1984 by George Orwell. Term Paper

1984 by George Orwell. Term Paper 1984 by George Orwell. Term Paper 1984 was written by famous novelist George Orwell and published in 1949. This particular piece of literature takes place in the country of Oceania which is a totalitarian society under the â€Å"watch† of Big Brother. The citizens of Oceania are watched at every single time of the day and Winston (the main character) is against the oppression and manipulation. He wishes to rebel by joining the Brotherhood and overthrow the government and in this journey, he meets a beautiful woman by the name of Julia, who hates The Party just as much as he does and soon, they begin a secret sexual affair (which considered delicate crime). Julia and Winston meet a man named O’Brien whom they believe is part of the Brotherhood but is really part of the inner party. O’Brien â€Å"introduces† Winston into the Brotherhood which is really a trap that was planned for years. He and Julia are sent to the dreaded Ministry of Love. Winston and Julia are tortured and what they once b elieved in is suddenly tested, the individuality they once had is taken away. He is able to depict a society where one obtains no autonomy and incorporated the theme that a healthy and functional government consists of physical and psychological independence. Orwell is known for writing novels about social justice and opposition against totalitarianism. Another one of his popular pieces was Animal Farm which personified a barn of animals based on Stalin’s betrayal of the Russian Revolution. There is a definite pattern in his books. His form of literature came from his past experiences. He was the son of a British colonial civil servant. Growing up he participated in the Indian Imperial Police, in both the anarchist party in the 1920’s and socialist party in the 1930’s. By 1936 Orwell had traveled to Spain to fight for the Republicans against France’s Nationalists. He fled fearing for his life when the Soviet Union backed by communists suppressed revolutionary socialists. As a reader you can absolutely find the connection between his writing and his life. He was exposed to several famous social issues and in publishing books like 1984 and Animal Farm, it was a way for him to apply his background and thoughts abo ut the events into non-fiction stories foreshadowing what he thought about the issue or the future would look like. Orwell’s novel 1984 is narrated by main character Winston Smith. There were many ideas throughout the book but it mainly depicted what a government with too much power can do to a society. Through Winston we clearly saw that â€Å"a government with too much authority is unsafe and will not function properly for the citizens if they do not obtain physical and psychological independence.† The government manipulated and oppressed people’s lives, decisions and even thoughts. In Oceania Big Brother was the head of The Party. The population was constantly reminded â€Å"BIG BROTHER IS WATCHING YOU.† This served as a barrier for Winston along with the other people to not do, think, or say what they believed. There was nowhere, where you were safe and free of the government. In fact, the government was so powerful that they had control of even the past. Winston worked in the Ministry of Truth where he did away with documents of the past or altered them into somet hing The Party wanted it to be, â€Å"[his] job was to rectify the original figures by making them agree with later ones.† â€Å"Lies became the truth†¦ just once in his life he possessed†¦evidence of an act of falsification.† In opposition to the Party, Winston feels as if he obtains the power to expose the truth. Government oppression causes him to continue to do away with the past hence, showing us the frustration he would feel. Having the actual truth ready to be revealed yet completely shut down by just the thought of being supervised all of the time and fear of his life. Everyone in Oceania was completely brain washed and having no physical documentation of the past was definitely not helpful. â€Å"For how can you establish even

Glycosidic Bond Definition and Examples

Glycosidic Bond Definition and Examples A glycosidic bond is a covalent bond that joins a carbohydrate to another functional group or molecule. A substance containing a glycosidic bond is termed a glycoside. Glycosides may be categorized according to elements involved in the chemical bond. Glycosidic Bond Example An N-glycosidic bond connects the adenine and ribose in the molecule adenosine. The bond is drawn as a vertical line between the carbohydrate and the adenine. O-, N-, S-, and C-glycosidic Bonds Glycosidic bonds are labeled according to the identity of the atom on the second carbohydrate or the functional group. The bond formed between the hemiacetal or hemiketal on the first carbohydrate and the hydroxyl group on the second molecule is an O-glycosidic bond. There are also N-, S-, and C-glycosidic bonds. Covalent bonds between the hemiacetal or hemiketal to  -SR form thioglycosides. If the bond is to SeR, then selenoglycosides form. Bonds to -NR1R2 are N-glycosides. Bonds to -CR1R2R3 are termed C-glycosides. The term aglycone refers to any compound ROH from which a carbohydrate residue has been removed, while the carbohydrate residue may be referred to as the glycone. These terms are most commonly applied to naturally occurring glycosides. ÃŽ ±-  and  ÃŽ ²-glycosidic Bonds The orientation of the bond may be noted, too.  ÃŽ ±-  and  ÃŽ ²-glycosidic bonds are based on the  stereocenter furthest from saccharide C1.  An ÃŽ ±-glycosidic bond occurs when both carbons share the same stereochemistry. Î’-glycosidic bond forms when the two carbons have different stereochemistry.

My useful psychology book Essay Example | Topics and Well Written Essays - 500 words

My useful psychology book - Essay Example In relation to this, the paper will be discussed from my perspective, which is how exactly this book has been a helping hand; this includes meditation, how to manage stress and managing myself in time. Meditation has been preferred for one’s peace and healthiness, however this was not included in my normal routine, but introduction of this book has been a very great help as the text introduced and somehow persuaded me to try out meditation. Once I started this exercise, I couldn’t help but notice the positive changes it started to bring in my life. For instance, it reduces tension related problem such as anxiety, joint and muscles issues and headaches. Not only this, the feeling of boundless energy and to be creative, being emotionally stable and feeling unusually happy and healthy are some of the perks of meditating. Moving to the next help that has been extended to me by reading and examining this book is the different ways and procedures through which I can manage stress. The initial step that is needed to be taken to ensure stress management is the very core from which this problem is erupting. If the original reason behind this issue is external that one should try to eliminate this factor, or if tit is internal that one should produce ways to deal with it. Another way to control stress is keep doing what you love such as painting, reading, go for outing, sharing with your parent, sibling or friend, because the more you indulge yourself in your favorite activities, the less you ponder over the issues that generates stress. Interestingly, stress is also sometime caused when you do something which you shouldn’t have done, so sometimes confessing helps too in reducing stress. Likewise, one should always try to look at the bright side or do things the right way. Exploring the third benefit which I have extracted from the book; the initial and the most important thing when managing yourself in time is to set achievable and realistic goal, because if

