Classical music Essays

Classical music Essays Classical music Essay Classical music Essay In A Clockwork Orange’ the character of Alex is both the protagonist and the vessel used to impart the novels unusual views on morality. Burgess initially presents Alex as a psychopath who commits various acts of violence, ruthlessly raping and robbing, showing no remorse for his actions. Alex is the classic example of an Evil individual’ in such a way it is almost unrealistic. However, it is not until Part two, Chapter six that we truly begin to see Alex in another light, one which allows the reader to start forming an opinion on the message Burgess is trying to portray through Alex.Burgess questions the morality of both good and evil and whether a man ceases to be a man’ if he has no moral choice, something Alex begins to show us in this chapter. Emotionally and physically distressed, Alex is forced to further endure the Ludovico treatment. Helplessly, he screams out Stop it, stop it, stop it’ forcing the reader to feel sympathetic towards him and somewhat disturbed. Ironically, the very thing that is meant to be helping Alex to become a better’ person is the very thing that seems to be destroying him.This effect of tripling allows us to view Alex in a different light, one which we have previously forgotten; as a child. His desperate attempt for attention from adults who are meant to care for him really reveals the child within Alex and represents his wider life of how he has been ignored. Through this, Burgess allows the reader to realise that Alex is still a child who needs guidance and help from those older than him, but instead this power is abused and used to manipulate the future generation by a corrupt state. Ironically, Dr Brodsky says to Alex It will soon be all over.In less than a fortnight now you’ll be a free man’ which is exactly what the state wants Alex to think, that this is what freedom’ truly is. Alex shall be free physically to roam the earth but mentally he is trapped, something we know is Alex’s greatest fear, soon to be realised. Burgess allows us to question Dr Brodsky’s statement and wonder what is it that actually makes us human, is it our physical freedom or is it the freedom of our minds, allowing us to form opinions and thoughts on the physical acts we are allowed to do?He also suggest to us that even though Alex has been forced into this treatment to make him behave, are we as humans even without this treatment being forced to behave by our own government. We are taught that the government are here for our protection, just as they are said to be in Alex’s world. But when Alex is merely a child who needs protection and he is being harmed by the very people who are meant to protect him, we are shown that in this dystopian society security is something unavailable.During the screenings, Alex recognises his beloved Beethoven’s fifth symphony’ and in anguish cries out that it is a filthy unforgivable sin’. This Classical music motif has always played an important role throughout the novel, if not for the structural pattern based on musical forms, but for its use on a narrative and thematic level. It would seem that Alex’s love of Classical music within the confines on the novels repressive government invokes Plato’s argument. He argued that the enjoyment and love of music must be suppressed if any form of social order is to be preserved.He identified music with a revolutionary pleasure which can easily be applied to Alex. Alex rarely thinks of violence without music as his love for the two is entwined and for a state seeking platonic order, the two must be eradicated. Burgess refutes the argument that the ethical goodness has any relationship to a kind of aesthetic’ goodness, Alex has always had a refined taste in Classical music, especially when compared to his pop song listening counterparts, but as we know the sophisticated music has always coincided with sex and violence.But now through the Ludovico technique, music becomes associated with immorality, it is then we see how Burgess demonstrates the malleability of aesthetics and ethics. This ironic treatment intended to cure Alex of his violence does not cure him at all and changes him into nothing but a windup toy. But what is most shocking is how pleased the doctors appear to be with what they have done and the power they harness.The more Alex cries out for help and for the treatment to stop, the more the doctors seem to revel in his pain and rejoice that the treatment is working. Dr Brodsky says to Alex You’re doing really well’ and that the treatment was first class’. However we cannot help but once again see Alex as the child he is as typically a line such as You’re doing really well’ would be delivered to a child as encouragement that they are making progress and that whatever it is, is for the best.But this just shows Burgess’ wider message and how dystopian this society really is where those who are meant to guide others and help them are maliciously deceiving them for their own gain. What is even more saddening to the reader is when Alex realises this –as he says An act of treachery’ – and once again Alex living this dystopian world has been let down by everyone who is meant to have his best interests at heart. But then again, can we blame all of these clockwork windup toys, who ultimately have become the play toys of a powerful state?

Article Review for Hope Leslie essays

Article Review for Hope Leslie essays Bell, Michael Davitt. History and Romance Convention in Catharine Sedgwicks Hope Leslie. American Quarterly, Volume 22, Issue 2, Part I (Summer, 1970). 213-221 Michael Davitt Bell is a renowned literary researcher whose scholarly work has been mostly focused on nineteenth-century American fiction. He received his BA in 1963, from Yale, and my Ph.D. in English, from Harvard, in 1969. He taught English at Princeton from 1968 to 1975, and later moved to Williams College, where he taught until his death in 1997. In his article, History and Romance Convention in Catharine Sedgwicks Hope Leslie, Bell approaches the novel from a historical perspective, examining Hope Leslie as pertaining to its historical accuracy, and how the style of the novel fits into the template of the conventional American historical romancer (221). He introduces the story through a brief yet thorough summary, in order to go into detailed analysis of the characters, their relationship to each other, and their historical significance. Bell states that, Hope Leslie, in spite of the confusion of its plot can be quite instructive in showing in detail how, in America in the early 19th century, historical material became historical romance (216). Bell makes comparisons between Magawiscas self-sacrifice to save Everell with the story of Pocahontas and John Smith. He also relates the story of the Indian attack to have been inspired by the account on the Deerfield Massacre in John Williams The Redeemed Captive Returning to Zion (217). Although these accounts are not identical to the actual historical occurrences, Bell maintains that they are very similar and most definitely based on these true stories. He goes on to draw similarities of the character of Sir Philip Gardiner to an actual historical figure, Sir Christopher Gardiner. Although Se ...

