is against Wakefields research on vaccines, and he had his medical license taken away, people still believe that vaccines can cause autism. These people are victims of the psychological term, conformation bias. The confirmation bias means that the people want so badly to believe that vaccines are not safe, that any mention of their negative side effects, even if these sid e effects are proven to be incorrect, still stick in their minds. (Vaccines Do Not Cause Autism). Fortunately, many studies prove that autism does not come from vaccines. For example, one study measured the number of antigens, which are ingredients in vaccines that make the peoples immune system create disease-fighting antibodies, from vaccines. Then, they looked at the results after the vaccines had been used, which proved that the total amount of antigen after receiving vaccines was the exact same for children with Autism Spectrum Disorder and the children without the disorder (Study Linking Vaccine to Autism Is Called Fraud). Another claim is that the ingredient in earlier vaccines, thimerosal, a mercury-based preservative, causes autism. However, no current vaccines contain thimerosal†not because it causes autism, because it did not†but solely as a precaution (Study Linking Vaccine to Autism Is Called Fraud). Therefore, all rumors and incorrect information claiming vaccines give children autism have been refuted, meaning there is no reason to not vaccinate children in fear of autism. As for the drawbacks of the policy plan, realistically speaking it is going to be difficult to induce such a big change in the United States because the people know they have freedom of choice. However, they need to realize that they do have a choice with this new law: either get their children vaccinated or have their children be homeschooled. The religious exemptions and the belief in autism exemptions have both been proven to be incorrect, so the people of the United States need to understand and realize that the only truly safe decision to make is to vaccinate children. As a conclusion, vaccines are safe, cost-efficient, and the easiest way to avoid disease outbreak. This new law that requires all students who wish to attend school be vaccinated is not only realistic, but a necessity to all of America. The outbreaks of infectious diseases that occur in schools every single year will decrease significantly with the implementation of the new law. With the enforcement of a new polic y that requires all students to have vaccines, lives will be saved. In order to protect the people of the United States, vaccines are an absolute necessity.

Visual Media, Allegorical Consciousness, and Postmodern...

Visual Media, Allegorical Consciousness, and Postmodern Culture I think many of us would agree that we are living in an era of transition: generally, from one phase of modernity to another; more specifically, it is harder to say. Lets ask ourselves for a moment how this sense of change might guide the rhetorical study of visual media. Of the many possible answers to this question, there are two I want to put on the table. The first consideration is that the study of visual media is likely to be occurring at all, or in a particular form, because our society now is moving beyond those media to other communication technologies. Here I am applying an observation from the history of communication: We know that the study of the forms†¦show more content†¦Not surprisingly, the study of meaning quickly became articulated through terms such as symbol that could work in both verbal and visual media, while subsequently verbal and visual terms have become interchangeable as we referr to all manner of practices as discourses and read a limitless range of artifacts, or at least gesture in that direction. And now we find ourselves amidst the study of visual media, visual cultures, visual literacy, etc.--which is more, by the way, than previous investigations of the individual visual arts, which always arise soon after their moment of origin. I cant help but wonder if, once again, the study of communication is caught in a slightly retrograde enterprise. Are we focusing on the visual because we are already under the influence of a successor technology? If so, isnt it likely that our account of visual rhetorics is itself already bearing the stamp of a post-visual mode of perception or cognitive style, or that if it is not, it wont last once such an account emerges? One more time: could it be the successful account of visual media is likely to be the one that also works with its successor medium? If so, then we need only specify that successor. To suggest how this logic might play out, if the successor medium is interactive computing generally and the internet/web practices currently, the n our account of visual rhetorics will be likely to feature interaction

Definition and Examples of Generification

Generification is the use of specific brand names of products as names for the products in general.   In numerous cases over the past century, the colloquial use of a brand name as a generic term has led to the loss of a companys right to the exclusive use of that brand name. The legal term for this is genericide. For example, the common nouns aspirin, yo-yo, and trampoline were once legally protected trademarks. (In many countries—but not in the United States or the United Kingdom—Aspirin remains a registered trademark of Bayer AG.) Etymology:  From the Latin, kind Generification and Dictionaries A surprising number of words have developed contentious generic meanings: they include aspirin, band-aid, escalator, filofax, frisbee, thermos, tippex, and xerox. And the problem facing the lexicographer [dictionary-maker] is how to handle them. If it is everyday usage to say such things as I have a new hoover: its an Electrolux, then the dictionary, which records everyday usage, should include the generic sense. The principle has been tested several times in the courts and the right of the dictionary-makers to include such usages is repeatedly upheld. But the decision still has to be made: when does a proprietary name develop a sufficient general usage to be safely called generic? From Brand Names to Generic Terms These words below have gradually slipped from brand names to generic terms: Elevator and escalator were both originally trademarks of the Otis Elevator Company.Zipper: A name given to a separable fastener by the B.F. Goodrich Company many years after it was invented. The new name helped the zipper attain popularity in the 1930s.Loafer: For a moccasin-like shoe.Cellophane: For a transparent wrap made of cellulose.Granola: A trademark registered in 1886 by W.K. Kellogg, now used for a natural kind of breakfast cereal.  