Tuesday, August 20, 2019

Representation of Women in the Victorian Era


    “The Comparative analysis between Tess of the d’Urbervilles and Wuthering Heights”

     The way women are portrayed in Victorian novels clearly raises questions about the search of their identity. Indeed, they are all faced with the same issue: their position in society, the way they react to it and what comes from it. The comparative analysis between Tess of the d’Urbervilles by Thomas Hardy and Wuthering Heights by Emily Bronte about the portrayal of a woman in the Victorian era is the topic.

     In Tess of the d’Urbervilles, the main character Tess helps to portray that- men can easily dominate women, exerting a power over them linked primarily to their maleness. Sometimes this command is purposeful, in the man’s full knowledge of his exploitation, as when Alec acknowledges how bad he is for seducing Tess for his own momentary pleasure. Alec’s act of abuse, the most life-altering event that Tess experiences in the novel, is clearly the most serious instance of male domination over a female. But there are other, less blatant examples of women’s passivity toward dominant men. When Angel reveals that he prefers Tess then Tess’s friend Retty attempts suicide and her friend Marian becomes an alcoholic, which makes clear that their earlier schoolgirl-type crushes on Angel seem totally disturbing. This devotion is not merely fanciful love, but an unhealthy obsession. These girls appear utterly dominated by a desire for a man who, we are told explicitly, does not even realize that they are interested in him. This sort of unconscious domination of males over women is perhaps even more unsettling than Alec’s outward and self-conscious cruelty. Even Angel’s love for Tess, as pure and gentle as it seems, dominates her in an unhealthy way. Angel substitutes an idealized picture of Tess’s country purity for the real-life woman that he continually refuses to get to know. When Angel calls Tess names like “Daughter of Nature” and “Artemis,” we feel that he may be denying her true self in favor of a mental image that he prefers. Thus, her identity and experiences are suppressed, albeit unknowingly. This pattern of male domination is finally reversed with Tess’s murder of Alec, in which, for the first time in the novel, a woman takes active steps against a man. Of course, this act only leads to even greater suppression of a woman by men, when the crowd of male police officers arrests Tess at Stonehenge. Nevertheless, for just a moment, the accepted pattern of submissive women bowing to dominant men is interrupted, and Tess’s act seems heroic.

In Wuthering Heights, the two main female characters are portrayed slightly differently, but overall both depend on a fatherly figure and are at the mercy of Heathcliff. Though the “old” Catherine (hence referred to as Catherine) and her daughter do struggle to be free, they do not really succeed, as they are masochistic (Catherine feels like she has to apologize for her death and like it’s all her fault, as surely Heathcliff is the most suffering and innocent one ‘sarcasm’) and vulnerable. They are unable to stand their grounds (and when they try to, as Isabella did, they end up in a worse place) and are victims of male figures all around them. They must obey the rules and follow what is socially acceptable. Catherine is at first a free spirit but is “tamed” little by little. Her first change in becoming “socially acceptable” occurs when she spends five weeks at the Linton’s house. That already gets her into trouble, as it leads Heathcliff to be angry and aggravates his issues. She is no longer the girl who would run around wild and free; now, she is confined to suffocating and following the sense of propriety of the Victorian era. The most important roles of women of that era were that of a wife and a mother. The “young” Catherine (hence referred to as Cathy) follows her mother’s footsteps, but is offered what seems to be a second chance. She is faced with the same types of challenges, but because her journey was the opposite of her mother and she gets a happier ending not because of her own smartness, but only out of luck. Even as both girls had a strong personality and should’ve been able to fight for their own rights, Catherine was alienated enough to give them up and try to follow her obligations as a dutiful daughter, sister, wife, and mother. The biggest raggedy of this is that she did not even succeed, and she had to give her own identity for nothing. Cathy who was also headed to be a victim because she had no power over the men who controlled her, only managed to be more successful because they all died one by one. In Wuthering Heights, Emily Bronte also portrays how men were dominating towards women in that particular era.

     Although womens' power is established but the male dominating issue, identity crisis, obstacles in society all come from the Victorian era to nowadays. Thomas Hardy and Emily Bronte both became successful to portray the position of women in society in that era. And both portray the miserable life of women in that society and class bear witness at that time. Wuthering Heights is a gothic novel and the writer creates a whole version of women together. On the other hand, the writer of Tess of the d’Urbervilles creates feminist interpretations. In spite of them, death was their final destination at the end of the story in both cases.

