Requires ...grammar....expression correction Essay

Requires ...grammar....expression correction - Essay Example Despite the technological advancement, hi-tech society buildings still suffers from a variety of issues of maintenance causes from decisions of their designer. It is a broad observation that modern day buildings are more susceptible to maintenance as compared to older counterparts. This research investigates of the impact of design defects on maintenance through their barriers and limitations of the interaction between them in an attempt to improve building design to reduce maintenance costs, especially in hospital buildings. In addition to literature studies, the interviewee questions and a case study have been analyzed to identify design and maintenance defects, their impacts on the maintenance and management of hospital buildings in Saudi Arabia. Furthermore, it explores the concerning roles, responsibilities, obligations, and liabilities of the agents who are involved in the design and maintenance performance and feasible solutions. The King Fahad Hospital was chosen for the stud y and the five interviewees were interviewed on telephone. Qualitative methodology was selected to collect data for this study; it has been found out that the majority of maintenance dilemmas in the hospital building are attributed to design defects. The defects affecting the maintenance of hospital in the budget were led to depletion of maintenance budget besides an increase in maintenance costs. Some recommendations were provided. Conclusion The first topic the chapter reviewed was maintenance. Common problems were identified and approaches to reduce the burden of maintenance through Total Quality Management of design were described. The effect poor design has on society was explored in terms of political, economic, social, technological, environmental, and legal aspects. The chapter discussed design defects in terms of the professional obligations that each agent in the design team holds. The chapter emphasized the roles, which the civil engineers, the architects, the interior de signers, the commissioning agents, and the structural engineers have in the designing process. It also talked about the increasing role of legal action in poor design. Then the chapter discussed the inherent limitations of the building design and maintenance and its limitation in their relation. It lists the scope of the projects as well as the objectives and concludes with the significance of an investigation of the impact of design on the maintenance of hospital buildings in Saudi Arabia. This presents an opportunity for investigations of the impact of design imperfections on maintenance. In prior knowledge of most results and the factors that influenced the maintenance of negligence in design, circles many aspects such as specification of materials, thermal movement, wet areas, ventilation, inefficient detailing, improper material selection and poor design for accessing maintenance measures. The chapter also argued that the design process must also be considered from legal standp oint and the obligations of the design agents. There is mention in the literature of maintenance issues in Saudi Arabia. Ikhwan and Burney (1999) pointed out the importance of maintenance in the Kingdom, and discussed the need for maintenance education. They also highlighted research activities on maintenance performed at King Abdulaziz University in Jeddah. They recommended an extensive assessment of the current states of maintenance management and

Meaning of Justice in Islam Essay Example for Free

Meaning of Justice in Islam Essay Meaning of justice in islam In the Islamic worldview, justice denotes placing things in their rightful place. It also means giving others equal treatment. In Islam, justice is also a moral virtue and an attribute of human personality, as it is in the Western tradition. Justice is close to equality in the sense that it creates a state of equilibrium in the distribution of rights and duties, but they are not identical. Sometimes, justice is achieved through inequality, like in unequal distribution of wealth. The Prophet of Islam declared: â€Å"There are seven categories of people whom God will shelter under His shade on the Day when there will be no shade except His. [One is] the just leader. †(Saheeh Muslim) God spoke to His Messenger in this manner: â€Å"O My slaves, I have forbidden injustice for Myself and forbade it also for you. So avoid being unjust to one another. † (Saheeh Muslim) Thus, justice represents moral rectitude and fairness, since it means things should be where they belong. The importance of justice The Quran, the sacred scripture of Islam, considers justice to be a supreme virtue. It is a basic objective of Islam to the degree that it stands next in order of priority to belief in God’s exclusive right to worship (Tawheed) and the truth of Muhammad’s prophethood. God declares in the Quran: â€Å"God commands justice and fair dealing † (Quran 16:90) And in another passage: â€Å"O you who believe, be upright for God, and (be) bearers of witness with justice! † (Quran 5:8) Therefore, one may conclude that justice is an obligation of Islam and injustice is forbidden. The centrality of justice to the Quranic value system is displayed by the following verse: â€Å"We sent Our Messengers with clear signs and sent down with them the Book and the Measure in order to establish justice among the people†¦Ã¢â‚¬  (Quran 57:25) The phrase ‘Our Messengers’ shows that justice has been the goal of all revelation and scriptures sent to humanity. The verse also shows that justice must be measured and implemented by the standards and guidelines set by revelation. Islam’s approach to justice is comprehensive and all-embracing. Any path that leads to justice is deemed to be in harmony with Islamic Law. God has demanded justice and, although He has not prescribed a specific route, has provided general guidelines, on how to achieve it. He has neither prescribed a fixed means by which it can be obtained, nor has He declared invalid any particular means or methods that can lead to justice. Therefore, all means, procedures, and methods that facilitate, refine, and advance the cause of justice, and do not violate the Islamic Law are valid. Equality in justice The Quranic standards of justice transcend considerations of race, religion, color, and creed, as Muslims are commanded to be just to their friends and foes alike, and to be just at all levels, as the Quran puts it: â€Å"O you who believe! Stand out firmly for justice, as witnesses to Allah, even if it be against yourselves, your parents, and your relatives, or whether it is against the rich or the poor † (Quran 4:135) According to another Quranic passage: â€Å"Let not the hatred of a people swerve you away from justice. Be just, for this is closest to righteousness†¦Ã¢â‚¬  (Quran 5:8) With regards to relations with non-Muslims, the Quran further states: â€Å"God does not forbid you from doing good and being just to those who have neither fought you over your faith nor evicted you from your homes † (Quran 60:8) The scholars of the Quran have concluded that these rulings apply to all nations, followers of all faiths, as a matter of fact to all humanity. In the view of the Quran, justice is an obligation. That is why the Prophet was told: â€Å"†¦If you judge, judge between them with justice†¦Ã¢â‚¬  (Quran 5:42) â€Å"We have revealed to you the scripture with the truth that you may judge between people by what God has taught you. † (Quran 4:105) Furthermore, the Prophet was sent as a judge between peoples, and told: â€Å"†¦Say: I believe in the Scripture, which God has sent down, and I am commanded to judge justly between you † (Quran 42:15) The Quran views itself as a scripture devoted mainly to laying down the principles of faith and justice. The Quran demands that justice be met for all, and that it is an inherent right of all human beings under Islamic Law. The timeless commitment of the Quran to the basic standards of justice is found in its declaration: â€Å"And the Word of your Lord has been fulfilled in truth and in justice. None can change His Words. † (Quran 6:115) To render justice is a trust that God has conferred on the human being and, like all other trusts, its fulfillment must be guided by a sense of responsibility beyond mere conformity to set rules. Thus, the Quran states: â€Å"God commands you to render trusts to whom they are due, and when you judge between people, judge with justice†¦Ã¢â‚¬  (Quran 4:58) The reference to justice which immediately follows a reference to fulfillment of trusts indicates that it is one of the most important of all trusts. Justice and the Self The Quranic concept of justice also extends justice to being a personal virtue, and one of the standards of moral excellence that a believer is encouraged to attain as part of his God-consciousness.

How Ralph and Jack Change :: William Golding Lord of the Flies Essays

How Ralph and Jack Change William Golding wrote the story "Lord of the flies". It is about a large group of schoolboys whose plane has crashed. They get stranded on a desert island. The story is about their survival and how they run their everyday lives. The two main characters Jack and Ralph are both from upper class and they both start off as the leaders. Later on the boys have a vote for leader and Ralph is selected. The first impression we get about Ralph is that he is active and doesn't like authority. When he found out that there were no grown ups on the island he "stood on his head and grinned" Piggy is the first of the other survivors that Ralph meets. Piggy is lower class. Later on in the book it shows that Piggy is really bullied by the upper class boys. Ralph at first seems very unaware of the seriousness of being on a deserted island, but later on he shows his maturity by suggesting a vote for leader. Overall, Ralph is friendly and active. He is not fat or skinny and is easy to get on with. The first impression of Jack that we get is that he is arrogant and dangerous, because the book brings him in as a shadow. He is very different compared to Ralph. He is skinny and has red hair. He is also wearing a black cap. He has freckles, a crumpled up face and his eyes are light blue. Jack does not seem pleasant, but like Ralph he seems to have the role of a leader. From the start Ralph and Jack get on very well. There are very few signs of anger between them. Immediately after Ralph is elected as leader, "Jack and Ralph smiled at each other with shy liking" This shows that they can still be friends even though one of them failed at being elected leader. As they explore later in the chapter, they can agree with each other without any signs of awkwardness. The first sign of conflict between Jack and Ralph started on page 37. Jack took the attention off of Ralph, "Come on. Follow me." It made everyone lose concentration and run from the meeting. Ralph was calling for silence but no one listened to him, and this was the first threat against his authority, and it became an irritation. Even though they argue, there is still agreement between Jack and Ralph. On page 38, they both help each other by moving a large branch. The real disagreement is in chapter 3, when they disagree on priorities.

