Ethics Assignment Essay Example | Topics and Well Written Essays - 250 words

Morals Assignment - Essay Example The significant similitude between these affiliations is that they maintain the estimation of security, ability, steadfastness, trustworthiness, duty and respectably. Both the sets of principles expect designers to be worried about the open security, government assistance and wellbeing. In this way, they should settle on choices that don't hurt the open at all. Plus, they should go about as able experts who just direct administrations in which they were taught. Also, they ought to be straightforward individuals who don't take part in any tricky demonstration, however to be honest to their bosses and trustees in order to maintain a strategic distance from any irreconcilable circumstance. Ultimately, these codes of morals expect specialists to be fair, legal and dependable experts who act respectably to pick up notoriety and regard from the general public. In any case, the main distinction between these codes of morals is that ASCE gives a nearby that supporter to profession development and advancement. Individuals from the ASCE are urged to proceed with instruction and build up their professions. This can help in increasing the value of themselves and improving them much every day. Along these lines, these are the positions held by the codes of morals of these building affiliations. Since hello are intended to assist experts and the overall population, they should be carefully clung to with no superfluous

Top List Of Interesting Proposal Essay Topics Ideas

Proposition Essay Topics Ideas The reason for a proposition paper is to propose a thought and give proof or contentions to persuade perusers why a thought is fortunate or unfortunate. See yourself as a salesman; you will probably persuade the client for what reason to purchase a vehicle, gems, or some item. For this situation, the item is your thought and the client is the educator. On the off chance that you have never taken a shot at a proposition exposition, you may feel shaky reasoning there’s no real way to pull it off. One moment! With a couple of thoughts and basic technique tips, you can finish this task effectively. Additionally, you can discover school exposition thoughts on our site! Along these lines, let’s start! Your proposition paper ought to contain To make a great proposition paper without fail, you simply need to follow the basic diagram that spins around: Presentation †gives foundation data and significant subtleties the peruser should know before you proceed onward to different parts. The acquaintance has with get the reader’s consideration, make him/her need to peruse the paper. Let’s not overlook the last sentence of the presentation represents a theory explanation. Proposition †aâ statement of direction. For the most part, this is a concise area that advises the peruser about your proposition for example the thought you need him/her to embrace. Ensure this segment doesn't contain insights concerning how you intend to do the proposition. Game plan †here, your main responsibility is to disclose how you intend to accomplish the proposition. What will you do to show your peruser why your proposition is substantial? This is where you need to persuade the peruser to concur with your thoughts. For each strategy or proof, utilize a different passage. End †sum up the key focuses in a decision and incorporate a source of inspiration, if appropriate. Ensure you don’t incorporate new data into the end since you would need to expand it completely, and there’s no space for that in a passage length area. Tips for proposition article Complete careful research to discover whatever number subtleties as would be prudent Bolster every one of your cases for example thoughts with proof Utilize just important sources, evade blog entries and sites that aren’t sound Refer to all the sources you use to maintain a strategic distance from literary theft Exhibit your jargon aptitudes and abstain from abusing a few words Maintain a strategic distance from slang and casual discourse Rather than including a lot of thoughts that are inadequately talked about, stick to 3-5 thoughts that you will grow altogether In any case, what happens when an educator permits you to pick the title for a proposition paper? What to do at that point? Not to stress, you’ll locate some astounding thoughts underneath. 100 best proposition exposition thoughts Composing a proposition exposition isn't as hard as it might sound, it doesn’t matter how your educator or instructor portrays it. Inquiring about and picking an intriguing theme is the primary concern of composing an article. You’ll effectively discover something reasonable for yourself with the rundown of themes underneath, masterminded our perusers by class. Training The subject of training conveys a great deal of issues and arrangements, old thoughts strife new ones. Somebody may attempt to give more prospects and opportunities to understudies; others center around treating educators well. Youre allowed to pick your side and investigate these subjects. In what manner can instructive TV programs about science get all the more subsidizing and broadcast appointment? For what reason are unknown dialects in school significant for our instruction? What should be possible to improve student’s perusing appreciation as opposed to calling words so anyone might hear without getting them? The best innovators were known as off-base scholars at school. Later they were recognized as hazard taking pioneers. So should an educator give understudies the opportunity of falling flat and learn by committing errors? The present understudy reviewing framework is imperfect, yet it tends to be fixed with these techniques In what manner should understudies be evaluated? In what manner can guardians, instructors, and society everywhere urge more youngsters to seek after a training in science? In what capacity would teachers be able to improve sex training courses? In what capacity would teachers be able to spot indications of harassing in their classes? In what ways can unknown dialect courses be improved? Wellbeing â€Å"Healthy mind in a solid body.