Ping pong: For table tennis, a trademark registered by Parker Brothers in 1901. Source David Crystal,  Words, Words, Words. Oxford University Press, 2006  Allan Metcalf, Predicting New Words:  The Secrets of Their Success. Houghton Mifflin, 2002

Quality And Quality Of Product Quality - 1268 Words

Product quality is defined as the collection of features and characteristics of a product that contributes to its ability to meet given requirements. †¨It is however not only the physical attributes of a product which make up its quality, there are many components which can determine a products level of quality. These can range from the function-ability of the product to the customer service and general consumer experience while purchasing the product. †¨In this report I will be focusing on Quality Control, Quality Assurance, Product Specifications and why they are all so important in terms of product quality. I will also look at an instance of product quality failure, in this particular example Lululemon had to recall certain products because they had failed to adequately test the quality of those products. I will identify exactly what happened, why it happened and what was done to rectify the situation. †¨ 2.0 Background Information†¨Ã¢â‚¬ ¨2.1 Quality Control is defined as the process of setting standards and testing to make sure something, like a product or service, is done correctly.†¨Ã¢â‚¬ ¨2.2 Quality Assurance is defined as the maintenance of a desired level of quality in a service or product, especially by means of attention to every stage of the delivery or production process.†¨Ã¢â‚¬ ¨2.3 Product Specification is a document that provides critical defining information about a product. They can include: Coding information, Labelling and Packaging Instructions, Component Materials,Show MoreRelatedThe Quality Of Quality Products3330 Words   |  14 Pageseverything else, what consumers want from companies is the quality of the products that they are buying. Most consumers do not mind spending an extra buck for the sake of having the best product available. 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Parents Influenced on Their Children Free Essays

string(132) " source of evidence would be longitudinal studies, that is, studies that examine the same individuals across a long period of time\." influenced of parents to their children Parental Influences on Personality: A Comparison of Trait and Phenomenological Theories Stu Dent SS# 123-45-6789 Psych 210: Theories of Personality Dr. Cervone — Fall, 2001 Parental Influences on Personality: A Comparison of Trait and Phenomenological Theories A seemingly obvious fact about human nature is that our personality is influenced by our parents. Intuitively, it seems as if the way our parents raise us exerts an enduring influence on the nature of our personality. We will write a custom essay sample on Parents Influenced on Their Children or any similar topic only for you Order Now By teaching certain types of behavior and by punishing actions of which they disapprove, parents may significantly influence the behavioral and emotional styles of their children. This intuition, however, contrasts with a second one. Common knowledge tells us that siblings often differ greatly from one another. One brother may be outgoing, the other shy. One sister may be conservative, the other liberal. Since siblings have the same parents, and parents tend to treat their children similarly, such examples seem to suggest that parents’ style of child rearing might make little difference to the personality of their children. The question of parental influences on personality, then, is an interesting puzzle for scientific theory and research in personality psychology. Theories of personality have taken different viewpoints on the question of parental influences on personality. This paper addresses two theories that present contrasting views. These are the trait and phenomenological theories of personality. In the trait theories, the basic variables of the theory are people’s traits, that is, their â€Å"broad predispositions . . . to respond in particular ways† (Pervin John, 2001, p. 26). Most trait theories try to identify a common set of traits that can be used to describe the personality of any individual. These â€Å"nomothetic† trait theories rely on the statistical procedure of factor analysis to identify dimensions that can be used summarize individual differences in personality traits. Researchers using this technique commonly identify a set of five trait dimensions. These Bi g Five personality traits include extroversion, neuroticism, conscientiousness, agreeableness, and openness to experience (Pervin John, 2001). Once one identifies a set of basic traits in this manner, a primary question is to identify where the traits come from. Why do some people have more or less of a given trait than others? Almost all trait theorists have sought biological explanations for variations in traits. People are seen to inherit a given level of a trait in the same way that they might inherit hair color or height. This viewpoint is consistent with findings on genetics and personality, which indicate that identical twins’ personalities are far more similar