Components of Mass Incarceration Essay

Mass incarceration of African Americans is one of the biggest problems that we as a society face today. Many of our African American men are either in jail, or on parole for crimes that are committed by whites everyday. Police often overlook those crimes when it comes down to whites but they do not for blacks. Hence why a lot of black men are missing from our society and locked away in prisons for years for such minuscule crimes. Yes they have committed a crime and need to be punished, but, at the same time white men are walking around committing the same crime, where is their punishment? Alexander raises these very pertinent points in â€Å"The New Jim Crow.† The three components of mass incarceration are denial, mainstream media and historical influence. Alexander states, â€Å"Today most Americans know and don’t know the truth about mass incarceration.†(181). What this means is that as a society Americans are either blinded or oblivious to the fact that there is a lack of education of how mass incarceration affects the African American communities. In many African American households they are missing father figures due to the fact that they are in jail. As Alexander mentions denial plays a huge roll in this. We know that a large number of African American males are in prison by watching mainstream media but yet we don’t care enough about it. According to Alexander â€Å"we tell our self that they deserve it.†(182). Americans have been painted a picture to see African American men as a whole, as criminals especially when it comes to drugs. When in fact white males are prone to do the exact same crimes and not be targeted by police. Mainstream media helps to greatly contribute to these lies that we are bein g fed about mass incarceration. Shows such as â€Å"Orange is the New Black† depict a different story. The show focuses on a Caucasian woman who is in jail for soliciting drugs. While she is in jail they show you a very multiracial and diverse group of woman. Shows like these help to contribute to why we believe that prisons are filled with not only blacks but also a  wide variety of ethnicities One thing that the show just briefly touches on that Alexander talks about in great lengths is how mass incarceration â€Å"traps† African Americans. â€Å"Orange is the New Black† showed the viewers in one episode a very â€Å"real† side of the prison life when they just slightly touch on the story of a black woman who was released from prison on good behavior and she gets out in to the real world and she has no family, no where to turn and she can not get a job due to her prison record and she ends back up in jail. When she gets back in jail she screams, â€Å"I’m home.† This is exactly what Alexander spends majority of her essay speaking about, she says that we are trapped in a â€Å"birdcage.† She says this because no matter how we try to â€Å"beat the system† we are always going to be trapped no matter what we try to do. Historical influence has and will always be a part of African American history. As Alexander’s title of her article is â€Å"The New Jim Crow.† She feels as if the prison system is another form of Jim Crow laws. Jim Crow laws were established to keep black men down which are exactly what the prison systems are doing according to Alexander. She states â€Å"Jim Crow and mass incarceration have political origins.†(190). She continues to say that the white elites desire to exploit these black men and how mass incarceration is similar to a caste system (190). Alexander thinks that mass incarceration is a â€Å"trap† so to speak and how they catch these black men and put them in jail is like a modern day Jim Crow. The only difference is that it does not seem so racist and the people are giving the illusion that mass incarceration is actually protecting them. Alexander raises many good points in her article about mass incarceration. Without all the misleading information that you see in the media about the prison systems being a mixture of many different races would we, as Americans still feel safe? Or would we feel in a way like we are being subjected subliminal racism?

“12 Years a Slave” and “Django Unchained” Essay

For my essay I will compare and contrast the themes between 12 Years a Slave and Django Unchained, two movies that differ immensely when it comes to the direction and delivery of their respective plots; while still holding some key similarities such as their motifs and themes throughout both films. It’s those similarities however is also where we can dissect the corresponding differences such as how â€Å"heroes† and â€Å"villains† are portrayed entirely different from one another. And by using key examples I also aim to show how 12 Years a Slave and Django Unchained are prime examples of how one movie can break the usual feel-good clichà © plot that all American cinema seems to portray; while the other follows a more traditional route that we are all more use too. Throughout the entirety of both films we see multiple signature motifs and themes that we all can associate with when it comes to colonial America during that time period. Most notably should perhaps be the distinct lack of â€Å"personal morality†; or the implication that people of non-European decent are a form of lesser human. Especially within modern day cinema we seem to exploit these themes and the characters themselves in way that allow most directors creative leeway; however numerous people such as Quentin Tarantino will take those liberties into creating visuals on slavery that were overtly fictional, and only play a role in immediate plot development. Throughout the entirety of Django Unchained we see a constant struggle for Django to regain his honor through the classic American medium of revenge. Because without the constant thought of vengeance, Django would be nothing more than a common villain; someone who uses force to gain what he desires. However even if he weren’t to use force, in Quentins Tarantino’s vision even those who don’t fight are considered cowards. And it is with that character development and overtly fictional plot that makes Django Unchained the American clichà © that it is. While these films take different approaches in storytelling, any critic must start with acknowledgment for the creators taking the period and creating interpretations that provoke thought. Particularity when it came to the  movie 12 Years a Slave, a movie that broke any prenotion of how a truly exceptional American film is made. In it Steve McQueen, the director masterfully creates a tragic story of one mans’ journey through his own personal Hell and how we would later seek deliverance; but that is where 12 Years a Slave truly breaks off from any resemblance to Django Unchained. For when Solomon, the main character seeks his own form of redeeming himself; the usual route of Hollywood is to create a response/event so that the audience entertained rather than the character developing further. Such is the case with Django Unchained, a story where Django is constantly called to respond and act in a masculine way. Whereas in 12 Years a Slave, the only way Solomon could ever come to move forward was not through his own actions, but rather after his lack of action and through the broken form of his body and spirit. Overall, both movies were an acclaimed success at the box offices and each earned multiple awards. However the clear distinction between the two should be obvious; especially when taking into consideration the amount of fictional leeway certain directors and genre’s are allowed. And although the contrasts’ stand out more than the comparatives; I still find them to be a true testament of how quality American cinema is made. Either that be in the way Django Unchained masterfully fell into the true American genre; or how 12 Years a Slave beautifully brought forth a story told before, but in a new and abrupt way. Works Cited Livingston, Jay. â€Å"The Revenge Fantasy: Django Unchained vs 12 Years a Slave.† The Society Pages. Society Pages, 14 Nov. 2013. Web. 11 Oct. 2014. . Moore, Antonio. â€Å"Slavery Displayed on Screen: A Discussion with the Creators of Roots about 12 Years a Slave & Django Unchained.† Huffington Post. Huffington Post, 23 Oct. 2013. Web. 23 Jan. 2014. . – – -. â€Å"Slavery on Screen: Creators of Roots Discuss 12 Years & Django.† Atlanta Blackstar. Atlanta Blackstar, 27 Oct. 2013. Web. 10 Oct. 2014.

Free Essays on Tinnenaman Square

The Student Movement of Tiananmen Square; A Democratic Movement or Merely a Call for Reform? The economic reforms instituted by Deng Xiaoping during the late 1970’s eased the pressure of daily life for Chinese people. As freedom increased within the economic sector, some Chinese citizens began to call for political change to compliment the increased economic openness. Prior to the spring of 1989, a myriad of economic, political and social problems pervaded Chinese society. The economic reforms that Deng Xiaoping initiated, at first boosted the Chinese economy and then sent it into massive disarray causing rampant inflation. The unstable economic environment was coupled with uncurbed corruption and nepotism with the Communist Party. Cadres took advantage of the open-door economic policies to financially better themselves and their families. However, the average Chinese citizen’s finical situation lagged behind. As a result, the social unrest brewing within the population was looking for an excuse to explode. The voices advocating change erupted on April 15, 1989, when former Party General Secretary Hu Yaboong died. What began as a mourning of a revered leader, soon turned into a massive student movement calling for political reform. Although the international arena christened the Tiananmen Square student protest during the spring of 1989 a â€Å"Democracy Movement,† the students did not demand a democracy in China. Rather, they wanted specific democratic principles be incorporated into the Communist system. Disillusioned by the Communist Party’s corrupt practices, the students called for reforms that would enable Chinese citizens to have greater personal freedoms under an honest and more open leadership. Webster’s Dictionary defines democracy in several ways. The definition states: a: government by the people; especially rule of the majority. B: a government in which the supreme power is... Free Essays on Tinnenaman Square Free Essays on Tinnenaman Square The Student Movement of Tiananmen Square; A Democratic Movement or Merely a Call for Reform? The economic reforms instituted by Deng Xiaoping during the late 1970’s eased the pressure of daily life for Chinese people. As freedom increased within the economic sector, some Chinese citizens began to call for political change to compliment the increased economic openness. Prior to the spring of 1989, a myriad of economic, political and social problems pervaded Chinese society. The economic reforms that Deng Xiaoping initiated, at first boosted the Chinese economy and then sent it into massive disarray causing rampant inflation. The unstable economic environment was coupled with uncurbed corruption and nepotism with the Communist Party. Cadres took advantage of the open-door economic policies to financially better themselves and their families. However, the average Chinese citizen’s finical situation lagged behind. As a result, the social unrest brewing within the population was looking for an excuse to explode. The voices advocating change erupted on April 15, 1989, when former Party General Secretary Hu Yaboong died. What began as a mourning of a revered leader, soon turned into a massive student movement calling for political reform. Although the international arena christened the Tiananmen Square student protest during the spring of 1989 a â€Å"Democracy Movement,† the students did not demand a democracy in China. Rather, they wanted specific democratic principles be incorporated into the Communist system. Disillusioned by the Communist Party’s corrupt practices, the students called for reforms that would enable Chinese citizens to have greater personal freedoms under an honest and more open leadership. Webster’s Dictionary defines democracy in several ways. The definition states: a: government by the people; especially rule of the majority. B: a government in which the supreme power is...

Entitled The Effects of the Gilded Age.

Entitled The Effects of the Gilded Age. The term "Gilded Age" refers to the post-Reconstruction era in the late 1800's. The phrase originally began with Mark Twain. Gilded means "covered with a thin layer of gold," and so the Gilded Age implied that while this time period seemed to be a prosperous one for America, only a thin layer of prosperity covered the poverty and corruption of the time period. While many labels have been used to describe the time period, the "Gilded Age" is the most accurate when describing the time period.The largest economic issue concerning in the Gilded Age was determining the Federal government's role in the business sector of America. In the late 1800's, businesses operated for the most part without government regulation. This hands-off approach to economic matters is known as "Laissez-fare," and holds that government should play a very limited role in business. This was the predominant economic theory in the late 1800's, but it quickly acquired opposing factions.English: Political cartoon crea ted for the cover o...Supporters of this strategy maintained that if government does not interfere, the strongest businesses would succeed and bring wealth to the nation as a whole. Opponents of this theory proclaimed that if government did not regulate the business sector, it would become corrupt.The strongest political issue of this time involved the spoils system, in which elected officials appointed friends and supporters to government jobs, regardless of their qualifications. Politicians liked the spoils system because it ensured them a loyal group of supporters in future elections. However, government as a result was filled with unqualified, dishonest employees. This issue was made pertinent during the brief Garfield administration. Garfield was elected primarily through Stalwart Republicans, the faction of the Republican Party that was a strong advocate for the spoils system. A man named Charles Guiteau, who was a strong supporter of the...