Efficient Market Hypothesis Assignment Example | Topics and Well Written Essays - 1000 words

Efficient Market Hypothesis - Assignment Example Among the foremost to apply digital computers to perform empirical research in the field of finance, Fama operationally defined the EMH by pointing structure on several information sets accessible to market players. The efficient-market hypothesis necessitates that the agents should expect rationally that on average the overall population is correct (although if no individual is) and each time new pertinent information comes out, the agents should update their anticipations appropriately. Moreover, agents are not needed to be rational. EMH permits that on facing novel information, some investors may under react while some, on the other hand may over react. But, they are necessitated by EMH to react in a random manner that follows standard normal distribution. So, the overall impact on market prices may not be constantly exploited to attain more than usual profit, particularly, while keeping into consideration the transaction costs (including spreads and commissions). Therefore, any i ndividual may be perceived to be incorrect regarding the market but, market, on the contrary, as a whole is considered to be always correct. Three levels of hypothesis The efficient market hypothesis can be commonly stated in three basic forms. These include weak-form, semi-strong form and strong form efficiency. Each of these provides distinct implications for the way market performs. Weak-Form Efficiency This form of EMH specifies that current prices of assets reflect past volume and price information. The information incorporated in the past series of a security’s prices is completely reflected in its present market price. It is called as weak because the market price is the most accessible information available to individuals and the utilization of technical analysis is forbidden by this form of EMH. Semi-Strong Form Efficiency This form submits that entire available information to the public is incorporated into the prices of asset. Thus the market price of that asset is a complete reflection of all information accessible to the public. This publicly known information includes the past prices as well as the data reported by the company in its financial statements, announcement along with economic and other factors. The Strong-Form Efficiency This form implies that along with the publicly available information, the insider or private information is also reflected in an asset’s market price. Thus, such a market restricts the inside organization members from gaining unusual returns. Thus, all forms of EMH restrict individuals from attaining unusual returns due to unavailability of information and inhibit the possibility of arbitrage or risk free profit (Fama, 1991). Firm’s pricing of debt and equity decisions and EMH The 2007-2012 financial disaster has contributed to renewed criticism and scrutiny of the efficient market hypothesis. It has been even dismissed as being an ineffective way to study the functioning of financial markets in reality by various economists and financial analysts. Critics have proposed that corporations and financial institutions have the

SAM 448 UNIT 5 Assignment Example | Topics and Well Written Essays - 250 words

SAM 448 UNIT 5 - Assignment Example After discovering the client’s desire, the matters are whittled down to sizes that are communicated to the world in the next excellent meeting. The client also gets a picture why his presence in of assistance in the next meeting (Milne & McDonald, 1999). Specific questions that define the objective of the event will aid in finding out the priorities and goals of the meeting. Why should we get together? What is the point of the meeting or event or banquet or conference? Could the goal of the event be educating, inspiring, informing the audience or networking or making money? What is the objective group: Event members or spouses or children or suppliers or customers? As the meeting ponders the answers to these questions, the potential of the event will be determined. An objective statement will be obtained and can be communicated to the planning team. The attendees of the event will be identified as well as their desires during the event. The objectives highlighted will be used in meeting’s promotional material. As a result, everyone will sing from the same page (Freedman,

Essay on Compulsory Primary Education Essay Example for Free

Essay on Compulsory Primary Education Essay In a country everybody should know how to read and write and how to count, so that everybody can help the society with a better capacity. Primary education is based mainly on reading, writing and arithmetic. This is the minimum education that one should get, specially in a poor country like India, where nothing more can be possibly done owing to paucity of funds. Advantages: The present age is the age of people. In most of the countries there are democratic form of Government. Democracy cannot be successful if the people are illiterate. Because illiterate persons cannot read the newspapers. They cannot read the political pamplets. So, they remain in dark about their countrys affairs. People should have a least the primary education for their easy conduct in the society and for the success of democracy. Why it should be made compulsory: The poor people do not send their children to school for want of money. Some children work elsewhere to supplement their family-income. The farmers children help their parents in the field. So, they cannot come to school if it is not made compulsory. but it must be free education and children should get their books and slates from the Government. Most of the parents being poor, their children should be provided with free fooding and free clothing. Conclusion: It is the duty of every Government to make the primary education free and compulsory. The Government of India should work out this scheme with all sincerity, so that all the children of the entire country will come within the scheme. People should co-operate with the Government in this campaign. Students can help their local people to work out the primary education programme. During their holidays and vacations they should open camp-schools in their own localities and teach the local children in suitable hours.