Fixed and Floating Exchange Rate Systems Essay Example | Topics and Well Written Essays - 750 words

Fixed and Floating Exchange Rate Systems - Essay Example In fixed exchange rate system, the central bank decides the official rate of exchange of currency conversion which is fixed. This means that the traders would need to convert the currency of one country into the currency of another country at the rate of exchange fixed by the central banks. The fixed exchange rate systems could be classified as hard pegged exchange rate systems and soft pegged exchange rate systems. The hard pegged exchange rate system indicates that the pegging nation has lesser volume of control in the process of currency conversion and is very much dependent on the targeting nation. In hard pegged exchange rate systems, the fixed currency conversion rates are followed in a strict manner (Heakal, 2012). On the other hand, the soft pegged currency exchange systems are influenced by the fluctuation in the market conditions. The floating exchange rate systems are on the other hand marked to market. This means that these exchange rates fluctuate with the corresponding changes in the market supply and demand. The inflation or deflation in the economies leads to changes in the currency conversion rates. The exchanges rates in such conditions are said to be floating which corrects itself constantly with respect to the market and economic fluctuations. The exchange rate system that includes conversion of local currency pegged against the US dollars is an example of hard pegged exchange rate system. The currency is converted strictly with the rate of exchange for US dollars. In reality, no exchange rate system is fully fixed or floating. An example of soft pegged exchange rate system is the slight fluctuation in the rate of currency conversion due to changes in monetary supply in the economy. An example of floating exchange rate system is the auto-correction of the currency conversion rate due to the changes in the economic conditions. The devaluation of currency would lead to rise