than would be expected by chance (Pervin John, 2001). The trait theories, then, have an interesting implication for the question of parental influences on personality. If personality is defined in terms of personality traits, and if traits are thought to be inherited, then parental styles of child rearing would appear to have little influence on children’s personality. The only influence parents would have on their children’s personality is a biological one. They pass their genes on to their children. According to the trait theories, parents interpersonal interactions with their children would exert little effect on the child’s personality development. A very different view is put forth by proponents of phenomenological theories of personality. The primary focus of the phenomenological theories is the individual’s subjective experience of their world, that is, their phenomenological experience (Pervin John, 2001). In particular, people’s subjective experience of themselves, or their self-concept, is seen as the core of individuals’ personalities. Among the most prominent of the phenomenological theories of personality is the self theory of Carl Rogers (Pervin John, 2001). Rogers contended that people’s psychological experiences are not determined by objective events in the world, but by their subjective interpretations of these events. These interpretations, in turn, are heavily influenced by a person’s self concept. Specifically, people may experience psychological distress when they cannot integrate their daily experiences with their sense of who they really are, as might be manifested by a person’s saying that â€Å"I just haven’t been acting like myself lately. † Alternatively, a person might feel guilty or depressed if their ctions do not meet their â€Å"ideal self,† that is, the person’s subjective sense of what they ideally should be like; in such circumstances, a person might report that â€Å"I’m disappointed with myself. † People’s self-views, then, are a primary determinant of their overall experiences. With regard to the question of parental influences, Rogers’ p henomenological theory has a very different implication than that deriving from trait theory. According to Rogers, self concept, like other aspects of phenomenological experience, is not inherited but instead develops gradually as people interact with the world and the other people around them. Rogers suggests that people develop a positive self-concept if they experience â€Å"unconditional positive regard,† that is, if people consistently respect and accept them for who they really are. People who experience unconditional positive regard, then, should have a positive view of self that enables them to approach daily activities in an open-minded, psychologically flexible and creative manner. In contrast, less positive personality development occurs if people experience â€Å"conditions of worth,† that is, if other people establish criteria, or conditions, for what is valued behavior. Such individuals may experience a more negative view of self that leads them to approach life activities in a more cautious, tentative, self-critical, and unconfident style. Since parents are generally the major source of influence in the early years of child development, the extent to which parents display unconditional positive regard to their children, as opposed to imposing conditions of worth, should influence long-term personality development. A primary question, then, is how one might be able to test these theories one against the other. Since personality theorists are attempting to development conceptions of human nature that can be evaluated by objective empirical evidence, it should be possible to marshal scientific evidence that bears on the relative merits of the two theories. For the question of parental influences on personality, one key source of evidence would be longitudinal studies, that is, studies that examine the same individuals across a long period of time. You read "Parents Influenced on Their Children" in category "Essay examples" Ideally, such work would measure aspects of child rearing early in life and determine whether they predict personality characteristics as measured later in life. Such a study has been conducted by Harrington, Block, Block (1987). They studied a large group of people at two points in time: early childhood and adolescence. During early childhood, the researchers obtained measures of the degree to which each child’s parents exhibited a â€Å"Rogerian† style of child rearing, that is, a style in which few conditions of worth were imposed on children and, instead, children were accepted for who they are and were allowed to explore the world freely. There were two such measures. One was a self-report of parents’ child-rearing styles, and the other was an observational measure in which researchers observed parents interacting with their children and coded whether the parents acted in a prototypic Rogerian manner. They two measures were combined into an overall index of Rogerian child rearing. In adolescence, the researchers obtained a measure of creativity. Teachers were asked to rate the degree to which the research participants, who were their students, approached tasks in an open-minded, creative manner. Since the researchers had measures on the same individuals at two points in time, they were able to determine the degree to which the childhood measure of parenting style predicted the adolescent measure of creativity. The finding strongly supported Rogers’ theory of personality development (Harrington et al. , 1987). Just as Rogers would have predicted, children whose parents treated them in a Rogerian style turned out to be adolescents who were judged as being more creative. Child rearing style was a statistically significant predictor of creativity. Importantly, this was true even when the researchers controlled for a measure of intelligence that also was obtained during childhood. It is not merely the case that