Environmentalism in Watership Down by Richard Adams Essay -- essays re

The small group of rabbits that left their original warren, Sandleford, to find a new home often uses their little spare time to listen to stories generally told by Dandelion. These stories are often about the Thousand Enemies and how they are a threat to the rabbits, especially El-ahrairah. Humans are presented as one of the â€Å"Thousand.† The author of the book, Richard Adams, displays man in a negative way because of this. Man is portrayed as violent, nonsensical, and abusive to the natural way of life. In the book, Watership Down, Richard Adams portrays the life and style of man in a negative way. In both their old warren and on their journey, the group of rabbits encounters urban development and the city life which relentlessly interfere with their plans. The inciting point is the cause of sub-division development ("Literature in Brief Information about Watership Down.") and humans post a notice in the field where the rabbits live that says: â€Å"THIS IDEALLY SITUATED ESTATE, COMPRISING SIX ACRES OF EXCELLENT BUILDING LAND, IS TO BE DEVELOPED WITH HIGH CLASS MODERN RESIDENCES BY SUTCH AND MARTIN, LIMITED, OR NEWBURY, BERKS† (Adams 8). This residential construction ignites Fiver’s â€Å"visions† which causes the group to leave Sandleford Warren. In a later chapter, Holly and Bluebell seek out Hazel and his group and voice their willingness to join. At the same time, Holly relays the story of what happened in their old warren, Sandleford. Men with the white sticks in their mouths and made the air turn bad to kill the rabbits. Soon after, bulldozers flattened the area, with no regard whatsoever for the well-being of the rabbits. Richard Adams could be seen as taking use of development to get his rabbits to a better place, but such vio... ... them technically part of the man. Because of their connection to man, Richard Adams exposes animals like cats and dogs, which are man’s possessions, in a distasteful way. All in all, Richard Adams has a very negative view when it comes to man: human development and their creatures. His writing really gets into the mind of a rabbit, and through these rabbits he celebrates the natural, undisturbed world in which the rabbits live ("Literature in Brief Information about Watership Down."). Whether the rabbits simply hear about humans or even encounter them, they are generally displayed in a bad way. There may be a few times when there is a caring human, or a courteous animal, but that occurs very rarely. Richard Adams, in his book Watership Down, celebrates the natural created world before humans â€Å"destroyed† it. Websites used: www.answers.com/topic/watership-down-2