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References:

Friday, October 5, 2018

Strategies to Improve Reading Skill in Academic Context


                     

According to Oscar Wilde, "If one cannot enjoy reading a book over and over again, there is no use in reading it at all."

Reading is an essential part of language at every level of learning because it supports us in multiple ways. Often students rely on their linguistic knowledge, a bottom-up strategy. Bottom-up processing starts with the words in the text and builds up meaning from this linguistic input (Gough 1972, in Bruce 2011:142). Nevertheless, students should focus on top-down strategy to adjust their reading behavior to deal with different situations, types of input, and reading purposes.


As a matter of fact, we need complete and explicit reading in any context and principally in an academic context at any rate.
Reading to learn the language: Students need a variety of materials to read. Teachers should provide proper vocabulary, grammar, sentence structure, discourse structure within the authentic context. Students gain the capability of how to convey meaning.   
Reading for content information: Students' purpose of reading is generally gathered the information about the subject, language, and learning classroom as well.
Reading for cultural knowledge and awareness: Students can insight into the different lifestyles and worldviews by reading materials. Nowadays, students have to access the newspaper, magazines, and websites which expose the culture.



Learning a discipline involves developing familiarity with the ways of being, thinking, writing, and seeing the world of those experts in the discipline. Reading academic texts published by those disciplinary experts permits students to immerse in the culture of the discipline and facilitates learning its conventions, discourse, skills, and knowledge (Erickson, Peters & Strommer, 2006, p.122).

Critical reading or academic reading should involve presenting a reasoned argument that analyses and evaluates what you have already read. Being critical means understanding the context thoroughly and thinking critically, not dismissing or closing off the learning. EAP students are at the center of this reading-learning process and EAP teachers must have to construct the student-centered approaches and materials.

A surface approach to reading is the tacit acceptance of information contained in the text. Students taking a surface approach to reading usually consider this information as isolated and unlinked facts. This leads to superficial retention of material for examinations and does not promote understanding or long-term retention of knowledge and information. In contrast, a deep approach to reading is an approach where the reader uses higher-order cognitive skills such as the ability to analyze, synthesize, solve problems, and thinks meta-cognitively in order to negotiate meanings with the author and to construct new meaning from the text. The deep reader focuses on the author’s message, on the ideas she is trying to convey, the line of argument, and the structure of the argument. The reader makes connections to already known concepts and principles and uses this understanding for problem solving in new contexts. Simply put, surface readers focus on the sign, i.e., the text itself, while deep readers focus on what is signified, i.e., the meaning of the text (Bowden & Marton, 2000, p. 49).




Of course, teachers need to teach the proper reading strategies to help students use a deep approach in reading academic context. There are lots of strategies that can help students read more quickly and effectively. The six key strategies help students to develop their reading skill in an academic context prominently.

First of all, the strategy is vocabulary and language development. Teachers can introduce new concepts or ideas by discussing new key vocabulary words through this strategy. It helps to build the students' background knowledge.

Second strategy is the guided interaction. Teachers have to structure the lessons in a particular way so that students work together to understand what they read. As well as, learners need to focus on listening, speaking, reading, and writing collaboratively in the academic context.

Third strategy is the meta-cognition and authentic assessment. Generally, students memorize information. Teachers have to teach thinking skills or help to create the meta-cognitive ability.

Fourth strategy is the explicit instruction. It upholds the direct teaching of concepts, academic language, and reading comprehension as strategies which needed to complete classroom tasks.

Fifthly, the strategy is the use of meaning-based context and universal themes. It refers to something meaningful from everyday's life and applying it to academic concepts. However, students are able to connect their lives or cultural background to something interesting and consequently, they get highly motivated. In that case, their learning progress is satisfactory.

Lastly, the key strategy is the use of modeling, graphic organizers, and visuals. The use of a variety of visual aids, including pictures, diagrams, and charts are benevolent for students, especially ELL students. Visual communication is impactful, in order to effectively deliver a meaningful message. The language and the content, both become accessible to students through visuals.