About the Geodesic Dome in Architecture

About the Geodesic Dome in Architecture A geodesic dome is a spherical space-frame structure composed of a complex network of triangles. The linked triangles create a self-bracing framework that is structurally strong yet elegantly delicate. The geodesic dome could be called the manifestation of the phrase less is more, as a minimum of building materials geometrically arranged ensures a design both strong and lightweight- especially when the framework is covered with modern siding materials like ETFE. The design allows massive interior space, free from columns or other supports. A space-frame is the three-dimensional (3D) structural framework that enables a geodesic dome to exist, as opposed to a typical buildings two-dimensional (2D) frame of length and width. The space in this sense is not outer space, although the resultant structures sometimes look like they come from the Age of Space Exploration. The term geodesic is from Latin, meaning earth dividing. A geodesic line is the shortest distance between any two points on a sphere. Inventors of the Geodesic Dome: Domes are a relatively recent invention in architecture.  Ã‚  Romes Pantheon, rebuilt around 125 AD, is one of the oldest large domes. In order to support the weight of the heavy building materials in early domes, the walls beneath were made very thick and the top of the dome became thinner. In the case of the Pantheon in Rome, an open hole or oculus is at the domes apex. The the idea of combining triangles with the architectural arch was pioneered in 1919 by German engineer Dr. Walther Bauersfeld. By 1923, Bauersfeld had designed the worlds first projection planetarium for the Zeiss Company in Jena, Germany. However, it was R. Buckminster Fuller (1895-1983) who conceived and popularized the concept of geodesic domes being used as homes. Fullers first patent for a geodesic dome was issued in 1954. In 1967 his design was shown to the world with Biosphere constructed for Expo 67 in Montreal, Canada. Fuller claimed that it would be possible to enclose mid-town Manhattan in New York City with a two-mile wide temperature-controlled dome like the one presented at the Montreal exposition. The dome, he said, would pay for itself within ten years...just from the savings of snow-removal costs. On the 50th anniversary of receiving a patent for the geodesic dome, R. Buckminster Fuller was commemorated on a US postage stamp in 2004. An index of his patents can be found at the Buckminster Fuller Institute. The triangle continues to be used as a means to strengthen architectural height, as evidenced in many skyscrapers, including One World Trade Center in New York City. Note the massive, elongated triangular sides on this and other tall buildings. About Space-Frame Structures: Dr. Mario Salvadori reminds us that rectangles are not inherently stiff. So, none other than Alexander Graham Bell came up with the idea of triangulating large roof frames to cover large, barrier-free interior spaces. Thus, write Salvadori, the modern space frame sprang from the mind of an electrical engineer and gave rise to a whole family of roofs having the enormous advantage of modular construction, easy assemblage, economy, and visual impact. In 1960, The Harvard Crimson described the geodesic dome as a structure composed of a large number of five-sided figures. If you build your own geodesic dome model, youll get an idea of how triangles are put together to form hexagons and pentagons. The geometry can be assembled to form all kinds of interior spaces, like architect I.M. Peis Pyramid at The Louvre and the gridshell forms used for the tensile architecture of Frei Otto and Shigeru Ban. Additional Definitions: Geodesic Dome: A structure consisting of a multiplicity of similar, light, straight-line elements (usually in tension) which form a grid in the shape of a dome.- Dictionary of Architecture and Construction, Cyril M. Harris, ed., McGraw- Hill, 1975, p. 227 Space-Frame: A three-dimensional framework for enclosing spaces, in which all members are interconnected and act as a single entity, resisting loads applied in any direction.- Dictionary of Architecture, 3rd ed. Penguin, 1980, p. 304 Examples of Geodesic Domes: Geodesic domes are efficient, inexpensive, and durable. Corrugated metal dome homes have been assembled in undeveloped parts of the world for only hundreds of dollars. Plastic and fiberglass domes are used for sensitive radar equipment in Arctic regions and for weather stations around the world. Geodesic domes are also used for emergency shelter and mobile military housing. The best-known structure built in the manner of a geodesic dome may be Spaceship Earth, the ATT Pavilion at EPCOT in Disney World, Florida. The EPCOT icon is an adaptation of Buckminster Fullers geodesic dome. Other structures using this type of architecture include the Tacoma Dome in Washington State, Milwaukees Mitchell Park Conservatory in Wisconsin, the St. Louis Climatron, the Biosphere desert project in Arizona, the Greater Des Moines Botanical Garden Conservatory in Iowa, and many projects created with ETFE including the Eden Project in Britain. Sources: Why Buildings Stand Up by Mario Salvadori, Norton 1980, McGraw-Hill 1982, p. 162;   Fuller, Nervi Candela to Deliver 1961-62 Norton Lecture Series, The Harvard Crimson, November 15, 1960 [accessed May 28, 2016]; History of Carl Zeiss Planetariums, Zeiss [accessed April 28, 2017]

Poets' Expression of Fillings Essay Example | Topics and Well Written Essays - 250 words

Poets' Expression of Fillings - Essay Example Wordsworth, in his poem, I Wandered Lonely as a Cloud, describes the various aspects of nature and concludes by appreciating their presence saying; Similar romantic themes are focused on the works of Donne, Frost, and Shakespeare as well as the works of Bishop, Basho, and Hardy. Many stylistic devices including imagery, symbolism, and sarcasm formed the major styles that were used to convey a romantic message to the then society. A proper choice of words with accurate rhyming schemes in these poems creates an acute rhythmic pattern enhancing their musicality and bringing out the aesthesis. For instance, Shakespeare in his poem That time of year thou mayst in me behold expresses his love for nature in a rather loving tone cultivating a compassionate mood on the readers towards nature. He says; In conclusion, poetic works during the romantic ages focused on the romance derived from various sources. The association of nature with man's ability to gain satisfaction through it formed a major theme in most of the works during this period. The theme of romance in these poems can be addressed at two levels by splitting the fused twin focus of interpersonal love.

Legal and Ethical Considerations in Marketing, Product Safety, and Essay

Legal and Ethical Considerations in Marketing, Product Safety, and Intellectual Property - Essay Example This is sound ethical behavior, even if such reporting will result in severe financial loss to the company. All of the issues and more are covered in this case study. It is important to consider the reality of direct-to-consumer (DTC) marketing by consumer and its potential impact. This paper will analyze such issues in the context of PharmaCARE, while also exploring intellectual property considerations and U.S. law. The backdrop to this dialogue will be a strong consideration of the ethical obligations that a company like PharmaCARE has to the global community. Direct to Consumer Marketing and Drug Companies Simply put, direct to consumer marketing involves the promotion of a product in mainstream media. The intent is to promote the product by appealing the potential consumer directly. The term is actually most commonly applied to the pharmaceutical industry, which makes it worthy of discussion in this case. Drug companies that engage in direct to consumer marketing bypass health pr ofessionals and attempt to reach the patient directly. The Federal Food and Drug Administration regulate such advertising, yet many professionals claim that the oversight is quite lax and ineffective. There are several concerns with this method of advertising that applies particularly in the case of PharmaCARE. It should be noted that the most common methods of direct to consumer marketing include television advertising, print, radio, and now social media outlets. With the lack of adequate oversight, questions of an ethical nature are frequently asked when considering whether or not drug companies should use such a marketing strategy. Advertising companies are not health professionals. They do not diagnose patients and they cannot adequately determine if the side effects of any given drug may be counterproductive for the consumer. While pharmaceutical companies are required by law to indicate potential side effects of the drug being marketing, and they are only permitted to tout pro ven benefits of the medicine, such disclaimers are often not clear to the consumer. This can lead individual patients to try and self-diagnose their own illnesses, and then approach their own physician about getting a particular drug prescribed to them. This leads us to yet another ethical dilemma. If an advertising campaign for a new drug floods the airwaves, physicians may become inundated with requests to prescribe the drug to their patients. This puts the physician in an awkward position. They may end up overprescribing the drug, doing so without themselves actually researching the drug and feeling comfortable in its use. This creates the ethical question of whether drug companies should even be permitted to engage this practice at all. The argument is that they should only allowed to promote their products directly to health care professions, who can then decide which drugs best suit their particular patients. The practice of direct to consumer pharmaceutical advertising (DTCPA ) has so many ethical implications that most countries have an outright ban on the practice. Only the United States and New Zealand permit its broad use. This is the reason that PharmaCARE has been permitted to engage in the practice. To be fair, not at all pharmaceutical companies market their drugs directly to the consumer. It seems to be

Product Life Cycle (Response 3) Assignment Example | Topics and Well Written Essays - 250 words

Product Life Cycle (Response 3) - Assignment Example At the next level, is the life cycle of a specific product form – iPhone 4 -- within this larger product category. Finally, is the brand product life cycle which is given an adjustable managerial approach to keep it in the market at its value. The observed trend in the case of iPhone 4 is expected because the individual brand is the focus of management’s decisions(Hunt,2010). As marketing managers observe changes in the sales of their brands like in the case of iPhone 4, particularly if sales are perceived to be declining, changes are made in one or more elements of the marketing mix. These changes are focused towards offsetting, or reversing, sales declines. If successful, the declining sales trend always corrects itself, at least for a period of time. However, sales will again eventually decline and changes will again be made to some aspect of the marketing program (Hunt,2010). It should be apparent that these ongoing decisions to change elements of marketing programs will cause the trend or sales curves for individual brands to bounce around considerably. However, because the sales curves for many brands are summed to create the life cycle for the associated product form, and the curves for multiple product forms are summed to yield the life cycle for the entire product category, these latter two curves tend to be less erratic. This explains the consistency of iPhone 4 in its

Misuse of Media Advertisement by Fast Food Brands Essay

Misuse of Media Advertisement by Fast Food Brands - Essay Example The essay "Misuse of Media Advertisement by Fast Food Brands" presents the outline for a research paper on the misuse of media advertisement by fast food brands. This paper discusses on recent food trends in the US and dwells on the fascination of children towards fast food. It then discusses the trends in media ads by fast food brands. Media plays a key role in the promotion of food products and children are the major target of fast food advertisements. I will use the book by Victor Strausburger and Barbara J Wilson to support my claims in this context. Techniques that fast food advertisers in the media deployed to lure children into consuming their products: TV ads: This portion will contain a discussion of how advertisers use TV as a major tool to attract children. To support the claims, I will use proof as emerging from the article by Chou Yi Shin, Inas Rashad, and Michael Grossman. I will further solidify the evidence through information taken from the article by Sarah E Speers, Jennifer L Harris, and Marlene B Schwartz. The Internet (Websites): Using web sources of Happy Meal and Burger King Crown, I will argue how these brands are using impressive web pages, games cartoons, video clips etc on their sites to grab children’s attention. Magazines: This part will discuss, with examples, on how advertisers use magazines, through promotion schemes and puzzles, to persuade children to buy their products by citing supporting evidence from the article written by Amanda Reid and Sandra C Jones.