intelligent children were treated in a Rogerian style and also were creative. Instead, even controlling for intelligence, parental child rearing predicted creativity. In evaluating the two theories, the results clearly support Rogers’ phenomenological perspective, as noted above. Children’s experiences of alternative parenting styles seem to have influenced a significant aspect of their personality and to have done to in exactly the manner Rogers would have anticipated. In contrast, the results conflict with the trait theory position that personality characteristics are largely inherited and that aspects of the environment that are shared by multiple siblings, such as parental child rearing style, exert little influence on personality characteristics later in life. Since the work of Harrington et al. (1987) was conducted a number of years ago, one might ask how trait theorists, in light of these results, could maintain their view that parental styles of child rearing exert little influence on personality. The results would seem to provide objective evidence against their theories. One possibility is that trait theories are focusing only on specific, narrow aspects of human personality, and that parental child rearing styles exert an influence on other aspects of personality that trait theorists have overlooked. Recall that, as described above, the core variables of trait theory are people’s average tendencies to exhibit general styles of emotion or behavior. It is noteworthy that none of these personality trait variables addresses people’s self-concept. Although trait theorists surely do recognize that people have self-concepts, they seem to have eliminated the notion of self-concept from the core of personality. Self-concept is not a â€Å"personality structure† in their view. This seems hard to defend, since people’s views of themselves are such a central feature of psychological experience. By focusing on overt styles of behavior, rather than the inner psychological life of the individual, including his or her views of self, trait theories may be missing an important aspect of human nature. The development of a stable conception of oneself and one’s personal qualities is a critical feature of personality, and it may be one that is shaped to a large degree by interactions between children and their parents. References Harrington, D. , Block, J. H. Block. J. (1987). Testing aspects of Carl Rogers’ theory of creative environments: Child-rearing antecedents of creative potential in young adolescents. Journal of Personality and Social Psychology, 52, 851-856. Pervin, L. A. , John, O. P. (2001). Personality: Theory and research (8th ed. ). New York: John Wiley Sons . Notes (Your paper would not have these notes; these notes merely are intended for members of the class. They correspond to the circled numbers in the margins of the text. ) 1. This was a rare instance in which I wanted to quote directly from another source, in order to get the precisely correct definition on the term. To indicate that the material is taken directly from the textbook, I put the passage in quotation marks and included the page number in the book that contains the original material (p. 226). Note that you have to take these two steps even if you take only a few words from the other source. Even though it was only 7 words, Pervin and John wrote those words, not me, so they have to be in quotes. Otherwise, the material would be plagiarized. Any material that comes from another source and that appears in your paper has to be in quotation marks, and you must include the page number on the book or journal that contains the original material. In general, you should have very few passages of directly quoted material. The words in your paper should be yours, not somebody else’s. 2. This paragraph is a useful one for this paper assignment. Perhaps the most difficult part of the assignment is to figure out how specific, concrete research findings relate to the general, abstract ideas of the personality theories. You should make clear to the reader how the study that you review relates to the two theories. 3. When writing the paper, you should provide some information about the type of study your are reviewing, as in this paragraph, and then should review the results. How to cite Parents Influenced on Their Children, Essay examples

Art Review of Artist Cai Guo-Qiang free essay sample

I chose to do my art review on the artist Cai Guo-Qiang, who is a Chinese artist who does most of his art in the form of explosions and large scale projects such as this one, which bring attention to problems in society dealing with violence and terrorism. In his piece titled Inopportune: Stage 1, Guo-Qiang displays 9 identical cars, which are tumbling through the air in different positions, with large lights sticking out, resembling that the car is exploding only to conclude with the car being in tact and in perfect condition following the fall. He makes these works of art in an attempt to resemble a car bomb, which occurs all over the world daily. This piece shows the entire process the vehicle would go through during a bombing, yet brings it into one piece, showing as the artist called it, a â€Å"dream† of a car bomb due to the fact that it never really takes place. We will write a custom essay sample on Art Review of Artist Cai Guo-Qiang or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Guo-Qiang created this to show the process behind a horrific event such as this. He uses the lights to symbolize flame and explosion which brings out the power behind the piece. While he doesn’t condone these bombings he wants the world to see what they are like and in turn bring attention to these problems occurring in our world today. This artwork makes people question things occurring such as this and can give people a better insight on what is happening and what can be done to help put an end to these problems, as Guo-Qiang does with many of his other works of art.