Moreover, some other strategies instructors can adapt to teaching reading skill and students can follow those to improve reading in academic context.
Previewing: It is important to reviewing the titles, section headings, and photo captions to get a sense of the structure and content of a selective reading.
Predicting: It is an interesting strategy, using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about writing style, vocabulary, and content.
Skimming and scanning: Most prominent strategy which is a quick survey of the text to get the main idea. It identifies text structure, confirm or question predictions thoroughly.
Guessing from context: It priors the knowledge of the subject and the ideas in the text as clues to the meanings of unknown words. For instance, Context Clues.
Paraphrasing: At the end of a section, need to check comprehension by restating the information and ideas in the text.


However, context clues can significantly increase reading comprehension and therefore helps consistently read academic context. Even, students should reconsider the different types of contextual clues, such as synonyms, antonyms, definitions, examples, and experiences whilst reading thoroughly the text. Students need re-read for better understanding or better learning.  


Finally we can say that, strategies to improve reading skill in academic context may vary from teacher to teacher or teacher to student or student to student. A boring and tiresome strategy can waste all the energy or enthusiasm of readers. Teachers need to follow the strategies which are applicable for all the students in the classroom. Teachers must have to aware of class environment, students’ capabilities and interests. Teachers should encourage to academic reading and motivate students at their level best.



References & Citations:

1. Bailey, E. (n.d.). How Context Clues Can Help Students With Dyslexia. Retrieved December 08, 2017, from https://www.thoughtco.com/context-clues-improve-reading-comprehension-3111170[i]
2. Teaching Reading Strategies for Developing Reading Skills. (n.d.). Retrieved December 8, 2017, from http://www.nclrc.org/essentials/reading/stratread.htm
3. Six Key Strategies for Teachers of English-Language Learners. (2005, December). Retrieved from https://uteach.utexas.edu/sites/default/files/files/SixKeyStrategiesELL.pdf
4. EdD, M. %. (n.d.). EFFECTIVE TEACHING STRATEGIES FOR IMPROVING READING COMPREHENSION IN K-3 STUDENTS. Retrieved from   http://s3.amazonaws.com/ecommerce-prod.mheducation.com/unitas/school/explore/literacy-for-life/white-paper-ocr-effective-strategies-for-improving-reading-comprehension.pdf
5.  Hermida, Dr. Julian, The Importance of Teaching Academic Reading Skills In First-Year University Courses (June 14, 2009). Available at SSRN: https://ssrn.com/abstract=1419247 or http://dx.doi.org/10.2139/ssrn.1419247
6. Chazal. E.D. (2014). English for Academic purposes, Oxford University Press.








Second Language Reading & Writing Pedagogy (Q/A)



Writing is effective when all steps are used by the writers while they compose an essay and a great piece of writing moves towards communication.

1. One definition of writing is “the process whereby a person selects, develops, arranges, and expresses ideas in units of discourse.” Do you agree with this definition? Does it imply a particular orientation to teaching L2 writing? How would you define writing?

Yes, I strongly agree with this definition because the process approach to writing teaching emphasizes the writer as an independent producer of texts. Actually it implies a particular orientation to teaching L2 writing. The model of writing processes are mostly accepted by L2 writing teachers, which is known as the original planning-writing-reviewing framework. This was established by Flower and Hayes (Flower, 1989; Flower and Hayes, 1981). According to them, “Writing is a non-linear, exploratory, and generative process whereby writers discover and reformulate their ideas as they attempt to approximate meaning.” (Zamel, 1983:165)
A process model of writing instruction to develop the abilities to carry out a writing task, and the stages of writing process are crucial. In fact, a significant number of writing teachers adopt the process orientation as the main focus of their courses and the approach has had a major impact on writing research and teaching, especially in North America.