Lab report introduction Example | Topics and Well Written Essays - 250 words

Introduction - Lab Report Example HindIII is commonly isolated from the Haemophilus bacteria d Bacteria. It has a polymorphic restriction site on the intron 19 of factor VIII gene. It recognizes rthe double stranded sequence of the DNA at AAGCTT and then cleaves after A-1 (Dubey, Hussain & Mittal n.d.).DNA is negatively charged. The working principle in gel electrophoresis involves the movement of the DNA sample in the agarose gel. The difference in the base pairs impact a difference in the molecular weight of the DNA and so when the current is introduced at the cathodic end of the electrophoretic chamber the DNA will move to the anode with the difference in weight causing the bands to be formed at different locations Francois 2010). Our reference sample (ÃŽ »DNA) has a restriction site for the enzyme and so presence of matching bands with our sample DNA will show the presence of the wild type gene. In the case of no match, then we will rule out the presence of the wild type gene to the presence of the mutant gene. The three samples will be run concurrently. The samples will be placed on the wells and when the power is switched on the movement will be monitored and images taken to do the comparison. With one sample being undigested and the other one digested we want to differentiate between the wild type and the mutant genes. With the wild type after digestion by the restriction enzyme HindIII the DNA is broken down and forms strands with 3236 base pairs and 1125 base pairs (Isaac & Stacey 1994). This implies that due to the digestion process the bulk DNA has been broken down into lighter fragments and so with reduced molecular weight it will move faster across the electrophoretic gel. The restriction process takes place at an optimum temperature of 370C. Dubey, A. O., Hussain, N., & Mittal, N., n.d., ‘HindIII-based restriction fragment length polymorphism in hemophilic and non-hemophilic patients,’ Journal of Natural Science, Biology and Medicine, 1 (1), pp. 25-28, doi:Â  

Public Admiration Research Paper Example | Topics and Well Written Essays - 1250 words

Public Admiration - Research Paper Example Public admiration is a social and political science which is indispensable in governance and in the delivery of services for public welfare and interests. It involved intricate planning, strategizing, collaborating, networking, resource allocation but and utmost diligence in the exercise of authorities, functions and roles in accordance to policies and laws of the country. As integral part of organizational management, administrators use systems and models in the performance of their roles especially in this modern period when administration is integrated with information technology to hasten the delivery of services. Public administration can be done in classical ways or in a positivist construct, provided it helped systematized the performance of an government, corporation or an institution. Public administration is applied not only in government administration but also in managing non-government and private sectors whose extensive operation are implemented in a broader number of p opulace as their beneficiaries or clienteles (Stefan, 2009). Theoretically, the system of administration correlated the relation of administration, human resource management, access and use of resources, hence, require the skills managing organization inclusive of values in dealing with human relations (Stefan, 2009). Many of the managers attached to the nature of this profession are those who are intellectually gifted to pursue issues and concerns of public affairs. Experts opined that those experts or those who can offer quality public service can move freely within the thin domain between public, private and non-profit opportunities (Stefan, 2009). It is construed that those engaged in public administration have breadth of knowledge and perspectives of the science of public administration. They are expected to perform their responsibilities with combined skills of transformational and transactional leadership (Stefan, 2009). In matters of resource generation and utilization, publ ic administrators are reliant on existing policies but spending more what is expedient and essential for public concerns and for the organization (Stefan, 2009). Such must also be consistent to the vision, mission, goals and programs of the institution. Being focused on governance and organizational capacity enhancement, administrators are concern on transparency, devolution of functions, and analytical discourses in the disposition of cases and issues involving administrators and the public it served (Stefan, 2009). Science of Decision-Making and E-management In such context, public administration is therefore a science of decision-making based on existing regulations, done by public officials, done often in writing, and is always in congruent to the national policies and laws of public administration (Stefan, 2009). When officials are called to resolve on issues as a quasi-legal body, the administrators decides to appoint, discharge, suspend, dismiss or transfer public official ba sed on policies which is maybe inclusive of imposing disciplinary penalties as the law bestowed and in according to legal provisions required under administrative proceedings (Stefan, 2009). Recently, there is a national effort of

Lab report introduction Example | Topics and Well Written Essays - 250 words

Introduction - Lab Report Example HindIII is commonly isolated from the Haemophilus bacteria d Bacteria. It has a polymorphic restriction site on the intron 19 of factor VIII gene. It recognizes rthe double stranded sequence of the DNA at AAGCTT and then cleaves after A-1 (Dubey, Hussain & Mittal n.d.).DNA is negatively charged. The working principle in gel electrophoresis involves the movement of the DNA sample in the agarose gel. The difference in the base pairs impact a difference in the molecular weight of the DNA and so when the current is introduced at the cathodic end of the electrophoretic chamber the DNA will move to the anode with the difference in weight causing the bands to be formed at different locations Francois 2010). Our reference sample (ÃŽ »DNA) has a restriction site for the enzyme and so presence of matching bands with our sample DNA will show the presence of the wild type gene. In the case of no match, then we will rule out the presence of the wild type gene to the presence of the mutant gene. The three samples will be run concurrently. The samples will be placed on the wells and when the power is switched on the movement will be monitored and images taken to do the comparison. With one sample being undigested and the other one digested we want to differentiate between the wild type and the mutant genes. With the wild type after digestion by the restriction enzyme HindIII the DNA is broken down and forms strands with 3236 base pairs and 1125 base pairs (Isaac & Stacey 1994). This implies that due to the digestion process the bulk DNA has been broken down into lighter fragments and so with reduced molecular weight it will move faster across the electrophoretic gel. The restriction process takes place at an optimum temperature of 370C. Dubey, A. O., Hussain, N., & Mittal, N., n.d., ‘HindIII-based restriction fragment length polymorphism in hemophilic and non-hemophilic patients,’ Journal of Natural Science, Biology and Medicine, 1 (1), pp. 25-28, doi:Â  

Compare and contract the views of society presented in Equus and the Essay

Compare and contract the views of society presented in Equus and the time machine - Essay Example This will be illustrated by excerpts from H. G. Wells’ The Time Machine and Peter Shaffer’s Equus. This essay will focus on two aspects of social conformity namely; normalcy and entropy. The works of both writers portray a vision of a troubled future if man continues to dwell within the societal confines that propagate passivity while ignoring pressing issues such as social class splits and individual passion. Normalcy refers to what the society considers the right aspects of behavior. Passivity means inactive or submission to the will of others. In Equus, Dysart is considered normal as he rarely strays outside of societal boundaries. He is married, has no children, and has a good education and profession that places him in a high social class. However, he feels that his life is dull with no spiritual communication. His marriage lacks intimacy as illustrated by his admission that he has not kissed his wife for six years. Disillusioned with modern civilization and unhapp y with his role in it, he turns to Greek civilization for spiritual comfort. This highlights the internal conflict that most people have. In conforming to society’s belief of what is considered normal, one loses their individualism and passion, causing misery in their lives. In contrast, his patient, Alan, seems full of passion and vigor. Alan goes against the societal indoctrination to conceive the idea of a god that differs from the traditional Christianity. This is propagated by the conflicting views on religion of his parents. His mother is a staunch Christian who read him the bible daily and taught him that the sexual act was dirty. His father was an atheist and a strict disciplinarian that could not even allow him to watch television because he believes that it takes away one’s intelligence and concentration. Both parents are products of social norm, which requires them to exist in a world without passion and worship. As a result, Alan conceives a horse god, Equu s, with which he freely expresses his passionate worship and sexuality. He compares the horsegod to Jesus when he says, â€Å"I see you, I will save you.† (66). This adoration hits its climax when he blinds six horses. As a result, he is declared unbalanced and in pain and sent to Dysart to heal his mind. This violence brings out the conflict between the two myths: the pagan worship he created, and the Christian one he inherited which saddled him with guilt and shame concerning his sexuality. The eyes are symbolic of society’s checks on its members, constantly judging and punishing. By striking the eyes, Alan fights the society that has oppressed him. Thus, society forces blind obedience and individuals are forced to suppress their desires. Even though most people are aware of this consequence and are dissatisfied with their miserable existence, they lack the commitment to change their lives. Dysart feels that by removing one’s uniqueness he is destroying part o f their personality, but ultimately strips Alan of what he desires most. Normalcy and passivity are also evident in The Time Machine. The social disparity between the leisurely wealthy upper class and the working class was considered normal, especially in the Victorian England. The rich exploited the workers for profits to finance their passive lifestyle as portrayed by the laziness in the dinner guests in chapter one, who meet to dine and chat. The time traveler belongs to the upper class. This passivity is also evident among the Eloi (upper