Causes of World War Essay Example for Free

Causes of World War Essay World War 1 was the first war in history that had most of the world dragged into conflict against one another. There were many causes of WW1 the main one that actually started it was a short term cause, the assassination of the Archduke Franz Ferdinand of the Austria-Hungary Empire. But there were a lot of long term causes that were building up to war like the arms race with military sections such as navy being built up especially between Britain and Germany. Also Imperialism was a great cause because Germany had only just unified in comparison to the rest of the world they wanted to get themselves on the map in regards to some colies but there wasnt much free space rest in the world, also there was the alliance systems that actually pulled everyone into the war. Nationalism also played a role, basically its patriotism so it cone sides with the alliance system especially to do with Britain and all its colonies such as Australia and Canada, they join the war because of the alliance but also because Britain is basically there mother so even though they were independent they still were going to help out their oldest and greatest ally at that time. The only short term cause was the assassination of Archduke Franz Ferdinand on June 28 1914, this act committed by Gavrilo Princip in Sarajevo; Bosnia was the match that started the fuse that led to war. The reason for this assassination was mainly because he and his group wanted to break free of the Austria-Hungary Empire and have an independent Yugoslavia. This caused the spark of the war because Austria-Hungary found out that Serbia helped to provide some equipment and weapons. So they decided to teach Serbia a lesson by going to war with them and were planning on crushing them but they couldnt because Serbia was allied with Russia but they did anyway pulling there ally, Germany, in and causing the whole conflict to kick off. The death of one royal family member and the actions of one man to commit that murder ended up getting approximately 16 million people killed in the process. The arms race then ensued when Germany started to build its navy in compaction with Britain use 4,532,000 tonnes of iron and other materials and had 63 separate Dreadnoughts built. Those figures were just for the dreadnoughts that does not include other ships like destroyers and torpedo boats. That shows the pure magnitude of the want that Germany had to out-class and over power the amazing and massive British Navy that had been dominate in the oceans of the world for hundreds of years. There is a reason for the saying Rule Britannia, Britannia rules the waves. The whole arms race was because Germany wanted to become the world power over Britain and to do that they needed a navy but they couldnt really build massive ships in secret so the British found out and started to up there navy power as well, to stay ahead. One of the main ways they did that was by introducing the HMS Dreadnought; it was a new design that was faster and stronger than any other ship that had been built to date. It was launched on the 10th of February 1906 starting a new class of ships, the Dreadnought class. The whole naval arms race was a product of Germanys imperialism and want to become a major world power but because they had only unified in 1871 they didnt have much of a chance to get many colonies but they got a few and needed a navy to defend them but they had other plans on what to do next. There was also an arms race on land/ sky but it was no were near as large or cost as much because ships are a lot bigger and more expensive. But ever since wright brothers flew their first plane the military was interested in using them as weapons and they did, Biplanes made their combat debut during WW1 and it was the first time battles had taken to the skies and there was more than just ground forces to consider when planning out tactics. Also it was during but there was also the invention of the Tank or as it were first called Land ships. Imperialism was a major stir between the European powers as they were all trying to get more colonies and more land, but during this time Germany still wasnt Germany it was Prussia and because they unified late they didnt have a chance to colonies the world but they did do it in time to participate in the scramble for Africa and its resources. The reason for it being a part of the build up to WW1 was that Germany was envious of the rest of the European powers and how many colonies they possessed, especially Britain. This might not seem that important but to be a world power you needed influence around the world or a lot of land (like Russia) but Germany had neither but the wanted to be conceded a world power but they couldnt really because there was not much land left that the Germans could Colonise. Germany was also involved in the Morocco crisis because they wanted equal economic benefits from Morocco including Moroccos natural resources. This whole situation was a big problem between the European power and who would control Morocco. Nationalism is just patriotism on an extreme level, during the early 1900s all powers in Europe had their populations tricked because they all thought their ideologies were the best and their army could crush any opponent. Basically the major powers thought they were the biggest and the best. This was especially important between Russia and Germany the main reason Germany agree to support Austria-Hungary is because the tension between Russia and Germany was building. But because of nationalism was so strong in Germany they thought, well war is inevitable so we may as well crush them now. But Russian people had the same idea. On the outbreak of war Germanys mobilised with the strength of 3.8 million in there general army compared to Russias 5.25 million. You can see that Russias military was a lot bigger but Germany had it going through their minds that they could win anyway, even though on the outbreak they sent most of their troops towards France to destroy them quickly, that was the plan anyway. The whole reason most empires/ countries got involved was because they thought their armies were so amazing that their contribution would end the war in under a year, which was not true because of the stalemate that old tactics with new equipment caused, because as soon as machine guns were introduced trench warfare was outdated. The alliances were the main long term cause of WW1 they are what brought everyone into the war making it a world war, because it involved most of the world. The first treaty that was called upon was Serbia calling on Russia because of the treat from Austria-Hungary and Serbia could definitely not stand up on its own to such a large empire such as Austria-Hungary. There  was no signed treaty but Russia wanted to keep the peace in the Bucklands area and to do that they need to mobilise their military. And the mobilising of Russias military marked the start of many chain reactions of treaties/ alliances that would be called upon that cause one assassination to turn into the First World War. The Duel Alliance was the defence agreement between Austria-Hungary and Germany it was brought in, in case Russia attacked which was most likely at the point when the treaty was signed in 1879. Also ironically it was signed to limit war but it did the exacted opposite. But even though it was called upon for an offensive movement it was still defensive from Russia because Austria-Hungary invaded Serbia cause the Russians to move there army towards Austria-Hungary so they called for support from Germany and they got it. These were the first two alliances call upon and they started the First World War. The Franco-Russian Alliance was between Russia and France it was mainly to contain the threat of Germany because if Germany decaled war on either of them they would have to fight on two fronts because France and Russia were right next to Germany but on opposite geographical sides. It was signed in 1836 and its purpose was to dissuade Germany it worked for a while but ultimately it failed and Germany declared war on both of them. The Treaty of London was signed 1839 and its point was to recognise and guarantee Belgiums independence and Neutrality. Because it was so old Germany called it The Scrape of Paper and when Germany planned to disregard Belgiums neutrality by going through Belgiums boarders to invade France they expected no one to care or act upon it. Not only was this seen as war mongering but Britain stayed true to their word to Belgium and got involved in the war because of that. And with the entry of Britain brought all her allies from her colonies; Australia, Canada, India, New Zealand, South Africa. With that most of the world was involved and it truly had become a World War. Then finally there was America. America was not obliged to join the war at any point by a military alliance but as soon as Germany announced unrestricted submarine warfare in 1917 trying to restrict shipping to Britain and force them to surrender by starving them American shipping was in danger because America shipped food and other goods to help them in the war effort indirectly. But with their shipping naval personnel in danger they didnt have much of a choice to declare war on Germany thus America entered the war. In conclusion there were many reasons for WW1 to start but most of them had been building up for years behind the scenes it just took the match of the assassination of Archduke Franz Ferdinand to light the fuse and the world exploded into chaos and destruction with roughly 16 million people dead, 20 million wounded, and 8 million missing it was one of the biggest wars in the worlds history. BIBLIOGRAPHY https://www.youtube.com/watch?v=X5YREY33W24 Published on 4 Aug 2014 https://www.youtube.com/watch?v=njINCi9iIrA Published on 25 Jun 2010 http://www.schoolhistory.co.uk/gcselinks/wars/firstwwlinks/worksheets/causeswwi.pdf Published on (No date found) http://en.wikipedia.org/wiki/Causes_of_World_War_I Published on 29 Aug 2014 http://en.wikipedia.org/wiki/Archduke_Franz_Ferdinand_of_Austria Published on 29 Aug 2014 http://en.wikipedia.org/wiki/Assassination_of_Archduke_Franz_Ferdinand_of_Austria Published on 27 Aug 2014 http://en.wikipedia.org/wiki/Gavrilo_Princip Published on 5 Aug 2014 http://www.history.com/this-day-in-history/archduke-franz-ferdinand-assassinated Published on (No date found) http://en.wikipedia.org/wiki/Anglo-German_naval_arms_race Published on 19 Jul 2014 http://alphahistory.com/worldwar1/imperialism/ Published on (No date found) http://www.historylearningsite.co.uk/moroccan_crisis_1905.htm Published during May 2012 http://alphahistory.com/worldwar1/nationalism/ Published on (No date found) http://www.matrixgames.com/forums/tm.asp?m=3415778 Published on 24 Sep 2013 http://en.wikipedia.org/wiki/Russia%E2%80%93Serbia_relations Published on 11 Jun 2014 http://en.wikipedia.org/wiki/Dual_Alliance_(1879) Published on 2 Aug 2014 http://en.wikipedia.org/wiki/Franco-Russian_Alliance Published on 23 Aug 2014 http://en.wikipedia.org/wiki/Treaty_of_London_(1839) Published on 23 Aug 2014 http://www.historylearningsite.co.uk/america_and_world_war_one.htm Published during 2006 The First World War, Robin Lobban, Oxford University Press Text book from school, page 91 (white)

Comparison Between Grapes Of W :: essays research papers

People who feel trapped often do desperate things that affect themselves and others. “Fifth Business'; and “The Grapes of Wrath'; are two novels that both consist of trapped characters that are affected physically, emotionally, and socially. These elements are the very foundation of entrapment, which lead to the downfall of the characters. Mary from the novel “Fifth Business'; and Grampa from “The Grapes of Wrath'; are two characters that have a fatal flaw in their lives and characteristics that lead to their destruction.   Ã‚  Ã‚  Ã‚  Ã‚  Mary and Grampa are the two characters that can be portrayed as being physically trapped. Mary is physically trapped by her own actions. When she meets a tramp in the gravel pit, she allows him to make love to her. This event causes her husband Amasa to resign from his job as a Baptist Minister due to shame and disgrace. After this happening Amasa keeps her tied in a harness so she cannot get out of the house. Mary’s actions affect and ruin her family life. Later in the story it is mentioned that she is in a small hospital behind bars and often under sedation due to her abusive behavior towards Dunstan Ramsay. Dunstan is the one who has cared most for her during her life; however, she considers him her worst enemy for keeping her son away from her. Her physical entrapment due to her behavior and actions, eventually lead to her death. Grampa is also physically trapped, because of his old age. His inability to move around freely has an impact on his lifestyle. Grampa is always trapped in his household and in the vehicle the family is travelling in to get to California. When he does not wish to travel, he is drugged and is forced to go on the journey. Now the entrapment can be seen in the truck; he is physically unable to do anything and ultimately dies. He is not able to go anywhere and is restricted to visit places due to his old age.   Ã‚  Ã‚  Ã‚  Ã‚  Emotional entrapment is one of the major factors in the destruction of the characters. Mary is emotionally trapped in the past. Even years after her son ran away, she still feels that he is a little boy. Her emotional condition ultimately drives her insane. Her insanity changes her thoughts and ideas. This can be seen when she blames Dunstan for keeping her son away from her.