In the first place, selection of topic is the most important part in this writing process. Generally topic is selected by the teacher and/or students.
Second, prewriting stage of writing process involves gathering ideas or brainstorming and collecting data. Teachers can help students in several ways like creating lists, note taking, outlining, and researching.
Third, composing stage which involves getting ideas down on paper, reading to discover more about the author and author’s style, and reminders from other texts.
Fourth, the response to draft is an important stage. In this stage, teacher/peers respond to ideas, organization, and style. Especially students begin writing, connecting, and developing different ideas.
Fifth, revising is the stage of writing that involves rewriting, reorganizing the style, adjusting to readers, and refining ideas. It emphasizes on examining sentence structure or grammar, word choice, voice, and everything.
Sixth, response to revisions is related with teacher/peers respond to ideas, organization, and style.
Seven, proofreading and editing stage involves in checking and correcting form, layout, evidence, etc. For example: spelling, grammar, usage of vocabulary, and punctuation.
Then, the evaluation stage of process approach of writing, whether teacher evaluates progress over the process, and the overall effectiveness of the writing.
After that, publishing is the going public stage, whether writing got published through class circulation or presentation, noticeboards, websites, etc.
Lastly, follow-up tasks to address the weaknesses. 
Finally, we can define writing as a way to express ourselves, to inform a reader, to persuade a reader, or to create a literary piece.


 2.  Look again at the sections on the Process and Genre approaches. How do you think each might answer these fundamental questions about teaching writing?

·         What is involved in the process of becoming a writer?
·         What are our criteria for good writing and how do we communicate these to learners?
·         How should teachers intervene in students’ writing?

The development of writing skill is complex. It begins from product-oriented approach to a process-oriented approach and also to genre approach. 

Moreover, there are six traits of writing which involve in the process of becoming a writer. These are ideas, organization, voice, sentence fluency, word choice, and conventions. The idea is related with the topic of story or the main message. Organization is the way how the story is written and organized. Particularly voice refers to what makes the story unique to the author. Have to make sure the sentences flow because the sentence fluency is important. Writers need to focus on conventions like spelling, punctuation, and grammar. Have to beware of using simple, complex, and compound sentences properly. As well as, avoiding common phrases is necessary; need to focus on vocabulary and it makes writing realistic for the genre.

However, the criteria of good writing are subject content, composing processes, textual forms, and the communication with readers. We write something to achieve some purpose, and the relation between writer and readers actually matters. Especially topic should be decided from the personal emotions and experiences, and must be relatable. 
We can communicate these to learners by introducing with some factual genres. In recount genre, we can reconstruct past experiences by retelling events in original sequence. In procedure genre, we should simply show how to processes or events are accomplished, and this is called ‘meta-cognitive awareness’. With description genre, we may give an account of imagined or factual events, and enough descriptive feedback. In report genre, we can try to present factual information about a class of things by classifying them and describing their characteristic. It can be interactive feedback. Sometimes it can be peer feedback which is more facilitated. Finally through the explanation genre, we can give reasons or logical statements to affairs and judgement also.

Actually a good teacher needs to be understanding to all learners equally. S/he must be fair, reasonable, and sensible at his/her pace. Teachers can help students to introduce with different genres and distinguish between them. Teachers can make them to write more effectively using proper structures. Mainly teachers should intervene in students’ writing by developing control of the genre. The teachers here can adopt an interventionist role, ensuring that students are able to understand and easily reproduce the rhetorical patterns, expressing the meanings.


 3. The process and genre approaches are often presented as polar extremes. Can you think of ways that they might be seen as complementary rather than as incompatible?

Many researchers have mentioned that the teachers should not only adopt just an approach all the time in the classroom. Combining these two approaches or sometimes more than two can be considered as a new way to teaching writing. This combination allows students to understand the relationship between purpose and 
form for a particular genre. As well as, it develops the processes of prewriting, drafting, revision, and editing.

However, both approaches complement each other, and additionally ensures that grammatical and vocabulary items are not taught in isolation. It is rather than taught in meaningful and interactive situations, derived from the particular genre.

Therefore, here practicing process approach and rewriting on different genre is so important.   

A Brief History of Teaching Reading


                                          

The Alphabet and the Alphabet Method:
Alphabetic writing first emerged in Middle East more than 5,000 years ago.
v  Roman Alphabet -

Ø  Descends from the symbols used by the Phoenicians.
Ø  Greeks adopted the Phoenician alphabet roughly 3,000 years ago.

v  The spelling method or the alphabet (ABC) method employed into the 19th century in Europe and America.
v  The Greek philosopher Socrates discovered that the alphabet method is harmful.
v  Saint Augustine’s doctrine of reading silently came in the year 384.
v  This method fell from use in America in the late 1800s.