Ottawa Charter0National Tabacco Campaign Essay Example for Free

Ottawa Charter0National Tabacco Campaign Essay The Ottawa Charter is a global health promotion run by the world Health Organisation. It involves five action areas called developing personal skills, creating supportive environments, strengthening community action, reorienting health services and building healthy public policies. To combat lung cancer and other health risks the Australian government launched The National Tobacco 2011 Campaign to raise awareness of smoking through the five action areas to reduce the number of daily smokers by 2018. Developing personal skills supports personal and social development through the use of information and resources, which educate health benefits to enhance life skills. In gaining theses skills individuals can make informed decisions to take control of their lives. In relation to the National tobacco Campaign 2011, this will involve raising awareness on the effects of smoking, encouraging individuals to quit therefore reducing their chances of developing ling cancer. Strategies employed by the campaign to address developing personal skills include media campaigns and quit tips. The current media campaign features television, radio, prints and online advertisements to address the issue of smoking and its relation to lung cancer and other health risks. The recent ‘cough’ TV advertisement shows an average Australian male. He is enjoying time with his mates, at work, spending time with the family however he is constantly coughing. Then the voice over states ‘every cigarette brings cancer closer. ’ This short but powerful statement informs individuals that every cigarette they take is putting them at the risk of developing cancer. Thorough the tactic of showing an average Australian male it allows the public to relate to the situation, empowering them to change their habits or else you could end up leaving your loved ones behind. Another strategy is the use of quit tips. This website fact page illustrates new ways that individual can relax as many people smoke while bored or stressed. Some of these relaxation methods include breathing techniques, exercise or a change of routine such as chewing gum or having a stress ball in the car to utilize while stuck in traffic. These strategies are informative yet realistic ways in which individual can swap a smoking habit for a positive health choice instead. This physically helps individuals to make an informed choice to develop their individual skills. By adapting these new life skills through the promotion of stress relief methods individuals are encouraged to take control and empower their own lives. It educates that smoking doesn’t relieve stress yet it only causes stress with its relation to many health risks. Developing personal skills is an important sector of the Ottawa Charter as without it individuals wouldn’t be educated to see the underlying effects of smoking and its strong link to lung cancer. Creating supportive environments focus’s on the environments in which people work, live and play. The aim is to ensure these environments reflect healthy living through the promotion of positive health choices. In relation to the National Tobacco Campaign 2011, this principle involves encouraging one another to quit smoking. This personal and community support takes into consideration the diverse needs of society in the need to fight against smoking. Strategies include providing fact sheets in a variety of languages and providing an online quit service. Australia is a very multicultural society and the campaign has taken this into consideration by creating print and radio advertisements in over 20 languages. This campaign has a goal to reduce the percentage of daily adult smokers by 2018. By providing health promotions in diverse languages, it opens this goal up to the wider Australian population encouraging equity and support. By breaking the language barrier the non-English speakers/readers will feel more supported and encouraged to quit smoking, therefore reducing their chances of developing lung cancer. This advertisement highlights they ways in which the human body will repair itself once smoking has stopped and its motto is ‘Every cigarette you don’t smoke is doing you good. ’ The statement is encouraging and supports the fact that every cigarette has an impact. Another way the tobacco campaign offers a supportive environment is through the telephone quitline. By phoning 131 848 an individual can confidentially speak to a counselor gain information but importantly advice and acknowledgement of their efforts so far. This local cost call can be made from anywhere around Australia, supporting those living in rural areas. Furthermore this quitline can go on to mail individual a quit coach book. This provides the best ways to quit, ways to cope with withdrawal symptoms and details on courses run by local organizations that offer extra help and counseling. This strategy is effective as it helps individuals realize that hey are not alone and their struggle to quit will offer so many advantages. Through first hand advice and the help of professional encouragement individual’s receive the confidence to keep going. Through this support within the environment individuals are more likely to access/continue to use support services to adapt positive behaviors in their lives. These changing life patterns will stop the smoking habits, reduce the ri sk of lung cancer and enhance overall wellbeing. http://www. boredofstudies. org/wiki/Ottawa_Charter_for_Health_Promotion_(1986) Strengthening community action involves public participation to achieve better health. Through initiatives inspired by the community, healthy living patterns can be established to raise awareness and empower action. In relation to the National Tobacco Campaign this involves the help of professional within the community as well as local governments and the public to make and implement action on smoking. Some strategies to strengthening community action include the help someone quit page, and individual community projects. The ‘help someone quit’ initiative provides information on ways to aid a friend by encouraging them and following through with their progress, even if you’ve never smoked before. It states the importance of not nagging a smoker to quit, as that just makes them want to retaliate. Yet the best approach is to clearly explain the motives to stop smoking and offer support. If non smokers and in particular past smokers where to help individuals within the community to quit smoking the whole populations health and attitude would be strengthened, encouraging positive health behaviors. The Bankstown community has specifically strengthened their action by installing ‘No smoking’ signs and restricting smoking 10m within children’s playgrounds. This strategy requires an extra step as it requires the help of the general public to enforce the rule, saving children from passive smoking. The signs educate the public on the hazard of smoking but the enforcement from the public is what will strengthen its success. Through establishing support groups and encouraging social support, the community is brought together to solve smoking through empowerment. (http://www. bankstown. sw. gov. au/Installation-of-New-No-Smoking-Signs/default. aspx) Reorienting heath services refers to utilizing services aimed at prevention, promotion and finding a cure. It is the responsibility of individuals, community groups, health professionals, institutions and governments to work together to achieve good health. In relation to the National Tobacco campaign it involves the sha red role of all health services to lead a change to prevent smoking and support wellbeing. Strategies include working with various campaign partners and a letter to GPs written by the chief medical officer. The campaigns website offers links to both Australian and International organizations who care for health with a goal of tackling smoking. Examples include the National Asthma council, World Health Organization and the Australian Cancer Society. Some of these health services have drop-in-centers or stores/clinics but they all offer information and resources on smoking or lung cancer. Some organizations are preventative while others are curative services. This is effective as through this extra support individuals can expand their knowledge and find a network that works best with their needs. The Australian government’s chief medical officer, Jim Bishop wrote a letter directed at GPs asking for their support on the National Tobacco Campaign. It mentions that smoking is the largest preventable causing disease. He later went on to ask local doctors to conduct brief interventions with their smoking patients, encouraging them to quit. Through this incentive the action of the local GP will maximize society’s members to quit. The smokers will receive professional help from their trusted GP to aid their own individual responsibility. Once both teams work together, this is when good health can be achieved. Through the help of extra health professionals individual can see the overall effects of smoking and with this extra support confidence will be achieved to fight the risk of developing lung cancer by stopping smoking habits Building Healthy Public Policy relates to policies and legislations made by the government to create health improvements. It goes beyond health care as it designs rules also generating consequences for those who disobey. In relation to the National Tobacco campaign it involves rules on where smoking is prohibited and where cigarettes can be sold as well as punishments for those who neglect these rules. The following law states that from March 2006, all cigarette packets require pictorial health warnings and the quitline number. These images are a form of scare tactics that shoot out health warnings in the bid that smokers will become turned off by imagers of cancerous body parts. The quitline on the box encourages individuals to quit and almost plays as a guilty trip, that each cigarette they inhale is causing them damage.

Exploratory Paper On Political Ideology History Essay

Exploratory Paper On Political Ideology History Essay Political ideology is defined as a set of ideals and principles created for social order. Thus, after much consideration and deliberation, I chose to work on Political Ideology. Politics appeals to me because I have been intrigued by how it can inspire the masses with powerful rhetorics by charismatic personalities. President Barack Obama is a political leader whom I greatly admire for his oratory eloquence displayed during his maiden speeches in the U.S. Presidential Elections 2008. I was captivated by his Yes We Can! speech which moves the crowd to disperse all doubts about their future and believing that America will succeed under his leadership. Marxism-Leninism and Maoism are communism by nature but takes on a different form to cater to the circumstances in their respective countries, Russia and China. Marxism-Leninism is a political ideology that is based on Valdimir Lenins writing on the ideas of Karl Marx. Marxism advocates socialism while being heavily critical on capitalism which he believes is the dictatorship of the bourgeoisie, which means a society run by the upper echelons of society to their own benefit. His idea of socialism is that the society will be run by the working class known as the dictatorship of the proletariat. Marxs ideas were heavily influenced by the class struggle in society. One significant event that epitomises Marxism-Leninism ideology would be the 1917 October revolution in Petrograd, currently known as St. Petersburg. Valdimir Lenin was the leader of the Bolshevik (communist) Party that toppled the Russian Provisional government and created a new form of Russia called Soviet Russia which borrowed Marxism ideologies along with it. The Bolshevik won over the support of the majority of the workers and soldiers because of the repressive and autocratic ruling by the imperialist Tsar which resulted in declining economic and social conditions. The working class was unhappy with long working hours, overcrowded housing problems with poor sanitary control, low wages which was made worst by increases in cost of living due to Russias involvement in World War one at that time. Thus Lenin-led Bolshevik appealed to the masses and faced little resistance when they staged a coup, occupying government buildings and strategic points. In China, Maoism is a political ideology that straddles along the Marxism-Leninist line. Peasants and farming forms the fundamental and building blocks of a socialist society. The difference between Lenins Russia and Maos China is dictatorship of the working class while another is the dictatorship of the peasants. Mao Zedong rise to the top of the Chinese Communist Party was nothing short of spectacular. He was a founding member of the Chinese Communist Party in 1921 and was actively involved in spreading Marxist ideas to the peasants in his hometown of Hunan Province. The most significant event in the history of communist China is The Long March in 1934-1935. During the Zunyi conference, Zhou Enlai was ousted as the Chief Political Officer of the party while Mao Zedong was elected Chairman of the Politburo with backings from the military leaders and he has never relinquished his position since. Mao Zedong was credited for unifying China as a Peoples Republic and away from imperialism (Qing Dynasty) and feudalism (War-Lords). Also, the Long March gave the Chinese Communist Party the reputation that they are willing to endure hardship for the people and to formulate policies on land reform that would reduce the plight of Chinese peasants thus gaining wide support from the peasants. Another difference from Marxism-Leninism is the deep belief that man can prevail in harsh conditions and achieved things through strong willpower. He personally pushed through this ideology during the Great Leap Forward (1958-1960) and the Cultural Revolution (1968-1976). Maoism ideologies can also be found in Peru and Nepal. Locally, Singapore also had brushes with communist in the past. The Barisan Socialis was a former left-wing political party formed in 1961 by former members of the PAP (Peoples Action Party) and led by Dr Lee Siew Choh and Lim Chin Siong. The party was accused by the PAP to be a communist front and deemed a threat to national security which resulted in many Barisan Socialis members arrested and imprisoned without trial during operation coldstore by the internal security department. Singapore, widely regarded as a democratic society, would be understandably not be tolerant of the Barisan Socialis, supposedly advocates of communism since that would be conflict of political ideologies. However, based on an extract below, I felt that it could be reasons of a partisan nature. In a recently declassified Colonial office papers, Baron Philip Moore, who was Deputy High Commissioner of Britain in Singapore from 1963 to 1965, was quoted as saying: He (Lee) went on to suggest that in order to avoid the Communists taking over, he would create a situation in which the UK Commissioner would be force to suspend the Constitution. This might be done either by the Singapore Government inviting a Russian trade mission to Singapore thus forcing a constitutional crisis, or by instigating riots and disorder, requiring the intervention of British troops. I did however, form the impression that he was quite certain he would lose a general election and was seriously toying with the thought of forcing British intervention in order to prevent his political enemies from forming a government. (CO 1030/1149 p.95, para 3) In history, after revolutions for a change in political ideology, there would be power struggle for leadership as can be seen in the Chinese Communist Party. Mao Zedong wiped out all that threatens his position as leader and started the Cultural Revolution. In the Soviet Union, after Lenins death, Joseph Stalin and Leon Trotsky fought for power to lead. In the end, Stalin ordered the assassination of Trotsky. The lesson to be learned from history is that power struggles for leadership happens before, during and after a revolution. Leaders clinging to power would use all means to consolidate their status by eliminating political rivals. It is no difference regardless of political ideologies.