Mother- Tongue based Multilingual Education Essay

Transfer to the other languages once Filipino or English has been acquired to use these skills in thinking and articulating thought and Be used in the process of acquiring English and Filipino more effectively Social Development Maintains local language and culture while providing national/ international language acquisition and instruction Promotes learners’ integration into the national society without forcing them to sacrifice their linguistic and cultural heritage. Using the culture the child knows enabling immediate comprehension from which new concepts can be built- going form the known to the unknown. Academic Development Meaning based education that enables students to learn well with the understanding of what the teacher is saying. Be well prepared to enter and achieve well in the mainstream education system. Source: Gazette of the Philippines The WHY’s In an article by Cruz (2011) under grading P-Noy the country’s president Pres. â€Å"Noy Noy† Aquino said, â€Å"My view on this is larger than just the classroom. We should become tri- lingual as a country; Learn English well and connect to the world; Learn Filipino well and connect to our country; retain your mother tongue and connect to your heritage†. In light to the Legal basis in the 1987 Constitution (Article XIV Sec 7), For purposes of communication and instruction, the official languages of the Philippines are Filipino and, until otherwise provided by law, English. The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction therein, and as supported by the  1987 Philippine Constitution (Article XXVII Sec 30) which states that the child has the right to an education and to learn and use the language of his family, and as strengthened by RA 8780 EECD Law (Sec 5a) which states that schools a nd institutions shall use the child’s first language as the medium of instruction and Education for all should enable everyone to speak in the vernacular, Filipino and English, RA 9155 or EFA/MDG. Under BESRA KRT 3, all persons beyond school- age regardless of their level of schooling should acquire the essential competence to be considered functionally literate in their mother tongue in Filipino or in English. Theories of Language and Cognition This new approach in education in the Philippines under the Mother- Tongue based education in the newly implemented K-12 program has so much promise when it comes to having a solid foundation in literacy with children and thus this would create a ripple effect as they progress in their succeeding years not only academically but also in life itself. There had been several studies and researches done showing the efficacy of using the majority’s mother tongue language in learning a minority language, and in the case of the Philippines it is a country that embraces several mother tongue languages according to Lewis, Simons, Fenig (2013) the country includes around 120- 170 identified mother tongues spoken in different parts of the country; the Department of Education in the Philippines has somehow introduced and currently approved 12 mother tongues to be used in each respective areas that use such mother tongue languages, the 12 identified major language or lingua are as follow: a ) Tagalog b) Kapampangan c) Pangasinense d) Iloko e) Bikol f) Cebuano g) Hiligaynon h) Waray i) Tausug j) Maguindanaoan k) Maranao; l) Chabacano. Even with the studies and researches done to prove that having a good foundation of the understanding of the mother- tongue language of the child, there is still a whole lot of questions that rose with regards to parents’ aspirations for their children to learn English as early as Kindergarten since most have the mentality that learning the English language and being able to use the language in daily basis not only in school but also in social gatherings, homes and play area would make their children more appealing and would excel academically. To answer those questions, enlighten peoples’ mentalities and  to clearly understand the underlying effect of the benefits mother tongue based education offers; let us first see the theories that would explain the scientific workings of language in several context. Under the theories of Language and Cognition as described by Cummin (1981) he clearly illustrated under the Common Underlying Proficiency (CUP) that the basis for st udents to further learn a new language or L2 is the cognition and language fundamentals that student’s learned from their primary language or L1. In other words, if a student has a strong foundation and is competent in their L1, they are most likely to be competent in the acquisition of a second language, the L2. The Common Underlying Proficiency or CUP serves as the central operation system of both languages L1 and L2, Cummin (1981). In short, if there is comprehension on the water cycle in their L1, that formulated knowledge transfers to the comprehension of water cycle in another language or L2. In the Philippines’ case let us say that the water cycle as discussed in Bisaya (mother tongue used in Cebu) is learned it is of close certainty that learning the same context discussed in English (students’ L2) would also be learned by the students. Linguistic knowledge, as well as skills such as summarizing chapters, can also transfer between languages, Freeman & Freeman (2004). The results of many recent studies suggest that bilingualism can positively affect both intellectual and linguistic progress. These studies have reported that bilingual children exhibit a greater sensitivity to linguistic meanings and may be more flexible in their thinking than are monolingual children (Cumm ins and Swain, 1986; Diaz, 1986; Hakuta and Diaz, 1985; Ricciardelli, 1989). Most of these studies have investigated aspects of children’s metalinguistic development; in other words, children’s explicit knowledge about the structure and functions of language itself. Another concept under Basic Interpersonal Communication Skills (BICS) and consisting of the language skills that enables students to communicate in everyday social contexts at home or in group, Diaz- Rico & Weed (2006) and consists of more social cues, such as wave or a smile when a friend or acquaintance is seen, or a nod from a teacher or parent to affirm that the child is doing a good job. Since it is context embedded, L2 learners tend to develop it within 2 years; much more quickly than Cognitive Academic Language Proficiency (CALP). CALP can be seen of as academic, or school language and requires more complex thought  process such as categorizing and analyzing. It focuses more on â€Å"abstract and decontextualized† Diaz- Rico & Weed (2010), higher- order thinking skills are required from students in this aspect, since the lack of context clues that CALP provides, it can take up to five years for English Language Learners or L2 to develop. An important characteristic of the bilingual children in the more recent studies (conducted since the early 1960’s) is that, for the most part, they were developing what has been termed an additive form of bilingualism (Lambert, 1975); in other words, they were adding another language which is English as their second language to their repertory skills at no cost or disadvantage of their first language but instead these children were in the process of attaining high level of fluency and literacy in both of their two languages. To further develop such skills what teachers could do is to encourage students to keep reading stories, articles or animations in their native language for fun, or even talk about their day in school with their parents, guardians, friends and/ or social circle in their native language, and in order to allow for the development of BICS, teachers need to give students time to socialize throughout the school day. This time could be during a work time or even just at