Senior High School English Teachers’ Roles Under the New English Curriculum free essay sample

He teaches in the society in accordance with his special responsibilities he takes and with the roles he plays. Therefore he is required to be quite sensitive to its expectations and perform rightly and appropriately with his due roles and to change his role rightly and timely with the development of the society and with the changes of his specific responsibility he takes. The educational reform in China requires the study of teacher’s roles. The reform of senior high school education in China at present has been leading to a radical change of educational beliefs which are certain to demand a great change of teacher’s roles. In China, the reform of senior high school education has widely aroused peoples attention. In order to promote the implementation of the new curriculum, experts and researchers of teaching have begun their study of changing teaching methods. Therefore, this thesis dedicates to the research of how the senior high school English teachers today should change their role under the condition of the New Curriculum, and hopes to bring up some new ways apt in teaching. 2 The significance of New Curriculum 2. Embodiment of the Essence of Education The course of education is a course of ideality. Its essence is to strengthen the spiritual power of human beings. Plato wrote in his most famous book Utopia the true notion of education through a metaphor told by Socrates: The â€Å"True Education† is to guide people, its soul, and spirit to reach an authentic world, from darkness to brightness, from an opinion-based world to a truth-based world (Socrates 129). This guidance of spirit is in fact the guidance of one’s living. Knowledge and skills are the ladders by which the soul could climb to a higher level. Our ancient classical book The Great Learning penetrates so straight to the point that â€Å"The way of achieving great learning started with one person’s knowing of the morality, carrying on by performing nice to the other people, and having the goodness in one’s heart. † ( 15). The purpose of learning is to reveal the morality in one’s heart, to make a fresh start of one’s life, and to keep a person’s mind in the stage of best morality. Apparently, in modern or ancient times, in China or elsewhere, almost all the great masters of education believed that the essence of education is to perfect the spiritual world of human beings. And the Curriculum standards must be responsible for the developing and growing of students. In the examination-oriented education system, a student is no more than a container of text-book knowledge. The duty and responsibility of a student is to process knowledge no matter how much it actually relates to reality. The actual use value of the knowledge has been ignored; the activeness of the students has been killed. Paper mark is an evaluation tool for every thing. The Ma Jiajue event of a school boy murdering his three roommates made us feel chilling and begin altering. May I ask how this type of students could have a positive attitude towards the challenges in society? How could they cooperate with people and pursuit a further development?! There is an old Chinese saying â€Å"To teach a student six years, a teacher must foresee his sixty years of life. This is the social responsibility of a teacher. To educate students, a teacher must not only make them masters of the textbook knowledge, but also masters of the method and strategies of learning. A teacher would form a positive mental attitude and active desire of the students and guide them enjoying the happiness through the pursuit of success, build up the student’s sense of accomplishment, and make it the motivation of making prog ress. New curriculum standards proposed a â€Å"tool† (an effective tool for high school English teacher to guide the students) and â€Å"humanism† (the new curriculum put humanism as its core) is the unification of the basic characteristics of English courses. The purpose of the study by English students is to improve the English literacy and lifelong learning for students and lay the foundation for the development of personality. Here, â€Å"exploring ability† and â€Å"personality development† received full attention. And the ability to understand and get to the point of the curriculum integration, appreciation, nderstanding, development, innovation has become a real purpose. Evidently, the new course is surprising, it really practices a â€Å"people-oriented† concept of education, reflects the nature of the education. 2. 2 Reflection of the Policy of Education The New Curriculum reflects the actual need to fully carry out the guiding principle on educ ation. We should establish accurate values on education and fully carry out the guiding principle on education in order to bring up quality talents of a new era. The values on education of a lower gradation are to educate individuals and pay too much attention to the chase of making a living or angling for material profits and prestige, but to neglect or depreciate the values of a deeper gradation formed by a full development of individual characteristics and magnificent states of mind. As the human being itself has a potential of many-sided development, the mission of education is to turn the students potentials into developing reality. Its not only the fundamental concept of democracy but the basic right of every student that all of them could develop themselves. The principle to evaluate the standard of lessons reflects two Faces-firstly, face the fully rise of students qualities and secondly, face the entire group of students. This kind of education can make every student develop himself more completely, which is stipulated by the guiding principle on education and also the intrinsic reflection of carrying out ability oriented education. 