The Death Penalty Essay -- essays research papers

When you first think of the words ’death penalty’, you can’t help but associate that with the words ’capitol punishment’. However, is the death penalty really the ultimate, and therefore capital punishment. I believe that capitol punishment is the right punishment for those who commit heinous crimes like pre-meditated murder or rape. However, the death penalty would not satisfy me as a family member of the victim. What would satisfy me is to know that the murderer or rapist is suffering in prison until he dies and receives their true punishment in eternal life. I believe that life in prison, in solitary confinement, and without the possibility of parole, is the most fit punishment and the punishment that will put the person in the most pain and suffering until they die. But how did I come up with this belief and argument against the death penalty as a capital punishment? How and based on what did I come up with these beliefs.   Ã‚  Ã‚  Ã‚  Ã‚  First of all, I am a very religious person who follows the church in just about everything it does. If you are a religious person as well, you would know that on the subject of the death penalty for crimes, the bible seems to have a clear points of view about it in the old testament. In one part, the bible asks for â€Å"an eye for an eye†¦and a life for a life†. This is clearly stated in the old testament in exodus 21:22-25. However, if you look closely, the bible asks for the death penalty for several different crimes that by today’s standards would not even be crimes at all. In the article â€Å"Executions Are Too Costly---Morally† by Helen Prejean, published in the book â€Å"Contemporary and Classic Arguments: A portable Anthology†, the areas where the bible asks for the death penalty are clearly outlined. Prejean outlines theses areas in a list like this â€Å"Contempt of parents (Exodus 21:15, 17; Leviticus 24:17); Trespass upon sacred ground (Exodus 19:12-13; Numbers 1:51; 18:7); Sorcery (Exodus 22:18; Leviticus 20:207); Bestiality (Exodus 22:19; Leviticus 20:15-16); Sacrifice to foreign gods (Exodus 22:20; Deuteronomy 13:1-9); Profaning the Sabbath (Exodus 31:14) Adultery (Leviticus 20:10; Deuteronomy 22:22-24); Incest (Leviticus 20:11-13); Homosexuality (Leviticus 20:13); And prostitution (Leviticus 21:19; Deuteronomy 22:13-21).† I believe in the bible whole heartedly. However, when it comes to the death penalty yo... ...e he was hit by a giant stone and was absolutely floored. Later, because of the surviving brother who knew the people who killed his brothers, the murderers were caught and sentenced to death. Till this day, I don’t know if they have been put to death or not, but what I do know is that’s not what their brother or my father wanted. What they wanted was to have them suffer in prison for the rest of their lives as they are now still suffering from the loss of their brothers. My father and their brother believed that it was the only fit punishment, because they believed in what Gandhi said which is â€Å"if we lived eye for an eye the whole world would be blind.†   Ã‚  Ã‚  Ã‚  Ã‚  In the end it must be understood that killing someone who has killed is not going to solve our problems. Making those who end the lives of others suffer until their own death is the my personal answer to the problem. I know and understand fully that I may be alone in my beliefs, but I still stand by them strongly. Killing in the name of punishment is a shame, especially today when we should all understand that our worst punishment, as humans, is to live our lives thinking and regretting our mistakes.

Hamlet through his foils †Laertes, Fortinbras and Horatio Essay

It is without doubt that William Shakespeare has created many unique, thought – provoking characters. Hamlet is by far Shakespeare’s most compelling character. In Shakespeare’s play Hamlet, various character traits, exhibited by Hamlet, can be seen through his foils. Similarities with Hamlet and Horatio’s education, as well as their levels, can be drawn. However, Hamlet’s character is in constant change and even philosophical. Fortinbras, without question encompasses many of Hamlet’s qualities. They are both born with nobility, along with a similar lineage. However, Fortinbras is more aggressive and even sneaky. Laertes, Hamlet’s late antagonist, is both impulsive and righteous. However, they differ in terms of their nobility, as well as their father’s behaviour. The character traits exemplified by Hamlet also comprise his foils. In relation to Hamlet’s three foils, Horatio is the most dissimilar. When Horatio first enters the play, Hamlet says, â€Å"And what make you from Wittenberg, Horatio.† (I,ii,171) Hamlet is making reference to the city that their university, which they both study at, is located. With respect to education, these two characters are one; they are both deemed scholars. One characteristic also shared between the two is their courage. When the ghost first appears Horatio fiercely challenges him, â€Å"By heaven I charge thee speak.† (I,i,58) Ghosts are unique in the respect that they are the supernatural; they are able to walk through doors, be immune to fires and even ascend. Thus, upsetting a ghost is certainly a courageous act as Horatio is easily susceptible to consequence. Another similarity, these two characters demonstrate is their belief in God. When the ghost leaves Horatio says, â€Å"Before my God, I might not this believe.† (I,i,65) Hamlet also makes reference to an afterlife, â€Å"But that the dread of something after death, /The undiscovered country from whose bourn/No traveller returns.† (III,i, 85-87) In this portion of his soliloquy, Hamlet is making reference to afterlife, a belief held in conjunction with religious people. Although this was a religious time period, not all characters make references to God, thus this quality is worth addressing. Hamlet and Horatio have many personal characteristics that are similar. Like all other characters, Hamlet and Horatio have their differences. A major  idea exemplified throughout the play is that Horatio is a static character, one that does not develop. Hamlet however is bipolar, demonstrating moods that are at one moment excited and the other dreadful, to name a few. When Hamlet is first introduced in the play, his mother says, â€Å"Good Hamlet, cast they knighted colour off/And let thine eye look for a friend on Denmark.† (I,ii,69-70) From her comments, it is obvious that Hamlet is suffering. Upon the arrival of the players, Hamlet transforms into a more inquisitive mood and says, â€Å"I’ll have grounds/More relative than this. The play’s the thing/Wherein I’ll catch the conscious of the King.† (II,ii,615-617) Another difference between Hamlet and Horatio is Hamlet’s philosophical nature. This is one of Hamlet’s only constants throughout the play. Hamlet demonstrates this quality through many of his soliloquies. In the most famous speech in literature Hamlet says, To be, or not to be, that is the question. Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arm against a sea of troubles Any by opposing end them. (III,I,65-67) In this speech, Hamlet is intelligently contemplating living through pain and suffrage rather than committing suicide and ending the harsh life. Hamlet and Horatio differ in terms of consistency and a lack of trait. In relation to Hamlet’s three foils, Fortinbras is the most similar. Fortinbras and Hamlet are both born into nobility; their fathers were both rulers of their respective countries. However, this similarity runs deeper then readers first imagined. Fortinbras and Hamlet are in identical scenarios; they have dead fathers with uncles governing their country. Another similarity between these two are the purpose they are presently seeking. When the guards notice activity in the mills, Horatio says, Now, sir, young Fortinbras, Of unimproved mettle hot and full, Hath in the skirts of Norway here and there Sharked up a list of lawless resolutes, For food and diet, to some enterprise That hath a stomach in it, which is no other, †¦ But to recover of us, by strong hand And terms compulsatory, those foresaid lands So by his father lost. (I,i, 109- 115) In this speech, it is obvious that young Fortinbras is out for revenge. He is not content with what happened to his father. After a visit by the ghost, Hamlet says, â€Å"Prompted to my revenge by heaven and hell.† (II,ii,596). In this soliloquy, Hamlet mentions his existential purpose in life, which is to extract revenge for his father, as he too is unhappy with the current conditions. These two characters share similarities that they have been born into. As much similar they are, Hamlet and Fortinbras have several differences. A major distinction between Hamlet and Fortinbras is that Fortinbras is more aggressive with his intent. In Claudius’s opening speech, he says Of this his nephew’s purpose, – to suppress His further gait herein, in that the levies, The list and full proportions, are all made Out of his subject. And we here dispatch. (I,ii,30-33) In this speech, it is clear that Fortinbras is more driven in his purpose and has the ‘wheels in motion.’ In one of Hamlet’s soliloquy’s he says, But in fiction, in a dream of passion Could force his souls so to his own conceit That from her working all his visage waned, Tears in his eyes, distraction in his aspect (II,ii, 563-566) Hamlet’s philosophical nature is not helping his main objective. One can argue that he has had reasons not to act when he has been given chance. However, this is clearly an instance when he should stop portraying Socrates’ and focus more on his objective. A major difference between Hamlet and Fortinbras is that Fortinbras is a snake, ruthless with intent. After threatening to attack their country, he was granted permission to pass through for battle. â€Å"Tell him that by his license, Fortinbras/Craves the conveyance of a promised march/Over his kingdom. You know the rendezvous.† (IV,iv,1-3). However, at the conclusion of the play, Fortinbras arrives ready to overtake the kingdom. He doesn’t care for the gracious favour that Denmark had granted him. As well, he attacks without notice, a use practiced by terrorists in the present day; he is as evil as they come. Hamlet and Fortinbras differ in terms of their willingness as well as a lack of a trait. Laertes and Hamlet share many striking characteristics. It is obvious that Laertes is impulsive. Upon first hearing his father’s murder, he becomes angry with the king, even accusing him of the crime. To hell, allegiance! Vows, to the blackest devil! Conscience and grace, to the profoundest pit! I dare damnation. To this point I stand. That both the worlds I give to negligence, Let come what comes, only I’ll be revenged. (IV,vi,136-140) This speech is very powerful in conveying the vehemence that is surging through his veins. He is willing to take action immediately, not even knowing for certain who murdered his father. Hamlet displays his impulsiveness when he is speaking with his mother, after Polonius’s murder. When Hamlet pulls the curtains he says, â€Å"Thou wretched, rash, intruding fool.† (III,iv,37). Hamlet is astonished that Polonius is the one behind the curtains. Hamlet is filled with the intent on taking action but consequently does so impulsively and results in the wrong death. Another similarity between Hamlet and Laertes is there good nature, good intentions. Before his departure, Laertes has strict instructions for his sister. â€Å"And keep you in the rear of your affection/Our of the shot and danger of desire.† (I,iii,36-37) Unlike some of Shakespeare’s other characters, Goneril and Regan, Laertes genuinely cares for his sister. He warns her of the possible ramification s of continuing her relationship with hamlet, such as a broken heart. Hamlet is also obedient to his father’s wishes, â€Å"revenge his foul and most unnatural murder.† (I,vi,29). Hamlet’s father instructs him to avenge his death. Hamlet is upset that his father is suffering and seeks to fix the ‘rotten things in Denmark.† (I,iv,99) Another similarity between these two characters is that their fathers are both sneaky. Polonius exemplifies this when he grants his son permission to return to Paris. He instructs Reynaldo, â€Å"By indirections find directions out.† (II,ii,71) Polonius makes it clear that he does not want his son to be aware that he is secretly keeping watch on him. Although Claudius is not the biological father of Hamlet, through marriage he obtains ‘fatherly’ figure. Claudius is intent on learning why Hamlet is upset and does not mind being sneaky in the process. When Polonius suggests hiding and listening to Hamlet, he does not object to it, he says, ‘thanks my dear lord.† (III,iii,38). Hamlet and Horatio have many personal  characteristics in common. One of the differences between Hamlet and Laertes is irrational thinking. When Claudius and Laertes are speaking, Laertes suggests, â€Å"To cut his throat in the church.† (Iv,viii,139). This is obviously an irrational method of obtaining justice. Hamlet is arguably the most intelligent character in the play. This is demonstrated countless times throughout the play. One of the instances is when the king sends Rosencrantz and Guilderstern to speak to Hamlet. It does not take long for Hamlet to be certain of their true intentions. For he says, â€Å"You were sent for, and there is a kind of confession in your looks which your modesties have not craft enough to colour.† (II,ii,292-295) Another difference between Hamlet and Laertes is their nobility. Hamlet is the heir to the throne, a noble figure by birth. Laertes, on the other hand, is the son to a councillor. They are both recognizable, but not of nobility. Laertes differs from Hamlet by encompassing less gratifying tra its. Hamlet’s characteristics can be seen through his foils. Horatio and Hamlet hold the same position in education and studied at the same university. They are both religious and courageous figures. They differ in terms of their nobility and constant moods. Fortinbras and Hamlet share lineage and nobility but are different in terms of aggressiveness and philosophical nature, or lack there of. Laertes and Hamlet are both impulsive, good with sneaky male parentage. They differ in terms of their nobility and even irrational thinking. Hamlet is Shakespeare’s most loved character. However, he is a combination of other characters. Thus he is not as truly unique, as one initially perceived.