lunch and on the playground. Without many opportunities to communicate socially, English Language Learners will struggle with basic language development. In the aspect of the development of CALP in an English Language Learner is one that will take more time and thought on the part of the teacher. When introducing content-specific language in the classroom, it is helpful to provide student with visuals and realia as much as possible. Giving students the opportunity to visually picture the concept will aid their understanding. When the concept is more abstract, as is the case with more upper-leveled grades, resources such as charts, graphs and graphic organizers may be particularly helpful in the development of CALP. Cummins himself says that â€Å"not only does maintenance of L1 helps students to communicate with parents and grandparents in their families, and increase the collective linguistic competence of the entire society, it enhances the intellectual and academic resources of individual bilingual students†Ã‚  Cummins (2000). Children use language in social context, especially in building relationships, exchanging information, thinking and with the play of words and in communicating while learning. We know today that the ability to communicate is prior to linguistic development: before producing words to communicate, babies start to babble or show signs in order to communicate to their caregivers or family; then they start to name people and things around them to exchange information and make sense and meaning of the world they are in. As they continue to develop, their language develops and they become more sophisticated communicators; from then on their personality develops and when they go to school they start playing with other children and cooperating and use their language(s) to interact with peers and adults and to learn. Therefore, children need language to socialize, to communicate, to understand the world and to learn. As Harding and Riley (1986) write: â€Å"A child learning a language is learning about the world, about how it is organised and how it works. This is very different from the adult learning a second language who tends to work the other way round: he brings his world with him and uses the language to try to express it.† When placed in a bilingual or multilingual setting, children are going to learn in that context through their first language or L1 and that it is important to acknowledge several facts around L1: that is the language acquired from home and from birth to their social cir cle and it does not stop by the time children enter school. And that the additional language would not develop and progress similarly with L1 since L1 is already pre- existing. As a teacher, one should always remember that just because a student speaks English well on the playground, does not mean their CALP language is fluent. A teacher should encourage students to continue to read regularly in their native language, so that they can transfer these skills into English. As Cummins (2000) states: â€Å"Conceptual knowledge developed in one language helps to make input in the other language comprehensible. If a child already understands the concepts of â€Å"justice† or â€Å"honesty† in her own language, all she has to do is acquire the label for these terms in English. She has a far more difficult task, however, if she has to acquire both the label and the concept in her second language† Shoebottom (1996- 2012). Another tactic teachers can use is to allow students to work in groups with other who speak the same native language. Teachers could allow students to talk among  themselves, use pictures or dictionaries if they don’t understand something. Teach all students the vocabulary before starting an new unit, this can benefit the entire class. Never judge a student for not unde rstanding something taught to them in their L2. It had been noticeable that almost anywhere the minorities are taken for granted. They are expected, if not required to assimilate to the socio- political edifices, social practices, and the social standards which are mostly built by the majority. Even then the majority still treats them less than equal, if not less than human. And with regards to the minority in the aspect of language in the Philippines, this particular learning initiative is ideal to the schools who caters to disabled students and also to students who have special needs. And with this new program which is the MTB- MLE it is most likely to enhance and help them make meaning to the concepts and topics that are being introduced, it would eliminate one aspect of understanding the word, their only concern by then is understanding the concept since they already understand the language use in the introduction of the content, thus making it easier for them and making it personal and relatable. Since the aim of mainstreaming is to let students with special needs learn at par with regular students, this learning initiative would enhance that aim and would fully immerse students with special needs in the â€Å"regular world† it would also put them at par with the reality that regular students are in. This learning initiative would help these marginalized minorities through supporting the use of their mother tongue and helping them make sense of the words and the world they are in. In line with the salient features of this MTB- MLE learning initiative, this would be powerful in the development of their language literacy, thus providing them with a strong educational foundation on their first language and bridging it in learning another language either the Filipino language or the English language and also, enabling them to use both or all languages in their own discretion, and given that students with special needs find it challenging in transferring concepts and instantly making meaning on concepts compared to regular students, this learning initiative would put their mother tongue as their solid foundation in figuring out the meaning of  each topic and the concept introduced, making it less stressful and difficult. Another feature that was presented focused on Cognitive development of students and learners, and with MTB- MLE learning initiative it is based on the child or students’ own known environment and bridges their world to the wider world so as the concept of â€Å"Known to Unknown† and the build- up of higher order thinking skills as to where they are capable of doing, may it be figuring out money change, or deciding as to where the safest part of the road to cross; and the understanding concepts learned through their mother tongue would then be transferred in another language, and making it less confusing since there is already prior knowledge and familiarity o the concept. In the aspect of social development, since these minorities have difficulty with regards to their social skills, this learning initiative would enable them to make it less threatening and intimidating for them to engage themselves in social circles, practices and activities, may it be joining a person or two in the playground and engaging in a simple play or social gathering. MTB- MLE enables these students to use their known culture and enabling them to immediately comprehend social practices, activities and realities based on their known world outside those in school—their known world at home, encouraging them to interact and share what they usually do at home since the language used at home, is the same language used in school, activities and social practices in their learning environment. And the last salient feature discussed in this learning initiative is academic development, through MTB- MLE learning initiative, students with special needs are able to make meaning of what the teacher is saying since the language used is their mother tongue, the language most likely they use at home and are familiar to them. And also, it