Teaching Vocabulary to Young English Learners

A crucial component of learning a foreign language is the acquisition of vocabulary. For young learners, the very first words that they acquire could lay the profound basis for a better later learning of the children. This study is intended to investigate the specific application of techniques in teaching English vocabulary to young learners. I strived to investigate the current techniques in teaching vocabulary to young learners and studied the difficulties that teachers encounter during this process. Oral interviews, questionnaire and observation schemes were used as useful instruments for data collection. The questionnaire-based survey aims to scrutinize teachers’ common techniques in teaching vocabulary to young learners, general difficulties that they meet in teaching. Oral interviews and observations serve to elaborate on the information gathered from questionnaires and discover teachers’ opinions on how to solve arisen problem in language classroom, especially during vocabulary section. The result of this survey indicates that using flashcards in presenting, sorting tasks in practicing and sentence completion in revising vocabulary are three most preferably common techniques in teaching young learners the English vocabulary. The exploitation of combining different techniques is considered rather limited; in conclusion,, this study provides some suggestions for teachers to realize the benefits of having available activities and games in young learners’ classroom. 1. Introduction I chose this topic for my research study because I consider that for young learners, vocabulary and grammar are two essential units that require them to master at early stage. It was once claimed that â€Å"experienced teachers of English as a Second Language know very well how important vocabulary is. They know their students must learn thousands of words that speakers and writers of English use. † (Allen, 1983). The well-known linguist Wilkins, one of the leaders in language learning and teaching, indicated that â€Å"without grammar, very little could be conveyed, without vocabulary nothing can be conveyed† Teaching vocabulary is considered to be an add- on to teaching grammar or simply a by-product of language teaching and communicative functions. The reasons are: firstly, too many words in one sentence are believed to break its grammar structure and spoil children in learning systematic grammar; secondly, it is thought that vocabulary can be learned through experience only and therefore, there is little need for the teachers to focus much on teaching their students vocabulary; and thirdly, they put the emphasis of teaching grammar on priority to vocabulary are already taken too much of any lesson in the classroom. The basic concept of how important teaching vocabulary in class is, was not recognized until late 1970s and 1980s when people realized the necessity of vocabulary in reading comprehension (Allen: p. 5) Learning a new language with native speakers can provoke learners’ motivation and boost their confidence in quickly obtaining language step by step, native teachers, in many circumstances have to face the obstacle of slow or misbehaved students, particularly in vocabulary section. This study therefore was conducted, aiming at reviewing common techniques in teaching vocabulary to young learners. . An overview of Vocabulary 2. 1. 1. Definition In order to find the best and most easy-to-understand definition of the vocabulary, is such an unfeasible task. Each linguist or scholar, in his specialized field, with his own set of criteria has found out for his own a way to define vocabulary. However, in the most popular way, Cambridge Advanced Learner's Dictionary has applied a meaning for vocabulary as â€Å"all the words which exist in a particular language or subject. † In the context of learning English as a Foreign Language, the vital role of vocabulary is inevitable. This has been claimed by many linguists and experts in the field. Wilkins (cited in Thornbury, 2002) clearly stated that â€Å"without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed† (page 13). Coincidentally, H. Dellar and D. Hocking indicated that progress made from learning grammar most of the time would be much less than that from learning vocabulary. To be short and concise, when comparing the importance of grammar and vocabulary, both mentioned statement above show that most of learner’s improvement was created when the learner himself learned more words and expressions. It was also emphasized when it came to communicate that â€Å"you can say very little with grammar, but you can say almost anything with words† (Thornbury , p. 13). 2. 2. Young learners 2. 2. 1. Definition The term â€Å"young learners†, according to the author of the book An A-Z of ELT, Thornbury , â€Å"is used to describe children of pre-primary and primary school age, although it is sometimes used to include adolescents as well† (p. 250). In the same way, â€Å"young learners† as defined by Sarah Phillips (1993) are â€Å"children of formal schooling (five or six years old) to eleven or twelve years of age. † (p. 4). Teaching English to young learners, therefore, has a long history: in many multilingual countries, primary school children are taught English as preparation for secondary school, where it is the medium of instruction. In recent years, there has been a phenomenal increase in the teaching of English to young learners, in EFL context as well as in ESL, and in state school as well as in private ones (Thornbury, p. 251). 2. 2. 2. Characteristics of young learners Vocabulary knowledge is a major building block in children's early literacy development. It provides the foundation for learning to decode and comprehend text. Many children, especially English language learners, need support in acquiring the substantial vocabulary they need to become good readers. Reading books to children is one way to introduce them to a wide range of vocabulary that they may not hear in their everyday conversations with adults and peers. Young learners need to be able to transfer their understanding of words to new contexts, so that when they see or hear those words in other places they understand what they mean. Talking about words from book to book is one way of showing children how words are used in other contexts. Another way to help them see how words are used in other contexts is asking them to think about how the words apply to their own knowledge and experiences. In explaining the word freight, for example, a teacher might say, â€Å"Have you ever seen a train on the tracks? Did you notice the cars of the train? Inside of those train cars, there are lots of things that are being taken from one place to another. The stuff that is being brought from one place to another is called freight. What are some things that you think could be freight on a train? † 2. 3. Vocabulary teaching . 3. 1. Stages in teaching Vocabulary Basically as proposed by Gower (2005) and Thornbury (2002) there are three stages in teaching vocabulary namely presenting, practicing and revising. In this research, I am going to list each stage with its typical features to have a better review for further techniques followed that. 2. 3. 1. 1. Presenting The title of this very first stage has indicated clearly its funct ion in introducing new lexical items to learners. As suggested by Thornbury, learners need to learn both the meaning and the form of a new word. Therefore, as he claimed, it’s worth pointing out that both these aspects of a word should be presented in â€Å"close conjunction in order to ensure a tight meaning-and-form fit† (p. 75). If the co-writers of Teaching Practice (p. 146) immediately referred to the effectiveness of using visual aids in presenting new words, Thornbury specifically emphasized the importance of cutting down â€Å"the gap between the presentation of a word’s form and its meaning† so that learners could possibly be at ease to make a â€Å"mental connection between the two†. He also stressed some major factors, subject to which the number of words should be presented. . 3. 1. 2. Practicing Suggested by Gower, students often need a little time for the new lexical items to â€Å"sink in† (p. 148). He pointed out that learners may recognize new item but often delay putting it into active use. In this case, is of pure necessity the use of planned activities for recyclin g and reactivate the new vocabulary. This kind of practice, as implied by Thornbury (2002) underlines the popular belief that â€Å"practice makes perfect† (p. 93). He additionally emphasized the action of moving words from short-term memory into permanent memory. He emphasized that â€Å"new knowledge – i. e. new words – needs o be integrated into existing knowledge – i. e. learner’s existing network of word associations, or what is called the mental lexicon. † (p. 93). Words or lexical items need to be put to work, or into practice as it is often understood in many other contexts, in order to ensure the long-term retention and recall. Vocabulary needs to be placed in â€Å"working memory† and subjected to different operations which would be mentioned intricately in the later part of techniques in practicing vocabulary. 2. 3. 1. 3. Consolidating and Revising Checking students’ comprehension and revising those words are a final important stage in teaching this specific field. In this stage, students are advised to complete high-level tasks namely production tasks. The author of many famous books for English language teachers grouped decision-making tasks into the second stage when learners needed to decide and make their choice in facing up with already learnt items. 2. 4. Techniques in teaching vocabulary There are three main parts or namely stages in teaching vocabulary, as they are mentioned above. . 4. 1. 1. Techniques in presenting vocabulary Proposed by Doff (1988, cited in ELT Methodology II, 2009) and Thornbury (2002) and Nation (1994) a variety of techniques can be used or combined in introducing vocabulary. 2. 4. 1. 