3 Suggestions on Senior High School English Teaching During a live observation on English teaching in senior high school, it seems common that the teaching materials are making use of teachers, rather than the teachers are using teaching materials. Needless to say, this phenomenon will definitely affect the quality of English teaching in senior high school and as a result, were not able to achieve the goal of English learning which is brought up by ability oriented education. What should senior high school English teachers do to deal with this phenomenon? 3. 1 New Educational Concepts as the Guidance The new education concept refers to the changing from giving undue mphasis to English language techniques into paying close attention to the development of students entire personality and cultivating their positive attitudes as well as encouraging them to learn how to get information and use it creatively. While in the process of senior high school English teaching, the English teachers should transfer from purely emphasizing instructing s tudents in the complex, troublesome and dull English knowledge in books, into providing basic and various information connected with real life for the students, in order to widen their field of view and make English study more effective and interesting. While talking about the manner of the senior high school English teacher, the new concept requires the teachers changing from teaching knowledge of isolated courses into connecting different but related courses with each other and encouraging students to study by experience, investigation and introspection. With respect to the senior high school English teaching evaluation, the new concept suggests the education transferring from emphasizing distinguishing good from bad, selection in contest, demarcating ranks, etc. nto promoting every students improvement of capability and respecting the diversity of personalities and levels of understanding, so as to help them all gain the feeling of success. And with respect to aspect of the relationship between teachers and students, the new concept suggests the shifting from centering on teachers into considering students main, seeking the equal conversation between teachers and students and joint improvement in interaction. 3. 2 Renewal of the Education Capacity The English teaching ability refers to the English teachers structure of knowledge and ability and they should not only have basic knowledge and ability of English language, but also multiple elements consisting of education, psychology, management, art of literature, philosophy and so on, which will make a composite effect. Owing to this composite effect combined with knowledge of various courses, the senior high school English teachers should renew his/her education capacity. He/she should not only make creative use of new teaching materials, organize fully directed English teaching contents and instruct students lessons effectively according to the education principle. He/she should teach according to ones ability. Whats more, they should inspire the students motivation of learning to the full extent and ensure their healthy study in order to achieve the final goal of cultivating the students ability to learn throughout their life. 3. 3 Building-up of the Self-development Approach Teachers arent able to renew knowledge, learn throughout their life and search for self-development. Through lack of approaches to development subjectively, as well as objective reasons such as busy work of teaching or a heavy burden of housework, some teachers have to live on their own limited fat gained in school and without doubts, its difficult for them to adapt to the continuous development of the situation of educational reform. A number of senior high school teachers complain about the new edition text-book and the general requirement of the new curriculum. They used to teach in a traditional way. They as well feel indifferent to the new material in the textbook and don’t know how to teach it to the students. In order to make full use of the new teaching material and raise the quality of English education, theres no doubt that firstly we should establish a new modern educational concept. 4 New Classroom Roles of Senior High School English Teachers What roles should the 21st century senior high school English teachers have? The society informationization and knowledge economy development of the 21st century propose our education on the intense transformation request; the traditional way of study is transformed to the innovative study. This request the teachers to change from the traditional 40-minute teaching role to the shepherd, the organizer, the participant during the educational process, the teacher must have bigger compatibility and flexibility. With the social development today, the science and technology developed rapidly, the computer and the information technology also have a widespread application in teaching. The relationship between the teachers and students is already not completely the simple transmission and acceptance pattern, sometimes the student may acquire knowledge from other channels, they even know in certain aspects comparable more than some teachers do. Teachers authoritative status has been threatened; the teacher and students relation becomes more and more complicated. The teachers role also multiplies. Having the ability to form the fine personality and the multiplex knowledge tructure of the students, and mastering many skills while specializing in one are requirement for teachers today. The teacher must have rich knowledge and many kinds of abilities. Moreover, it is also the duty of a teacher to form the students’ spiritual world, fills the instructive and the creative essence. In the modern society, the teacher has not only changed with the traditional performers basic function, but also has to transmit the experience directly. The students must participant the learning activity. The teacher must guide the students to explore in the environment which he carefully designs. The teacher is no longer a pure transmitter, but also students’ companions, activity organizer, the supporter and helper in the process of students’ learning activity. I will discuss the teachers role mainly in the following part. 4. 