Meaning of Life and Language

Written Assignment 1: Language related tasks Submit : __/__/_____ Length: Between 800 and 1000 words Aim: To develop your ability to look at language (structure, functional language and vocabulary) from the students’ point of view to enable you to prepare thoroughly for language lessons. You should make use of grammar reference books or course books and a monolingual dictionary. Bullet points may be used in this assignment. TASK: From the box below, select one item from each pair to analyse, and: a) Analyse meaning: Give a clear definition (appropriate for level) of what the item means; focus only on the meaning used in the statement. ) Analyse form and label the parts (using terminology): * Structure – statement/negative/question forms (if applicable); make sure it’s clear which words can be substituted and which are â€Å"set in stone†. * Vocabulary – label the item e. g. adjective, phrasal verb etc; irregular past forms, common collocations, etc. * Functional Language – show which parts are â€Å"set in stone† and which parts can be changed e. g.? Would you mind + verb+ing (present participle) + object? c) Highlight key pronunciation features. Use phonemic script where useful. * word or sentence stress, * weak forms, intonation, * links between sounds, contractions, lost sounds, etc. d) Anticipate problems – think about what problems students might have with the features you listed above. a) What aspects of the meaning might be difficult for students to grasp? Are there other words/structure that express something similar? Does the structure exist in students L1? b) What form-related mistakes might students make when trying to use the item? c) What problems might sts have with particular sounds, word stress or other pronunciation issues? Use your common sense as well as reference sources. ) Imagine your students are not familiar with each language item. Describe a context that would help convey its mean ing so that you could elicit the target statement. f) State how you would check students’ understanding of the language item. Write the concept questions you would ask and provide the answers. If a timeline is appropriate, you should also include this. You can include other ways of checking too, if you wish. g) State which reference book(s) or other source(s) you used to obtain the above information. ————————————————- Choose ONE example from each pair.The target language has been underlined. ————————————————- 1. ————————————————- I’m meeting Dave for lunch on Sunday. (elementary) 2. ———————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- If I get the job, I’ll need a new car. (elementary) ————————————————- ——————————————————————————————————– 3. ————————————————- He shouldn’t have insulted the policeman (upper-intermediate) 4. ————————————————-She might have left already. (upper-intermediate) ————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ——————————————————————————————————– 5. ————————————————- He takes after his mother. (pre-intermediate) 6. ————————————————- She is very sensitive to criticism. (pre-intermediate) ————————————————- ——————————————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ 7. ————————————————-How about watching a movie on Friday? (elementary) 8. ————————————————- Do you mind if I open the window? (elementary) ————————————————- ——————————————————————————————————– 9. ————————————â €”———- I would like to try the tropical fruit/fruits on the island. 10. ————————————————- You want teens to have committed academic lives? Get real! WORKED EXAMPLE: VOCABULARY Target statement: John’s borrowed $200 from Holly. Intermediate) Analysis| d) Anticipated Problems| a) Meaningto receive and use something that belongs to someone else, and promise to give it back to them later| * Sts use lend instead of borrow| b) Form * to borrow (transitive verb – regular) * borrowed – past simple/past participle * To borrow + something (object) + from (preposition) + somebody/something| * Sts use incorrect preposition i. e. to borrow sthg to so. | c) Pronunciation * stress on 1st syllable borrow /’b? r / * silent â€Å"w† at end * past simple & particle â€Å"ed† is pronounced /d/ * preposition â€Å"from† is weak e. g. /fr? /| * sts pronounce silent w at end * incorrect pron of ed /id/ * sts stress 2nd syllable | e) Providing a context/conveying meaning Tell story about my friend John who is always short of money but who always wants the latest technical objects e. g. mobile, computer, etc. John saw this new DVD recordable player but didn’t have the money so he asked if Holly, his girlfriend, would give him $200. He promised to pay Holly back at the end of the month when he got paid. She said OK so .. (write on whiteboard) John †¦Ã¢â‚¬ ¦.. $200 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Holly. f) Checking understanding Did Holly give John $200? Yes What for? To buy a new DVD recorder.Is the money a present from Holly? No Will she get her money back? Yes, hopefully g) References â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 â€Å"Practical English Usage†, Michael Swan (OUP, 1980) WORKED EXAMPLE: STRUCTURE Target statement: I used to do exercise regularly. ( intermediate) Analysis| d) Anticpated problems| a) MeaningTo say what was true or what happened regularly in the past, especially when you want to emphasize that this is not true or does not happen now. | * Sts might think it refers to present habits, perhaps due to confusion with ‘be + used to + verb+ing’. * Sts may use it for single past events e. . I used to go to the cinema yesterday. * Possible confusion with the lexical verb ‘use’. | b) Form * statement: subj. + used to + verb (bare infinitive)+†¦ * negative: subj. + didn’t use to + verb (bare infinitive)+†¦ * question: Did (auxiliary verb) + subj. + use to + verb (bare infinitive) +†¦| * Sts may use past form of second verb, (I used to did exercise †¦) * Sts may forget â€Å"to† (I used do †¦) * Ss may use â€Å"used† instead of â€Å"use† in negative and question forms. (I did/didn’t used to .. )| c) Pronunciation * stress would normally fa ll on used and 2nd verb i. e. I used to do exercise regularly * weak form of ‘to† sed: /t? / * connected speech: used to /’just? /| * Ss might say /ju:zd tu:/ i. e. stress /d/ in â€Å"used† Ss might not use weak form of â€Å"to† /tu:/ instead of /t? /| e) Providing a context/conveying meaning Tell an anecdote about myself as a 16 year-old. I went running every morning and often went to the gym in the evening (use pictures/mime, if necessary). Then I stopped running and stopped going to the gym when I was about 25. I’m now 30 and I don’t do much exercise at all. So, â€Å"I †¦Ã¢â‚¬ ¦ (try to elicit the target phrase) †¦ used to do exercise regularly. † f) Checking Understanding: Did I exercise in the past?Yes Did I do it once, or often? Often Do I exercise now? No Can you think of something you used to do but don’t do now? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmi llan English Dictionary†, Macmillan Publishers Ltd. 2003 WORKED EXAMPLE: FUNCTIONAL LANGUAGE Target statement: Would you mind getting me a cheese sandwich? (intermediate) Analysis| d) Anticipated Problems| a) Meaning * to request politely that someone do something for you. * Often used with slightly bigger requests or more distance in relationship between the speakers. * Answer: Yes = no and no = yes. * Sts might not realise there are other less complex ways to ask for things politely * Sts get the answer yes/no wrong * This structure suggests a bigger request or a less personal relationship between speakers. | b) Form * Would you mind + verb+ing (present participle) + object? * Short answer: Yes/No, subj. + would/wouldn’t| * Sts use infinitive instead of present participle e. g. Would you mind to get me †¦? * Sts use â€Å"Do† instead of â€Å"would† * Use Yes/No, I mind/don’t mind as the short answer| c) Pronunciation * Rising intonation * St ress on â€Å"mind† and â€Å"getting† * Weak form of would and you / w? / /j? / * Linking of would + you + mind /w? dj? ’ma? n/| * Sts say it forcefully or with flat intonation and it could sound impolite * Sts give equal stress to would+you+mind and don’t link| e) Providing a context/conveying meaning Jane has just started working for a new company. One of her new colleagues is going out to the local supermarket and asks her if she wants her to get her something for lunch. Jane is really hungry and ask her to get her a sandwich. What does she say? (Try to elicit â€Å"Would you mind getting me a cheese sandwich? †) f) Checking Understanding: Does Jane want a cheese sandwich?Yes Is she asking or demanding her colleague to get her a sandwich? Asking Is she polite? Yes Do you know another way to ask her to get a sandwich? Can/Could/Would you get me a †¦.? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmi llan English Dictionary†, Macmillan Publishers Ltd. 2003 Written Assignment 1: Language related tasks Length: Between 800 and 1000 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail|Assignment 1: Language related tasks| | | | If necessary, please resubmit by:See reverse side for resubmission details. | ————————————————- Assignment criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. —†”——————————————- Analysing language correctly for teaching purposes. b. ————————————————- Correctly using terminology relating to form, meaning and phonology when analysing language. c. ————————————————-Accessing reference materials and referencing information they have learned about language to an appropriate source. d. ————————————————- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CEL TA Syllabus and Assessment Guidelines What are we looking for? An assignment that shows an ability to:| You| Overall| a. Clarify the meaning of language appropriate for level. | | | b. Clarify the form of language, using appropriate terminology. | | | c. Clarify key pronunciation features of language. | | d. Identify potential problems with meaning, form and pronunciation. | | | e. Provide a clear and appropriate context to help convey the meaning. | | | f. Check the students’ understanding of the target language appropriately. | | | g. Use reference books to analyse language and acknowledge these sources. | | | Also the assignment †¦| | Is complete, i. e. answers all sections, and adheres to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. | | Overall Comments:| ————————————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words Aim: To develop your ability to assess the needs of a group of learners, and to act on this information by finding appropriate material for language support. Task: Prepare a case study of your TP group. Your report should include (250-300 words): . Information about the students’ backgrounds (approximate ages, nationalities, reasons for learning English, previous English learning experience) b. The students’ learning styles (what they like/dislike in lessons, t he things they find easy/difficult, how they like to learn) c. What YOU have noticed in their classroom behaviour (degree of participation, quantity or output in different stages of the lesson, fluency/accuracy of output, similarity of level amongst the group) ————————————————- Points a, b and c of the assignment should take the form of a REPORT.You should use a formal style of language. Make use of headings and sub-headings, paragraphs, linking words, etc to organise your work. d. A paragraph (150-200) words summarising your TP students’ main strengths in grammatical and phonological areas as well as in receptive skills. e. Identify 2 areas of weakness in your students’ grammar, 1 in pronunciation and 1 in vocabulary, providing at least one example to support your observation. State why you think the students made this error and what the correct form should be. (250–300 words) Point e can be put into boxes and bullet points can be used.Remember to include specific examples. Grammatical