2. Techniques in practicing vocabulary Identifying tasks, involving tasks of finding words in texts. â€Å"Listen then tick the words you hear† can be one obvious example of this type. Identification is the first step in recognizing words and requires learners do easy task as counting, ticking or a bit difficult is to unscramble words as in anagram. Selecting tasks are â€Å"cognitively more complex than identification tasks†. For selecting tasks, learners will have to do recognizing words and making choices amongst them at the same time. Finding and odd one out is a common task that teachers may often use in class for checking comprehension. Learners are also requested to do matching tasks, apart from recognizing and making choice amongst words. In this kind of task, learners may need to pair a set of given words to a â€Å"visual representation, for example, or to a translation, a synonym/antonym, a definition or a collocate. (p. 97) Learners are being asked to do sorting tasks, by grouping words into different categories. It should be noted that the categories can be given in advance or learners have to guess what the categories are. 2. 4. 1. 3. Games Games are one indispensable advice for many teachers not only in English teaching but also in the field of language teaching. Instead of listing common word games, I wil l discuss the function and effectiveness of using games in teaching vocabulary as a major topic. Drawn upon the characteristics of young learner, one typical characteristic of them is moving around almost all of the times and cannot be sitting quietly for more than five minutes. Yet they can be often keen on word games with a variety of options and movements. Especially in the context of teaching English to Romanian learners who are often labeled as inactive and afraid of risk-taking learning, games are said to be an extrinsic motivation for them to participate actively in the lesson. Games bring in relaxation and fun for students, thus help them learn and retain new words more easily. Secondly, games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in learning activities. Thirdly, vocabulary games bring real world context into the classroom, and enhance learners’ use of English in a flexible, communicative way. Advantages of using games in learning vocabulary were indicated by showing that games not only helped and encouraged learners to sustain their interest but also gave teachers a helping hand in creating contexts. This is particularly true when learners need useful and meaningful contexts to better their understanding of new words or in general, lexical items. 2. 5. Difficulties in teaching vocabulary This study, concerning the issue of constraints encountered by teachers, deliberately focuses on finding external factors, that is to say factors related to teachers themselves are spared for a larger scale research. In this case, difficulties in teaching vocabulary are said to often arise from the nature of vocabulary itself. The very first difficulty recognized in teaching words is the matter of whether to teach form first hen meaning or meaning first then form later. Another matter deterred by many researchers is about the mistakes that learners often make when learning vocabulary. External factors can be seen from the different levels of learners in one class; class size can grow to unexpectedly big; learners keep using their first language and more importantly students appear to be uncooperative. Those factors once happen in class can negatively hinder the efficiency of both presenting and practicing new words; additionally badly affect teacher’s plan and demotivate many activities performed by him/her (Harmer: p. 27). 2. 5. 1 Proposed activities and games in order to make a lesson vivid 2. 5. 1. 1 Proposed activities: Bingo: is useful for checking students’ comprehension and pronunciation of the old vocabulary. Teacher gets the class to brainstorm a list of ten or fifteen new words and puts them on the board. Students choose any five and copy them into a piece of paper. Teacher reads out the words. Each time having one word that teacher reads, students put a tick or cross that word. The one to have five ticks or crosses shouts â€Å"Bingo† and the game can continue. Word associations: Teacher writes a topic in the middle of the board and gets students to think about words that associate with it. In case students cannot think of as many words as expected, teacher can ask question to provoke answers that may enlighten students’ ideas. Half a crossword: this activity is to get students to use sentence for asking the meaning of a word. Students work in pair, each receives half a crossword. One student, in order to get the answers for the missing half has to ask the other either to act or give a definition of the word. Pictionary: Teacher can utilize it as a fun activity in class. Class can be divided into two big groups. Each time, one person in the group, after receiving one word/phrase from the teacher has to turn to his/her group to draw so as to get the group guess correctly the word. Members take turns to draw and the activity can be played twice but should be not too long. 2. 5. 1. 2 Proposed games: Board sentence making: the rule is quite easy to follow and it is specially created to increase team work as well as the acquisition of words. The class is divided into two teams; each team is given six to seven small white boards. Teacher writes a word on the big board, each team has to make a sentence using the given word. Each word of the sentence must lie in each small board that the team is provided. Categories: Young learners work in pairs or small groups. On a piece of paper, they draw up a number of columns, according to a model on the board, each column labeled with the name of a lexical set: e. g. fruit, animals, transport, clothes. The teacher calls out a letter, B for example, students write down as many words as they can beginning with that letter in the separate columns (banana, bus, blouses, bat, †¦). The group with the most correct words wins. Drawing/ miming or explaining: this is a game played with the dice. Each time, representative from one of the two teams in the class has to throw the dice to know whether they have to draw (if throw 1-2), mime (3- 4) or explain (5-6) the word that teacher gives them. It can create a fun learning environment when students really don’t want to explain but they throw 5 instead. Hammer: the aim of the game is to get students quickly operate words that they have learnt in class. Students stand in a circle, teacher stands in the middle of the circle, holding the paper hammer. Teacher can give a topic himself or ask students to choose one topic in which every one in the class has to take turn call out a word belonging to given topic. Anyone who cannot give one word will be hit on the head with the hammer. The last person to stay is the winner. Pronunciation race: In this game, class is divided into small groups. Each group sends a representative to the board. The teacher gives the rest of the group a small grid of words which they use to pronounce to the member at the board. Once hearing the word, that member has to write down the word he/she gets. The team with most of the correct words wins. Spelling race: Class is divided into two teams. For each time teacher writes a scrambled word on board and two representatives from each team have to race to the board and write the correct spelling of the word. Each correct word wins the team a point. The team with the most points wins. Stop the bus: In the same way as Categories, students write labeled column. When teacher calls out a letter, C for example, students have to find one word which starts with letter C and belongs to provided category. The first group to find all words shouts â€Å"Stop the bus†. The other teams have to stop. Teacher checks accuracy and spelling. Word Bang: This game can be used best to check students’ understanding of old vocabulary in class. The class stands in a circle and teacher stands in the middle holding a set of flashcards (make sure that students know all the cards in advance). Each time, two students compete each other to shout out loud the name of the card that teacher shows in front of them. The quicker is the winner. The game continues until there is only one student left, who is also the winner of the game. Word snap: It has the aim to get as many pairs of words as possible. Divide class to work in pairs or small groups. Each pair/group receives a set of words and pictures which correspond to the words. Each time one student face up two cards, if they match he will take them, if they don’t, he has to put them face back down. Turn goes to the next person. The one who gets the most pairs win. 3. Conclusion As the title of the paper suggests, this study has its focal point in investigating the current implementation of techniques used in teaching vocabulary to young learners, accompanied by difficulties and solutions. As a conclusion, common techniques in teaching vocabulary to young learners can be divided into three groups. For presenting new words, using flashcards and miming are preferred by most of teachers. In getting students to practice the words they have learnt, grouping words into certain categories preferably outnumbers the other techniques. For the final stage in teaching vocabulary – revising, most of the teachers say that they have been familiarized with sentence and text completion rather than that of creation. Finally, this research proposes some compiled games and activities that might be helpful for teachers’ repertoire. 4. Summary: Scopul acestui studiu este acela de a sublinia importanta invatarii vocabularului, de catre tineri, inca din faza incipienta. Am incercat sa prezint cateva idei, despre ceea ce inseamna predarea vocabularului si implementarea tehnicilor folosite in predare, alaturi de dificultatile intampinate cat si solutii pentru reusita. Definirea vocabularului poate fi inteleasa prin, totalitatea cuvintelor ce alcatuiesc o limba. Prin elev tanar ne referim la acea categorie de copii cuprinsa intre 5-12 ani. Ca si concluzie, cele mai folosite tehnici in predarea vocabularului tinerilor elevi pot fi impartite in trei grupe(prezentare, exersare si recapitulare). In prezentarea noilor termeni( cuvinte), folosirea cartonaselor ilustrate si mima este cel mai des intalnit procedeu. In a-i face pe elevi sa exerseze cuvinte invatate, gruparea cuvintelor pe anumite categorii este cea mai de succes metoda folosita.. In ceea ce priveste etapa finala in predarea vocabularului –recapitularea, majoritatea profesorilor spun ca au fost obisnuiti cu finalizarea propozitiilor si a textelor, decat cea a crearii. Spre finalul lucrarii am incercat sa descriu cateva jocuri si activitati care ar putea fi de folos in alcatuirea portofoliului unui profesor.