1 Teacher as Organizer As is said by Doll, an American expert in education, the teachers status in the relationship between teachers and students is â€Å"a chief in equality† (Doll 191). This conversion requires teachers to step down from the altar filled with â€Å"teachers respect†. And the teachers ought to interact and explore with the students standing on the same flat and help them grow up, mature and become worthful. To organize means to form into a whole with mutually connected and dependent parts. The success of many activities depends on good organization and on the students knowing exactly what they are to do. To be an organizer, senior high school English teachers have to organize the activities and teaching stages successfully in the classroom. Teachers organizing of the class roughly includes two parts— psychological organization and the organization of activity. The central idea of psychological organization is to stimuli students motivation. The main aim of the teacher when he organizing an activity is to tell the students what they are going to talk about, and to give clear instructions about what exactly their task is, get the activity going, and then organize feedback when it is over. For example, for the topic discussion, the teacher can assign students to groups. Jeremy Harmer (1983) noted that the organization of an activity can be divided into three main parts. First the teacher gives a lead-in. Like the lead-in for presentation or for the treatment of receptive skills this will probably take the form of an introduction to the subject. In senior high school English classrooms, teachers can tell students what they are going to talk about during this period. The teacher and students may briefly discuss the topic in order to start thinking about it. He/She should give clear instructions. When the lead-in stage has been accomplished the teacher instructs. This is where he explains exactly what the students should do. Finally the teacher initiates the activity, which is to get the activities going. He gives a final check that students have understood. So the teachers job is to organize the activity as efficiently as possible, frequently checking that the students have understood. Once the activity has started the teacher will not intervene unless it is quite necessary for gentle correction or promptness. During the first year of teaching senior high school English, role play helps the students to use the language flexibly. While students play their roles on their own, the teacher may walk around the classroom to listen to their talks. When necessary, the teacher can also give guidance and advice. After role play, the teacher can ask students to perform in class, and then make comments on their work. 4. 2 Teacher as Guide As is said by ancient people, Teachers are the people who spread logic, teach lessons and solve confusion. The new standard of lessons requires a conversion from â€Å"teaching lessons† to guiding the students to participate in English activities actively, think by themselves and cooperate in investigation, which aims to develop the students abilities to gather and cope with information in English, to gain new knowledge, to analyse and solve problems and to communicate and cooperate. The basic requirements of a teacher as a guide are as follows: 1) To help students to set up right and feasible goal, both long and short term. Once the short goal within the long-term goal is reached, students may be filled up with happiness of success which further motivates them forward. 2) To make classroom activities interesting and meet the needs of the students. The teacher can present language in meaningful contexts, elicit language from students, make instructions clear to everyone by using a variety of techniques (cards, texts, ICT, open questions), manage pairs and groups to maximize practice, monitor individuals and groups, stand back and view the whole class, try to meet the needs of all irrespective of gender or ability, praise warmly, correct when appropriate, confirm and welcome good use of the target anguage, smile and enjoy their job, with general qualities of sensitivity, flexibility, humor, enthusiasm and stamina (similar to those required by the average parent). Moreover its particularly important to separate the role of the motivator from the role of the expert. Teachers often easily play the role of expert often; hence miss the chance to motivate their students. 4. 3 Teacher as Participant To be a participant means that a teacher may take part in the classroom activities. A teacher might join simulations as a participant. However, the teacher should be careful not to dominate, although the students will both allow and expect this to happen. Instead of being the dominating authority in the classroom, the teacher facilitates the communicative process among all the learners and between the students and the various tasks, giving guidance and advice when necessary. Furthermore, teachers may act as independent participants within the learning-teaching group. Any unnecessary intervention on the teachers part may prevent learners from becoming genuinely involved in the activities and thus hinder the development of their communicative skills. Once a teaching activity is in progress, it is still the teachers obligation to develop the students potential through external direction. Although the teacher may be nondirective in general, it is still the teachers responsibility to recognize the distinctive qualities in the students (Han 1979) and to help the students develop those qualities. In senior high school English class, in different settings, students may be asked to attend different activities. Teacher should not be afraid to attend these activities. It can improve the atmosphere in the class. For example, when students talk about current events, students are willing to listen to different peoples opinions on the topic. Sometimes when the whole class takes part in a debate, teachers can also act as a chairperson, or offer students help when it is needed. 