would allow this minority to be well prepared to achieve well in the mainstream education system as what most parents aspire their children to achieve. The learning experience of students with special needs would most likely be enhanced with this learning initiative since it is basing the acquisition of concepts, topics, context and ideas in their known language and allowing immediate acceptance to these concepts since the language used is already an experienced everyday activity. It would limit special needs students’ intimidation, threat and hesitation in engaging themselves socially, academically and emotionally, since they could clearly see that their fellow  students, as well as teachers are using the same known language with regards to teaching and learning, and putting them on the same standard as of the other regular students, also allowing the minimal feel on the difference of regular students and special needs students. This learning initiative would most likely encourage students to achieve more are would not make big concepts in different subjects intimidating since the language used are non- threatening to them, this would allow them to relate their everyday reality to the reality nationally, internationally and globally. Upon having a solid foundation on their mother tongue, students are also able to retain their local identity and national identity at the same time being able to find their global identity thus giving them a key to fully experience the world outside their known world through the help of worldwide web, media, and global activities. Though this learning initiative is very ideal to the marginalized minority which is towards students with special needs under mainstream program; this learning initiative poses a challenge to its proponents, especially the teachers, since being the product of the old education system which uses English as the medium of instruction and mother tongue was not in the picture in the whole education process, teachers would find it a constant challenge to cultivate their known mother tongue and use it in their teaching practices, learning once again how to write in their mother tongue at the same time being critical with the syntax and technicalities when it comes to the grammar in their mother tongue, since one could not directly translate English sentences to one’s mother tongue due to its arrangement and syntax. Teachers have to shift to what they have known, used and practiced in their education as well as their profession, it is a shift to learning and entertaining their mother tongue and incorporating it to their instruction; it would mean relearning terminologies and changes in outlines, instructional materials, resources, references, educational strategies and practices; these challenges are to be faced head on and demands consistency and result from stakeholders such as schools, parents, students and the government. This learning initiative is properly introduced and practiced, it would make a difference not only to the marginalized minority but also to the other students especially those who are struggling academically, and since theories involving L2 acquisition shows that having a solid foundation on L1 does not hinder any academic  performance rather than it supports and enhances the students understanding of concepts since the language used is their home language, the language that they have been familiar since birth, the language that they have learned to make meaning on this outside their academic world. The successful practice of this learning initiative would bring about better comprehending students, better learners, enhancement of higher order thinking skills, life skills and whole rounded learners. It would also promote unity in different localities in the same region, unity in schools and not having that glaring difference on status basing on the language spoken, unity in public a nd private school sectors, unity and uniformity in concepts taught. And as a teacher, I am moved to respond to this learning initiative by furthering and widening my skills and knowledge on my mother tongue since I personally am not confident to teach my mother tongue, since I grew up in an English speaking environment and in a family that used English in almost always at home. I am challenged to relearn my mother tongue and to have full command of my local language, and since the country is already adapting to MTB- MLE it is my responsibility as a future teacher to make into reality the aims and features of this learning initiative, making the learning experience personal to my future students and learners even if there are more than 30 students in a class, it is my responsibility to make sure that my future students would confidently be able to make sense and meaning to what I am conveying and saying with regards to teaching concepts, and also carry with it the encouragement for unity, uniformity and decrease the fear of being different in terms of understanding the language. Since this learning initiative is fairly a new concept to some, it is also my responsibility to share the beauty and its advantages, in the whole educational experience of a learner, it is my responsibility to make it known to others of the weight of such learning initiative in the enhancement and development of whole rounded learners and life- long learners. References Basic Education Sector Reform Agenda (BESRA), 2010. BESRA Key Reform Thrust 3: Influential social institutions and key social processes are engaged by DepED to support national scale attainment of desired learning outcomes. Retrieved from http://www.fnf.org.ph/downloadables/Basic%20Education%20Sector%20Reform%20Agenda.pdf Cruz, Isagani 2011. Grading P- Noy. PhilSTAR.com the Filipino Global Community. Retrieved from http://www.philstar.com/education-and-home/708011/grading-p-noy Cummins, J. & Swain, M. (1986). Bilingualism in education: Aspects of theory, research and practice. London: Longman. Cummins, J. (1981) Bilingualism and minority language children. Ontario; Ontario Institute for Studies in Education. Cummins, J. (2000) Language, Power and Pedgogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters Diaz, R. M. (1986). Bilingual cognitive development: Addressing three gaps in current research. Child Development, 56, 1376-1388. Dà ­az-Rico, L. T. & Weed, K. Z. (2006). The cross-cultural, language, and academic development handbook, fourth edition. Boston, MA: Allyn & Bacon. Diaz-Rico, L. T. & Weed, K. Z. (2010). The crosscultural language, and academic development handbook: A complete K-12 reference guide(4th ed.). Boston, MA: Allyn & Bacon. Freeman, D. E. & Freeman, Y. S. (2004). Essential linguistics: What you need to know to teach reading, ESL, spelling, phonics, and grammar. Portsmouth, NH: Heinemann Hakuta, K. & Diaz, R. M. (1985). The relationship between degree of bilingualism and cognitive ability: A critical discussion and some new longitudinal data. In K. E. Nelson (Ed.), Children’s language, Vol. 5. Hillsdale, New Jersey: Erlbaum. Harding, E. & Ri ley, P. 1986. The bilingual family: a handbook for parents. Cambridge: Cambridge University Press. Lambert, W. E. (1975). Culture and language as factors in learning and education. In A. Wolfgang (Ed.), Education of immigrant students. Toronto: O.I.S.E. Lewis, M. Paul, Gary F. Simons, and Charles D. Fennig (eds.) 2013. Ethnologue: Languages of the World, Seventeenth edition. Dallas, Texas: SIL International. Retrieved from http://www.ethnologue.com Official Gazette of the Philippines (n.d). K-12 Basic Education Program: Salient Features. Retrieved from http://www.gov.ph/k-12/#Features Philippine Constitution 1987, Article XIV Sec 7: Education, Science and Technology, Arts , Culture and Sports. Retrieved from http://www.lawphil.net/consti/cons1987.html Ricciardelli, L. (1989). Childhood bilingualism: Metalinguistic awareness