Things Fall Apart and Distinctive World

The distinctive world in which the character abides by creates the distinctive voice. Each character is portrayed by their voice and actions. The characteristic of the distinctive world in which he or she inhabits shapes the character. Good_______ Mr turner and fellow students; I have chosen the text â€Å"Things fall apart† by Chinua Achebe to relate to our class text â€Å"The life and crimes of Harry Lavender† by Marele Day. By doing so, I will convey through my perception, the various types and functions of a distinctive voice and how language affects interpretation and shapes the meaning of both the distinctive voice and world.In our class text â€Å"The life and crimes of Harry Lavender† Claudia Valentine, is a private detective of the 1960’s who symbolises women liberation. The deceiving facade of Sydney which she lives in portrays the values of corruption, addiction and crime. This distinctive world created depicts the distinctive voices of Claudia and Harry Lavender, the antagonist of this novel. While describing Harry’s power, domination and concealment over Sydney. Claudia decodes the mysteries and understands more about herself and the distinctive world she resides in.There are two distinctive voices, Claudia Valentine and Harry Lavender. Claudia valentine is shaped to be a strong character, who is not inhibited by traditions. Her independent nature and â€Å"hard bitten† experiences make her more observant and resourceful. However as we keep reading; we understand her insecurities and the subtle heart all women have. Harry Lavender the antagonist of this novel is a man of strong power who is metaphorically illustrated to be the heart, the veins, and the blood of Sydney. He is a man of corruption and crime, and a symbol of the calamitous facade of Sydney.Both voices are created by the world of Sydney or how the author has quoted â€Å"the sewage of Sydney†. Similarly, in the novel â€Å"Things fall a part† by Chinua Achebe; a world is created with the recurring theme beliefs and customs portrayed through contrasts between the Pagan and African cultures. The novel is about an African tribe’s man’s life set in the early 19th century around the time of colonisation in Nigeria. Since childhood he has embarked on a journey to become a successful man in his tribe as he had not been from a respected family by decent.The many differences clash when cultural imperialism takes place and Christianity is imposed. His arrogance and cultural disposition makes him want to take revenge but ends up in a situation of despair, ending his life in shame and misery. The distinctive voice of this novel is the character Okonkwo, the society he lives in reins his thoughts and actions. In an African tribe a man was considered successful by the masculinity, strength, brutality, polygamy; numerous numbers of wives, vengeance is justice and the suppression of â€Å"feminine† emoti ons such as compassion and love.Quoted in the text, â€Å"As a young man of eighteen he had brought honour to his village by throwing Amalinze the cat† by describing Okonkwo’s victory against Amalinze, the author illustrates that honour and fame is only valued through strength. From both the novels there may be a contrast of values, setting and beliefs however both use techniques to convey the world which characterises each distinctive voice. Marele Day distinguishes the voices in â€Å"The life and Crimes of Harry Lavender†. Claudia’s thoughts are in first person and her conversations are expressed in colloquial language, this engages the reader to become more personal with Claudia.However Harry’s voice is portrayed in a formal way, making the character more distant from the reader, expressing less commiseration. To express themes of the distinctive world, Marele uses truncated sentences. â€Å"Close by the bed was a bottle of Jack Daniels: empty . And an ash tray: full. †This quote conveys the addiction present in the distinctive world and Claudia. To express this on a whole the author uses the technique of subvert convention. At the beginning she has awaken next to a blonde which we believe to be a women.Her sardonic humour also indicate the stereotypical male role of a private eye, however we soon realise that she is a women, giving a new perception to the distinctive world created as being sexually liberated. Harry Lavender is portrayed to be the world himself. Through the use of imagery Marele Day characterises Harry Lavender to be the god of the deceiving facade of Sydney. â€Å"Up there is a postcard view of Sydney† this quote describes Sydney to be at his fingertips. The world Marele creates is a world of corruption, addiction, murder and mystery all of which is present in Harry’s character.Likewise in the novel â€Å"Things fall apart†, Culture is the distinctive world created. Okonkwo, st rongly believes in his culture where importance is based on masculinity, strength, and revenge in disparity to the pagan culture where importance is given to profession, wealth and the law of justice. This contrast is a technique which the author uses to express both the distinctive worlds. Simple folk tales are used to express the culture further, giving us a more indepth explanation of Okonkwo’s distinctive world and character. Another technique which the author uses to portray the world is the detailed description of everyday life.An example is the way the author describes the preparation of Okonkwo’s food by his three wives. Overall techniques are strongly used to allow the reader to analyse the distinctive world and voice. Both texts â€Å"the life and crimes of Harry Lavender† and â€Å"things fall apart† demonstrate various types of distinctive voices which use language to shape the meaning of both the distinctive voice and world. Now we learn that distinctive voices not only serve the purpose of communication but create and represent the distinctive world itself.