4. 4 Teacher as Trainer We used to say that the teachers should have a bucket of water in order to give the students a glass of water. However, this idea should also be changed, which demands the teachers not to limit themselves to knowledge and experience in their mind, but according to the demands of the students, to choose and exploit English teaching resources, design and launch kinds of English teaching activities, open up the room for teaching, guide the lessons into a larger range, strengthen the relation between the English language learning and social life reality. In short, the teachers should help the students to carve out the source of knowledge. As strategy trainers, the teachers describe, model, and give examples of potentially useful strategies; they elicit additional examples from students based on the students own learning experiences; they lead small group or whole class discussions about strategies including activities designed to raise students awareness of strategies and the learning process as a whole, as well as activities designed to teach students how to use a specific strategy. It is a fact that some senior high school English teachers already use many activities in their classes that can be considered â€Å"strategies-based†. However, what seems to be missing is the awareness on the part of the students of what those strategies are or how to get those strategies to work for them. Effective strategy use is often associated with better students, those who have already â€Å"mastered† the learning process. Thus teachers may well be making a real contribution to facilitating the learning process by discussing selected strategies explicitly in the classroom. In class, senior high school English teachers can explain the purpose of the language activity, or call attention to how the teacher has organized the course materials e. g. laying out the range of possible strategies for reading a text in order to summarize it, addressing the many strategies associated with writing a coherent summary. 4. 5 Teacher as Creator of a Positive Environment This is a change of the teachers role in nature. This conversion requires that the teachers should â€Å"push the students forward† instead of â€Å"pulling them along†, and motivate the students instead of â€Å"pressing them†. Whats more, the teachers should help the students to establish a proper goal for English learning, confirm and correct their paths chosen to achieve this goal, and inspire them to develop themselves actively by means like spur, encouragement and commendation. Senior high school English teachers should provide positive classroom environment for students. Classroom climate refers to the atmosphere of the classroom, its social, psychological, and emotional characteristics (DunkinBiddle, 1974). The importance of lassroom climate as it relates to motivation derives from the notion that teaching is leadership intended to affect classroom behaviors. Classroom climate is often described using such terms as warm, cold, permissive, democratic, autocratic, and learner-centered. The climate in the classroom is largely established through teacher-student interactions. In China, teachers teach students English in non-target environment, which is different from those in the natural environment. The refore it is more important to create a good learning environment. Teachers here play an important role in providing a supportive environment that encourages students motivation, self-confidence, curiosity and desire to learn, and input and production. According to the findings in the investigation, this role also has positive effects on students achievements. The investigation shows that Teacher A provided the best language environment among the three classes. From the classroom observation, it can be found that As English is excellent. This shows that the teachers ability of creating the positive environment has much to do with the teachers language proficiency. In order to provide positive environment, the teacher has to: 1) Be capable of speaking fluent English. 2) Give students as many opportunities as possible to practice English. 5 Conclusion This thesis aims at analyzing classroom roles of senior high school English teachers under the requirement of new English Curriculum. This thesis firstly introduces the significance of the new curriculum from two aspects: new curriculum embodies the essence of education, at the same time; it reflects the policy of education. Secondly, according to the new curriculum, the author gives three suggestions on senior high school English teaching. The suggestions aim at bringing out new concepts on high school English teaching as well as renewing the teachers education capacity and building up self-development approach. Thirdly,in order to set up the roles as scientifically as possible, the author investigates students’ expectation and analyzes the relationship between the teacher’s roles and the students’ achievements. The author makes a profound analysis of each role and gives further suggestions. With limited study and knowledge, the explanations in many places are rather weak. The study can only be considered as a start for further insightful researches and findings.