Weaknesses| Incorrect word order * I work also on Saturdays (I also work) * I went often home (home by bus)Reason: In German, the verb is usually the second idea in the sentence and students have transferred this rule to English. | f. Select 2 specific language focused activities (100-200 words) from published materials (not your course book) to focus on areas of weakness you identified: * 1 exercise/task focusing on grammatical areas of weakness AND * 1 exercise/task on phonological areas of weakness OR 1 exercise/task on the lexical weakness. For EACH activity: ) state the aim of the activity (i. e. by the end of this task, students should be better able to accurately use/discriminate between †¦Ã¢â‚¬ ¦ ) 2) state briefly why you think the activity would be suitable for your students. (Remember to link this to your weaknesses and your profil e of the students. ) 3) State where it comes from (Book, Author, Pg no. , Exercise no. ) and attach a referenced a copy of the activity Collecting your data: You will want to interview them so that you can note any good or weaker examples of language used. You might want to tape the interview so that you can identify language later.You could also get students to write something for you spontaneously e. g. a letter to a friend inviting them to spend the summer with them. You could also give them a reading and listening to do. You can further make use of the time before lessons start or during the breaks to chat to your students and find out the information you need. You should continue to make notes during TP classes. It is not necessary for you to personally interview all members of the class; you can interview 2 or 3 students and then share your findings with the other teachers in your TP group.You can also make generalisations on the basis of 2 or 3 students. Suggesting specific l anguage focused activities: There are an abundance of activities in different books and on the publisher’s websites too. Attach photocopies of the relevant exercises that you would recommend. Don’t forget to reference your material, i. e. book name, level (if applicable), author, publisher, and page number, or website name and date accessed on. ————————————————- The students as people and as language learners. ————————————————-These questions could be asked in an interview or informal chat 1. ————————————————- How long has s/he been learning English? 2. —————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Does s/he like learning English? 3. ————————————————- What is her/his mother tongue? Is English second/third language? 4. ————————————————- Does s/he have any experience of learning another language? 5. ————————————————- Does s/he have any specific aims in learning English? (e. g. isit to UK/need it for work) 6. ————————————————- What does the learner do for a living? 7. ————————————————- Is this their first English learning experience? Have they learnt English before? Where? How long? 8. ————————————————- In their previous learning experience, what kinds of methods were used? 9. ————————————————- What did they enjoy/not like about their previous learning? 10. ————————————————- What do they like doing in class? 11. ———————————————— Which areas of their English do they feel they need work on? 12. ————————————————- What d o they find easy/difficult to do in class? ————————————————- ————————————————- These questions can be focussed on during TP 1. ————————————————- What kinds of activities do they seem to prefer? 2. ————————————————- Are there any activities they seem to dislike? 3. ————————————————-How do they react to working with others in class? 4. ————————————†”———- Do they contribute to pair/group work? 5. ————————————————- Who are the stronger/weaker members of the group? 6. ————————————————- Note down examples of good language used. 7. ————————————————- Which topics do they seem to enjoy/not like talking about? 8. ————————————————- Note down any pronunciation/grammatical/lexical errors the students make? e. g. sounds, stress, intonation, verb tenses, articles, word order, etc) so that you can give examples. 9. ———————— ————————- Observe the students listening and reading abilities. Are they better at gist or specific reading/listening? Is it necessary to pre-teach vocabulary? Do they worry about words they don’t know? Do you have to grade your language when you talk to them? Do you have to paraphrase if they don’t understand? * In the assignment, don’t mention sts’ names. Say e. g. Some are interested in†¦ Three students want to learn English†¦The main reason for learning English is†¦ Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 2Focus on the learner| | | | If necessary, please resubmit by:| —â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: ————————————————- ) Showing awareness of how learners’ backgrounds, previous learning experience and learning styles affect learning. ————————————————- b) Identifying the learners’ language/skills needs. ————————————————- c) Correctly using terminology relating to the description of language systems and langua ge skills ————————————————- d) Selecting appropriate material and/or resources to aid the learners’ language development. ————————————————- e) Providing a rationale for using specific activities with learners. ———————————————— f) Finding, selecting and referencing information from one or more sources ————————————————- g) Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that†¦| You| Tutor’s Comments| Provides information on the learners’ ages, nationalities and reasons for learning English. | | | Provides information on students’ learning styles and preferences. | | Provides information on learners’ classroom behaviour. | | | Summarises students’ strengths | | | Identifies and gives specific examples of weaknesses in learners’ grammatical abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in learners’ phonological abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in the learners’ lexical use. Plus error rationale. | | | Selects an appropriate activity to develop learners’ grammatical weakness. | | | Selects an appropriate activity to develop learners’ phonological OR lexical weakness. | | States aim of each activity and provides rationale for choice based on learner profile. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections and adheres to word limit and is written as outlined| | | Provides a referenced copy of the activities| | | Uses clear and coherent language and is essentially free of mistakes in spelling, punctuation and grammar. | | | ————————————————- Overall Comment:————————————————- ————————————————- ————————————————- —————————————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ | ————————————————- 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words (not including the authentic material for classroom use and activities) Aim: To develop your ability to look at authentic materials from a teaching perspective to enable you to prepare these thoroughly for language lessons.TASK: Choose an authentic text of between 200 and 700 words AND a) Give an opinion on text and discuss suitability for lower/higher level students. b) Identifiy barriers to reading OR listening in general and link to own students c) Provide suggestion for interest raising task d) Select appropriate vocabulary to pre-teach and suggest a pre-teach task e) Describe what each sub-skill means (from background reading) f) Design a skim task g) Design a scan task h) Design a follow-up task that includes SPEAKING or WRITING. i) Devise a freer productive (speaking or writing) activity as a follow-up for the reading or listening.ALSO†¦ Clarify the reasons for using the material and each of the activities. Tasks (and their respective keys) must be included as appendixes to the assignment Remember, the assignment is NOT a Lesson Plan, but rather an informed description (What will be done, How and Why) of your choices in terms of text, tasks and their sequences. It can be used as a basis for a full lesson plan, but this NEED not be included in the assignment ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: ———————————————— Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 3Skills assignment| | | | If necessary, please resubmit by:See reverse for resubmission details. | ————————————————- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Correctly using te rminology that relates to language skills and sub-skills. b. ————————————————-Relating task design to language skills practice. c. ————————————————- Finding, selecting and referencing information from one or more sources d. ————————————————- Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? | You| Tutor’s Comments| Gives an opinion on text and discusses suitability for lower/higher level students| | | Provides suggestion for interest raising task| | |Selects appropriate vocabulary to pre-teach and suggests a pre-teach task| | | Describes what each sub-skill means (from background reading)| | | Designs a skim task| | | Designs a scan task| | | Identifies barriers to reading OR listening in general and links to own students| | | States overall aim of speaking OR writing task clearly. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections, & adheres to the word limit. | | | Provides a referenced copy of practice tasks if not designed independently. | | | Uses clear and coherent language, which is essentially free of mistakes in spelling, punctuation and grammar. | | Is written in continuous prose (where appropriate)| | | Includes references to background reading. | | | Overall Comments:| ————————————————- 1st Tutor’s signature:Date: ———†”————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words AIM This assignment assesses your ability to identify strengths & weaknesses in your own teaching and your development needs.It is meant to help you reflect on your own teaching and on what you have learnt from the observation of others. TASK Write a report using the following headings. Section 1 What strengths and weaknesses (name two of each) do you identify in your own teaching? For this section reflect on the feedback you have received from learners, your peers and tutors and give concrete examples from your own teaching. Section 2 Discuss what you have gained from observi ng experienced teachers (including video observations) and your peers and how this has influenced your own teaching. Section 3Identify three ELT areas of knowledge and skills which you need further development in and give reasons for your choice. Describe specifically how you could develop in these areas after the course. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 4Lessons from the classroom| | | | If necessary, please resubmit by:See reverse side for resubmission details. ——————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Noting their own teaching strengths and weaknesses in different situation in light of feedback from learners, teachers and teacher educators. b. ————————————————- Identifying which ELT areas of knowledge and skills they need further development in. c. ————————————————-Describing in a specific way how they might develop their ELT knowledge and skills beyond the course. d. —â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that:| Tutor’s Comments| Identifies 2 strengths in your teaching. | | Provides concrete examples of strengths from your own teaching. | | Identifies 2 weaknesses in your teaching. | | Provides concrete examples of weaknesses from your own teaching. | Reflects on what you have learnt from observing peers and experienced teachers. | | Highlights 3 areas for further development. | | Provides reasons for areas chosen. | | Provides concrete ways to address these development needs after the course. | | Also the assignment †¦| | Is complete, i. e. answers all sections. | | Keeps to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. Makes use of headings and sub-headings| | Overall Comments:|