Common Spelling and Grammar Errors Should You Use Its or Its

Common Spelling and Grammar Errors Should You Use Its or Its According to the readers of my blog, the distinction between it’s (with an apostrophe) and its (without an apostrophe) is the top pet peeve and common error out in the writing world. This article attempts to explain the distinction between the two words and when to use its or its. It’s is a contraction. Most of us have heard of and are familiar with contractions. Here’s how they work: If you want to say â€Å"here is† and be less formal about it, squash the words together and substitute an apostrophe for the last vowel (i) to create heres.   If you want to say â€Å"do not† less formally, squash the words together and substitute an apostrophe for the last vowel (o) to create dont. This process of contraction is how we get many words such as: can’t; doesn’t; aren’t; there’s; and (drumroll please)†¦ it’s! How simple is that? If you want your word to mean â€Å"it is† or â€Å"it has† then just make a contraction: it’s. Examples: It is time for bed. = It’s time for bed. It is a girl! = It’s a girl! It has been raining for days. = It’s been raining for days. These examples seem simple enough. I think where people get flummoxed is when they want a word meaning â€Å"belonging to ‘it.’† â€Å"Its† is possessive. Why is this one confusing? When something belongs to Harry we add an apostrophe after Harry and say it’s Harrys. When something belongs to the barber we add an apostrophe and say it’s the barbers. However, when it comes to saying something belongs to it, the apostrophic form goes out the window, i.e. we do NOT use an apostrophe. Something belonging to it is its. Why is there no apostrophe in its? Note there are other times we do not use an apostrophe to show possession. When something belongs to her we say it’s hers. When something belongs to him we say it’s his; when something belongs to us we say it’s ours and when something belongs to them we say it’s theirs. There are many irregular constructions here. Yet somehow most people don’t make mistakes when it comes to these other possessive forms. It’s its that continues to baffle us. You might notice something in common about all the examples where apostrophes are not used to show possession: they are all a part of speech we refer to as a pronoun. Pronouns are our shortcuts so that we do not have to keep referring to people and things by their name or other descriptor. They are a referential shortcut. They replace, or substitute for, nouns. I will write more about pronouns in a future article where I will talk about the use of â€Å"I and â€Å"me.† For now you can look at  the University of Ottawa’s Writing Center grammar page under What Is a Pronoun?, for more information. Some examples of pronouns are he, she, they, you, her, him, us, our, their and its. Here’s your rule to remember: When forming a possessive PRONOUN, do NOT use an apostrophe. Since â€Å"it† is a pronoun, we do NOT put an apostrophe after it to make it possessive. Just as you would not write â€Å"her’s† or â€Å"our’s,† do not write â€Å"it’s† when you are intending to show possession. Another trick is to remember the phrase Its raining apostrophes! This sentence means It is raining apostrophes, so you can remember that when you mean it is, you should use its, with an apostrophe. It’s my fervent hope this article has cleared up some common misperceptions and that its contents will be distributed widely by its readers! If you or someone you know needs writing or editing assistance, contact The Essay Expert. We can help clear up any apostrophe problems youre having.

How to Live Large on an Entry Level Budget

How to Live Large on an Entry Level Budget You’ve finally landed an entry level job and everything has been going well.  Ã‚  You’ve gotten your first pay stub and you’re excited and ready to go out and spend that money on extravagant items. BUT WAIT, there’s one thing you forgot–you’ve got bills to pay! Now you find yourself in a position where you have to create a budget  so that you don’t spend your  money carelessly. Being an adult is tough work, but if you follow these 6 steps, you can develop an effective budget that will leave money in your pocket while still living large! 1.  Plan your budgetThe first, most obvious, step, is to make a budget. Mint is a great app that helps you track what you have coming in and where it goes where you spend it. It nudges you to remember to save some money for fun things like   entertainment, but also helps you save for large purchases or even retirement investments.2. Rent cheaper apartmentsYou have to live somewhere and it can be tempting to pick the coolest neighborhood or the shortest commute, near where your friends live or right by your favorite music venue. But casting your net a bit wider, geographically speaking, may help you maximize your floor plan while minimizing your monthly rent expenses.3.  Cook your own foodReal Talk: My first year of employment and New York living, the Chinese takeout near me knew my out-of-state area code and order so well they’d answer the phone with, â€Å"Yes, Virginia, steamed dumplings and†¦?† It was not a good look. As a newly fledged adult I’ve learned to cook the basics- proteins, pasta, roasted vegetables. Salt and pepper. Cooking even the simplest things is better for you than living on leftovers- and making smart (cheap) choices for breakfast and lunch lets you save a few bucks for a nice meal out now and then.4. Work on your bargain hunting skillsGet to know the stores that take consignment or accept trades. Sell back old textbooks. Build up your eBay skills so your listings are polished and professional, and see how your collectible former fads fare on the resale market.5.  Enjoy the FREE festivitiesMuseums and libraries are your new best friends; outdoor concerts are your bread and butter. Gallery openings, tourist offerings, offseason events with discounted fees, and of course apps like Groupon can all help you make the most out of that limited entertainment budget Mint helped you set aside!6. Take advantage of company perksThis will all depend on where you’re working, but often corporate employers have partnerships with entertainment venues, fitness centers, or educational organizations. They may even offer public transit rebates! Figure out how to make the most out of your employer’s strategic alliances to secure experiences or goods and services that make your life better!And finally, remember that this too shall pass- every annual review is a chance for a cost of living increase or a tit le bump. Eventually you will look back and wonder how you saved up all this money- and it’ll be because you developed responsible habits when you didn’t have much to spend.