Engineering Is a Very Important Part of Our Society Essay

Engineering is a very important part of our society, both now and in the past. It is a major that opens a wide variety of career opportunities for you after college. Engineering is what keeps our nation moving and up to date with technology. It is a very strong appealing major in college due to the amount of average income, and also it appeals to many individuals likes in a career. It has the highest paying income straight out of college, and that increase in pay usually does not stop, it just keeps increasing. Another appealing aspect of a career in engineering is the possibility to work for a foreign company, and no matter where you live in the United States, your income never decreases due to the other local income. It is a rewarding career, both financially and mentally. This is one of those careers that you feel a great deal of self-worth after completing an assignment, or creating something new and improved to keep up with technology. It is a major that requires more time and effort than most other majors. You need to apply yourself or you will just fall behind and most likely just drop the major all together. Whether you choose general engineering or a more difficult division such as mechanical or To become a successful engineer is to ensure a spot in our future. Almost every type of engineering will be required to run our world, now and in years from now. Engineering is very important aspect of our working world. It keeps us going and up to date with technology. Without engineers, there would be no moving parts, which means no cars, planes, video games and anything else you can think of that requires moving parts to operate. Over all engineering is concerned with technology and keeping the world going. In the future, near or far, engineering most definitely has its place in our world. If the future holds a few big technological advances or a lot, engineers will still be there making sure everything runs smooth and properly. A world without engineers could only exist if everything made, was made to perfection and would never fail or break down. For now, we need to keep putting out successful engineers into our working world, and make sure that there is a future. l or aerospace, your major is the most difficult one you can choose. I recently interviewed Jack Byrd, an engineering professor at West Virginia University, on Mechanical Engineering. The interview detailed the importance of engineering and the process he went through to be where he is today. This interview would be an insight to anyone who has the slightest interest in engineering or becoming an engineer and what it takes to become a successful engineer. After college is where your education really takes its part in your life. Even though your schooling is over, it plays one of the biggest roles in all your opportunities after you graduate. Once you get your resume around, you have many possibilities and opportunities ahead of you to choose The world is changing rapidly. From the Stone Age to the Iron Age today we are living in an ultramodern era where things which were not even thought of earlier have become vital necessities in our life. For example, light in those ages was to be got only from sun for a limited part of day. But now we have electricity for all time use. Thanks to Thomas Alva Edison who by inventing electricity illuminated the whole world.

The eNotes Blog Novembers Teachers Corner Column A Guide to Summative and FormativeAssessments

Novembers Teachers Corner Column A Guide to Summative and FormativeAssessments Teacher’s Corner is a monthly newsletter from just for teachers. In it, experienced educator and contributor Susan Hurn shares her tips, tricks, and insight into  the world of teaching. Check out this month’s Teacher’s Corner column below, or sign up to receive the complete newsletter in your inbox at . Keeping Up with Assessment and Grading Assessing students’ achievement is an integral part of teaching, and like everything else in the profession, it has become more complicated. The days of giving a chapter test and calling it good are over. That’s not a bad thing though. To really keep tabs on who’s learning what, assessment has to be an ongoing process, and it has to offer kids a variety of ways to show what they know and what they can do. To be thorough and effective, assessment has to include the three main types of measurement: diagnostic, formative, and summative. Diagnostic assessment is imperative, since it’s impossible to know how much ground students have gained at the end of a study unit unless we know where they were at the beginning. Formative assessment checks their learning along the way and provides an opportunity to adjust lesson plans, if necessary, and to address specific problems a struggling student might be experiencing. Summative assessment at the end of a study unit indicates kids’ overall mastery of new material and gives a clear idea about how to proceed in instruction. A review of all six types of assessment can be found  here at edudemic.com.  Another good site with information about assessment practices is  utexas.edu/teaching. Summative assessments are most effective in determining student progress throughout the year when they vary in design and implementation. There are so many different ways to assess students’ knowledge and skills that it wouldn’t be feasible to list them all here, but five come to mind immediately: the five P’s- papers, presentations, projects, products, and portfolios. Check out the site Learner Centered Teaching for some suggestions.  It lists dozens of ways to assess learning in addition to using tests. At some point, assessments become grades to record. Keeping a grade book and reporting students’ grades have become more complicated, too. In days of yore, as you might remember, grades were recorded by hand in strange-looking books that teacherscarried around with them and guarded day and night. Some parents checked on grades occasionally, but most parents relied on grade cards to keep track of their kids’ achievement. Now, grade books throughout the land are electronic, and parents can review grades on line as they are recorded. It’s a plus that parents can see how their children are doing at school week to week, but keeping an electronic grade book up to date is a challenge, especially if you have stacks and stacks of papers to evaluate. Also, many districts now require teachers to record a minimum number of grades each week. There are some ways to keep up in posting grades, however, that also employ good methods of formative and summative assessment. For instance- Formative assessments: All formative assessments shouldn’t be graded, but it’s fair to take a few grades to indicate a student’s progress in achieving specific objectives. A good formative assessment doesn’t have to be time consuming to grade. Short check-up quizzes are easy to grade. A check-up could be as simple as asking the class two or three key questions over the material and having students respond briefly in writing after they hear each question. Having students do a few problems or complete a short worksheet over skills they should have mastered is another quick formative assessment that’s easy to grade. A crossword puzzle could serve as a valid, quick-to-grade formative assessment. With Puzzlemaker you can make your own crosswords, and nine other kinds of puzzles, several of which would be good to use in a formative assessment. Puzzlemaker is quick, easy, and free. Summative assessments: Since grading a comprehensive test usually takes a lot of time, use some other means of summative assessment, or write the kind of test you can grade and record more quickly. Student presentations can be graded with a rubric as you watch them in class. In creating rubrics, use free resources like this one from rubistar.org. It features a large collection of excellent rubrics over subjects in ten areas. You can use the rubrics as they are or easily edit them to measure exactly what you want to assess. Projects, like graphic organizers, take less time to grade than papers. They, too, can be scored quickly with a rubric. When you do use a test in summative assessment, write one that let kids show what they know in several ways and that you can grade in less time. Include a variety of questions- True/False, Fill in the Blank, Matching, Multiple Choice, Completion, and Short Answer Essay. Writing a variety of short answer essay questions and letting students choose two or three to tackle gives them a greater chance to demonstrate their knowledge. Grading several short essays requires less time and concentration than evaluating a long essay that by its nature is limited to one topic. It seems this month’s column has turned into an epic- again! I hope there’s something in it that contributes to your students’ success and makes your work a little easier and even more satisfying. Happy Thanksgiving, everyone! See you in December. Susan