Early Innovations in Europe 
v  The alphabet method came about 1500s in Europe.
v  In 1527, the German teacher Valentin Ickelsamer prepared a reading book called The Shortest Way to Reading about a new method.
v  Synthetic Phonics Method
v  John Hart introduced a similar method in a 1570 publication with the title- A Methode or Comfortable Beginning for All Unlearned, Whereby They May Bee Taught to Read English, in a Very Short Time, with Pleasure.
Ø  Phonic Approach
v  In 1658, the Moravian educator Johan Amos Comenius published- The Orbis Sesnusalium Pictus.
Ø  The beginning of the word method
Ø  A picture alphabet that taught phonic associations
Ø  Analytic phonics
Ø  The Orbis method was popular in Europe more than 100 years.

The Scene in Early America
v  The alphabet method was used in colonial America for teaching reading.
v  Primers and Bible (morality & morality)
v  The spelling method was employed in the colonial primers.
v  The popular primer ‘New England Primer’ was published in Boston in 1690.
v  Spelling books replaced primers in the 1700s.
v  Noah Webster published the spelling book ‘American Spelling Book’ in 1783.
v  The “old blue-back speller” employed the alphabet method.


Changes and Reforms in the 1800s
v  Horace Mann observed the alphabet method as harmful into European school in 1843.
v  The word method and the phonic method got popularity in the United States during the 1800s.
v  A Midwestern professor William H. McGuffey produced a graded series for the reader.
v  The McGuffey readers provided with the format of the phonic method, the word method, or both in 1879.
v  The sentence method emerged in the late 1800s.
v  George L. Farhnham published his pamphlet- The Sentence Method in 1881.
v  Phonic methods were developed in that time also.
v  Rebecca Pollard described the synthetic method in 1889.
v  Reading scholar Edmund Burke Huey referred the method as a crime….be suffered.
v  Huey praised another method- the language experience approach.
v  Francis Parker and John Dewey called it as the activity approach.
v  Parker attributed this approach to The Orbis.
v  In 1890, Charles W. Eliot, the president of Harvard University, emphasized on the story method in teaching reading.

The Early 20th Century
v  Phonic methods found new popularity
v  The new development prompted in 1915.
v  A new pedagogy- silent reading was superior to oral reading.
v  The activity approach grew popularity in the early 20th century.
v  William S. Gray at the University of Chicago accomplished the classify and sequence reading skills.
v  Gray developed a comprehensive skills model of reading with four levels, from 1930s to 1960s.

The “Conventional Wisdom” of the Mid 20th Century
v  A historic example by Gray in the 1940s and 1950s was ‘The New Basic Readers’ basal reader series.
v  The ‘look-say’ approach – called oral recitation and Comprehension were included.
v  Oral reading and interpretation were included.
v  Chall referred the basal reader series as the ‘conventional wisdom’ from the 1930s through the 1950s.

Alternatives to the Conventional Wisdom
v  In 1955, a professor of rhetoric, Rudolf Flesch published- Why Johnny Can’t Read and What You Can Do about It. It condemned the look-say approach and advocated a return to phonics.
v  Rebecca Pollard promoted ‘guesswork’ with dissatisfaction in 1889.
v  Other challenges to the conventional wisdom emerged in the 1960s.
v  Chall introduced “the great debate” over how best to teach beginning reading.
v  Chall referred two opposing approaches- Code Emphasis and Meaning Emphasis.

The Later 20th Century
v  More fundamental changes were brewing.
v  Kenneth Goodman, Frank Smith, and others brought a change known as- Whole Language in the 1970s.
v  Holistic approach of Parker, Dewey and others.
v  In 1990s, Marilyn Jager Adams published- Beginning to Read.
v  The 1990s was concerned on developing phonemic awareness.
v  A balanced approach was found growing in the close of the 20th century.


                                          
                                          The End




Language and Gender



                                               
Language is a conventional way of human communication. The relationship between language and gender depends on the areas of sociocultural linguistics, conversational analysis, critical discourse analysis, and many more. A gender-free language is a natural language but most of the phenomenon of the language is gender-based. Now throughout the assignment we will see the gender, relationship between language and gender, and the differences in the usages of language between male and female gender.   