Recommended IT problems to solve on Peachtree Essay

Recommended IT problems to solve on Peachtree - Essay Example If each facility contains a diverse system, the whole workflow slows down because of the need to learn varied system and time period necessary to study the different components of the systems and the way they work. Actually â€Å"BHS slice its readmission speed in half, contagion rate dropped considerably, providing sick people with a visibly better client experience† (king, 2011). According to Candace’s information, the CIO, she feels the organization should change so as to remain aggressive due to their being in a state where she believes they are not innovating but treading water. As a part of IT organization, innovation should be a major aspect of the inspiration while others prolong to innovate as well as use IT assets to offer their institutions with a cutthroat advantage. The issue in question here is, the CEO and CIO seem not to be sailing in the same boat and usually CIOs have an excellent solution to present to CEOs so as to establish whether there is possibil ity of a way forward. There are latest technologies on the sphere and as Candice feels those might pay off, there is no entire . There are new technologies on the horizon and while Candice believes those persuasion and therefore, does not intend to try implementation of things like SOA in the whole organization without knowing if it will work. Unluckily with no information from other providers of healthcare who use SOA architecture not much is there to verify even if configuration of sole modules will solve the challenges that they have. In many ways I believe that extension of the whole firm to use SOA is completely getting away from where the firm is today. This move may be a burden than what the current systems and staff can bear. Consequently, it results to complete failure in approach to leverage and manage IT infrastructure. He has a better explanation to be anxious about the motive as it is probable that overhauling the entire system may cause a complete damage as a result of the current complexity of existing system. Instead of concentrating on entirely redoing the whole system, the firm should aim at those systems which are more expensive to maintain and burdensome and get ways to fasten the ones using standardization. The aim in this case will be a slow approach to fasten and will need minimum time upfront. Moreover, the new software or system parts could be tested on single locations first with having not to acquire a wide adoption if the whole idea was to fail. The firm clearly cannot assume by not acting as the present situation they are in will probably cost them in competing with other organization that have invested other enterprise structures or SOA to manage operations in large scale. The firm should think of hiring an external professional to revise potential systems which may be a resolution to problems at hand. Standardization is important here as it provides for a lower cost system making provision for extra resources to be invested in th e forthcoming IT projects. A gradual approach turns out to be a good way to ensure success in future. Every commentator definitely gives a different perception on what they think should be a resolution to Peachtree. Firstly, George the Kaiser CEO believes that the approach they take into consideration is based on a belief that there is need for change and not on the basis of business needs that will tend to move them to the best

Back to reality Essay Example | Topics and Well Written Essays - 2250 words

Back to reality - Essay Example 2) Potential problems and issues in developing sourcing strategies The essence of outsourcing for any given organization is to lower the costs involved in executing the outsourced functions. This is because; the practice is associated with minimizing costs, based on the fact that it does not involve direct hiring of employees by an organization (CIPS, 2012 n.p.). Thus, through contracting for the provision of such services, an organization passes on the responsibility of hiring and retaining staffs to the contracted firm. This strategy has however proved to be more costly than it was anticipated. After a thorough scrutiny of the costs involved in this strategy, it was observed that, despite the fact that the federal employees are highly paid, the US government paid the contractors 1.83 times higher than its employees on average (Williams, 2012 n.p.). Thus, the strategy has proved to be a cost incurrence affair in the guise of cost minimization. This is because; outsourcing for contra ctors to offer services on behalf of an organization results to three elements of costs minimization, which may work to the disadvantage of the organization. First, to save on their costs incurrence and improve their profitability, the firms contracted by an organization embarks on the cost minimizing strategy by reducing quality or resource utilization. Therefore, they may reduce the number of staff they hire, to minimize their expenditure, which on the other hand results to poor service delivery to the organization’s customers (Brown & Wilson, 2012 p58). Secondly, a firm can minimize its costs by transfer savings, where the firm engages in hiring employees at a lower cost, through paying them less. However, the problem associated with this concept is that employee protection shields the employees against such practices, which would mean that the firm might be forced to hire employees of a lower caliber, who might not have the expertise, skills and experiences desired by the organization outsourcing the services (McGovern & Quelch, 2005 p19). Alternatively, the firm offering the outsourced services can minimize its costs through efficiency savings, which involves the use of highly qualified staffs, better work processes and equipments, and high technology usage (Compton & Jessop, 2001 p40). Nevertheless, to achieve efficiency saving, there are other costs involved before the economies of scale is attained. Therefore, in a nutshell, outsourcing of suppliers and contractors is no longer a cost saving strategy. As it turns out, outsourcing has become a costly affair for the organizations involved, prompting the need to revert into in-sourcing and back-sourcing (Emmett & Crocker, 2006 p22). 3) Potential problems and issues in relationship with key suppliers There are potential problems that can be experienced with key suppliers in the outsourcing markets. First, the issue of different expectations between the supplier and the outsourcing company can result to a failed business relationship. The expectations of the supplier and the outsourcing organization should tally, to ensure that the supplier offers services to the customers of the organization, as expected by the organiza