Writing Mantras

Writing Mantras    Im not a fan of interviews, which might sound a little self-centered because I have been interviewed many times. But I have to admit that when I see an interview of an author with all the stereotypical questions, I hit delete. I dont know how I managed to remain on this authors interview page long enough to read to the end of it, to the juicy part, but I did. And I immediately thought, My readers need to know this. lucberthelette.com/#!authorelizabeth-gilbert/c1vg0 Elizabeth Gilbert is author of several books, most notably Eat, Pray, Love. The interviewer asked a   few clichà © questions, but luckily Ms. Gilbert answered with genius. Rather than describe the interview, I chose to pull out snippets that I label as mantras. If youve read The Shy Writer Reborn (www.chopeclark.com), you know that I am a believer in mantras to instill willpower. The simplest path seems to be to embrace what you are good at, which is like swimming with the current, rather than against it. to figure out what, indeed, your own life is all about requires a ferocious level of attention to the way you are tuned, and equally ferocious stewardship of the Self once I began writing, it became clear to me: This is not a foreign language; this is my native tongue. You must write the book that you feel is missing from your bookshelf. My suggestion is to focus not on becoming successful, but on becoming great. dont demand that your art supports your life. Instead, make a promise that your life will always support your art. A degree in writing is not what makes you a writer. Writing every day is what makes you a writer. And writing every day is absolutely free. And when asked for a final word, she said, ONWARD. I smiled because mine is MOVE FORWARD. Always has been. Your mission is to live forward, not backward. Make each step new and fresh, not one that re-walks old ground.

A Library Outside the Traditional Library System Article

A Library Outside the Traditional Library System - Article Example I was stuck in my research quest. I did not know what to do. My cousin had limited experience with the online library himself. We send a message through the system in the form of an inquiry to the librarian about how to proceed. The librarian answered in less than 48 hours. The tips I received from the librarian on how to find the information I was seeking were very useful. Remote access is the ability to enter or log into a network from a remote location (Webopedia, 2007). School should be providing this type of service to its student body. Remote access has plenty of applications for students enrolled at the k-12 level. Teachers can create laboratories in their classrooms is which all the students are able to log into a network to enjoy some type of educational experience. The teacher itself does not have to be present during the session since remote access allows teachers to monitor the system from an outside location. Student knowing that the teacher can monitor their computer activities; since every action get logged into the system will behave well and learn the value of responsibility and self-control. Remote access can also provide privileges to the k-12 students such as the ability to enter the school library or electronic resources to find information after school that can help them with their assignment from their homes. As a part of team responsible for managing a school library media system in the transition process of creating a website and electronic resources there would be plenty of things that had to be worked on, but the top priority would be on educating the faculty and teachers on the system. A school with technologies deficiencies in its library system has a great possibility of having these types of deficiencies thought the school. I would set up immediate mandatory seminars for the teachers to get them up to data on the National Educational Technology Standards.

Organisations and Behaviour Assignment Example | Topics and Well Written Essays - 2500 words

Organisations and Behaviour - Assignment Example Since every department is branching out into many sub divisions and vertical as well as horizontal branches, cross communication has seen an enormous rise. Thus looking at the present scenario, a hierarchal organisational structure will lead to a lack in communication and the resultant organisational will be more bureaucratic in nature. In the given case study, Hawk Company has been observed following taylorist methods of production. A taylorist method can be described as a production process, in which the assigned tasks and works are broken down further into segments or smaller clusters, with the objective of monitoring the process and correcting any action. This can be regarded as a rigorous method of production where each and every action is flowed by strict monitoring. A taylorist approach can be accompanied by many methods of organisational structure. These can be bureaucratic, hierarchal or specialised structure. In the bureaucratic, structure, strict rules and regulations are followed and procedures are delegated in order to achieve compliance and control of subordinated from those who give orders. The second one is hierarchical in which decision makers are separated from employees who implement. Traditional methods of taylorism are highly dysfunctional and lead decrease in motivation of employees and workers. In order to achieve control and compliance in an organisation, a beurocratic structure follows strict rules and regulations and controls of all functioning within the organisation. From the above theories of organisation structure, we can conclude that because of the strict hierarchical structure and taylorist methods, the organisation faced many issues and problems. It is also evident that the arising issues and complications from the traditional methods of organisational structure and production process lead to the subsequent changes, which were implemented in the organisation. As a result of the perennial problems occurring in the organisation, the management decided to take necessary steps. The first action was to consult the workers and other staff members of the organisation and take relevant feedback about the organisation structure and satisfaction level. With the help of workers and employee feedback, many changes were made. The first change was made in the workshop and the factory. Old and traditional machinery were replaced by new and more advanced equipments. Special training was also provided to the workers for making them acquainted with the latest machinery. The traditional assembly line was changed to a more collaborative and compatible group. The new task assembly was divided into teams of workers, performing a specific job, rather than working haphazardly and simultaneously at different places. The workers were also invited to take part in management decisions and this helped in increasing their motivation to a great extent. Thus, by removing bureaucratic structure form their organisational portfolio, the ma nufacturing company was able to increase motivation and commitment level from their employees. With the implementation of teams in the factory, the traditional hierarchal structure also became dysfunctional, and the workers as well as the employees were able to communicate as well as contribute in