In the first place, sex is biologically determined. One is born a male and another is a female. On the other hand, gender is socially determined. One choose to speak in feminine or a masculine way. The transgender and the cisgender are the members of sex categories but ‘male’ and ‘female’ are always completely clear. Gender involves a consideration of the psychological, social, and cultural differences between men and women. We cannot talk about gender without mention to sexuality, or vice versa.
Cameron (2006, 724) says: ‘Sex is a word used in connection with the biological characteristics that mark humans and other animals as either male or female, whereas gender refers to the cultural traits and behaviors deemed appropriate for men or women by a particular society.’

Actually, we create our gender identity like other aspects of identity through the language we use. This is culturally determined and reinforced by socialization practices.
Men and women speak differently. The differences between the way males and females speak like restriction to grammatical features. These differences can be phonological, lexical, morphological, syntactic, and pragmatic. The ideas about how gender and sexuality are produced and reproduced through language will reveal that women talk more or less than men, women break the rules of turn-taking less than men, women’s speech is less direct or assertive than men’s, women use more standard forms than men, women use more pause and also establish informal atmosphere rather than men.
According to Cameron and Coates (1985), ‘the amount we talk is influenced by who we are with and what we are doing.’ They also add that if we aggregate a large number of studies, it will be observed that there is little difference between the amount men and women talk.

In the first phase of language and gender, we can say that standard forms are used by both genders but women usually tend to use it more than men and by definition men use more vernacular forms than women do. In many aspects men and women differ in their speaking, such as turn-taking and interruption, minimal responses, using hedges, compliments, asking questions, apologizing, and more.
At the point of interruption, we can see that men interrupt more than women because they have a tendency to perform the dominant response. They seek to achieve the upper voice to prevent others from dominating them. Whether women interrupt more than men. Generally women think of closeness or intimacy, and men always concern for status and independence.

The features of women language are lexical hedges or fillers like you know, well, you see; tag questions like she’s good, isn’t she?; using intonation like it’s really good, and empty adjectives like cute, charming, and divine; precise color sense; intensifiers like just, as, so; avoid the strong swear words; emphatic stress like brilliant, outstanding.

Needless to say, the differences between women and men interaction may be the outcome of different socialization. Women’s gossip focuses on personal experiences and personal relationships regarding personal problems and feelings. Men particularly discuss with shared values and referential information. Sometimes men get involved in conflicts and change the topic abruptly. Women tend to be more supportive whether men are tend to be more competitive.

Another important thing to be remembered is minimal responses, which are monosyllabic utterances, such as yeah, huh, hmm and many more. Minimal responses are used mainly to show the agreement. In this case, women tend to use minimal responses more than men. Men prefer to keep silent rather giving minimal utterances. Additionally, women use more often hedges rather than men because women are more concerned about style of interaction, such as I think, I guess, you know, maybe etc.

Moreover, women give more compliments like appearance, possession, and ability. They prefer friendliness as a stress. We can say that language is used by both men and women in an informal way at the particular relaxed atmosphere. In this matter, both men and women use informal forms of language equally.

Consequently, sociolinguists tried to explain that why women speak differently than men and what is the reason of women using more standard forms than men. There are four main reasons for this difference –
  • ·         Social status
  • ·         Role in society
  • ·         Status as a subordinate group
  • ·         Speech expressing masculinity

So, women use more standard forms because they think it is more prestigious and associated with hierarchical or upper class. Another reason is society expects better and polite behavior from women than from men. Women have to be correct and polished in their speaking and behavior.
In contrast, men usually prefer to use vernacular forms because they want to prove themselves as macho and carry tough connotations of masculinity. Though men are generally lower in pitch, whether women are comparatively higher in pitch. In terms of language and gender, there are used different language forms in different age-graded among both men and women. For instance, the use of vocabulary, pronunciation, and grammar.

As shown above, language and gender actually traces the relationship between language and our ideas about male and female. Most of the times, language and gender expresses the role of gender stereotyping.
But in conclusion, we can say that language and gender both influence each other. Though gender is not only major in language, but also dealing with human behavior, cognition, institutions, occupations, society, and culture.



References:
1. Coulthard, C. R. (Ed.). (n.d.). GENDER AND LANGUAGE. 11, 4th ser. Retrieved from https://journals.equinoxpub.com/index.php/GL.
2. Holmes, J. (2001). An Introduction to Sociolinguistics (2nd Ed.). Essex, U.K: Pearson Education Limited