† It’s not a fortuitous event we generally hear this expression, as it is one of the most remarkable statements ever. With chain eateries developing and young people beginning to drink or smoke prior, composing a paper about wellbeing is a ground-breaking move. In what ways would we be able to diminish youth stoutness? By what means can guardians ensure their youngsters receive sound life esteems? How to lessen the paces of smoking among teenagers? By what means can the nation guarantee sufficient social insurance inclusion for all residents without special cases? By what means can be kids be convinced not to try different things with drugs? Would antidepressant be able to utilize upgrade self-destructive practices? Would it be a good idea for it to be restricted or prohibited? What ought to be done to build the subsidizing for malignant growth inquire about? What is the most ideal approach to keep passings from smashed driving? The dangers of birth surrenders are altogether higher in unnaturally conceived children. Should couples embrace kids as opposed to having in-vitro preparation? What might be a compelling system to control unlawful medication use? Understudy way of life These subjects may turn into the nearest as you are an understudy. They will be the simplest to compose and you may even utilize your own involvement with the procedure. Raise gives that your friends can identify with, and your proposition will be effective. What should be possible to make an all the more balanced educational program for center and secondary school understudies? What are the measures to diminish liquor use among young people? By what method can guardians urge their youngsters to accomplish increasingly extracurricular exercises? In what manner can kids with separated from guardians be mentored to do well in school, fabricate fruitful lives and relationships, and have solid connections? In what manner can guardians assist kids with dodging or manage harassing in school? By what method can guardians shield their kids from peer pressure? What is the most ideal approach to show youngsters obligation? What is the best method to train a youngster? What would teachers be able to do to build up a harmony between drawing in understudies and letting them overwhelm their power and impact among understudies? What is the most ideal approach to force and improve parental contribution in youth training? Condition Ecological issues are examined wherever these days making this rundown the most intriguing for the present crowd. You can incorporate an immense measure of ongoing examination, making a very much idea paper. What can the normal individual do to battle worldwide environmental change? What can the administration do? To change the world you need to change yourself. What would you be able to do to support the earth? Should creature misuse by the dairy and meat ventures be prohibited? Is veganism the best way to secure basic entitlements? What should be possible for old ways of life? What would we be able to do to diminish the danger of youngster pregnancies? What upgrades must be made with respect to sex instruction courses to diminish the pace of adolescent pregnancies? While vegetarians expect others to regard their decisions, why can’t they regard somebody else’s? What techniques can help illuminate this issue? Should hound chomp laws be increasingly explicit? For instance, should pit bulls be restricted, or should more consideration be paid to the training of pooch proprietors? What is the best answer for the issue of plastic sacks? By what method would countries be able to grasp the utilization of bikes for short excursions? Innovation The utilization of innovation and the Internet has affected society and the cutting edge age, making it the most dynamic up until now. Subjects in regards to this issue can vary, giving an understudy a wide range to look over. By what means can individuals decrease their reliance on innovation? By what means should youngsters be instructed about dependable Internet use? Step by step instructions to shield yourself and your character from online robbery. In what ways can organizations and purchasers keep touchy data increasingly secure on the web? By what means can guardians and educators successfully help dispense with digital harassing? Issues with digital wrongdoing and how it tends to be forestalled. Are innovation changes in our libraries successful for understudy investigate? Is remote innovation more financially savvy? Do you thoroughly consider instructors depend on innovation in the US? Is innovation progressing at a high rate and hurting society? Sports We’re touchingâ something near the wellbeing subject. Game is a colossal piece of present day life, contentions and dramatization these days gives a theme to talk about to each fan. Should school competitors be paid? By what method would colleges be able to all the more likely handle the mix of instruction, games, and business? In what manner can mentors take support to an unheard of level for competitors? By what means can mentors and players converse with the media in the wake of losing a game? Should the utilization of steroids be sanctioned and adapted as opposed to being restricted? Could the media make a superior showing with covering sports on TV? Provided that this is true, which sports ought to be shared? Would it be a good idea for it to be required that players picked for a group set themselves up for potential wounds later on and failure to play? What about retirement? Should chasing in all structures be disallowed by law? Should extraordinary exercises for amusement be prohibited? Advantages that every day exercise and sports bring to youths with physical or passionate difficulties. How various exercises (wellness, swimming, running, and so on.) impact adolescents’ mind-set? Cybersport: can experienced gamers be viewed as expert competitors? Culture Subjects of culture don’t simply address present day living or customs. It’s reasonable for incorporate harassing, separation, resistance, and more concerning issues like prejudice or extremism. You should be cautious, as every one of these points are very delicate. Bread and bazaar culture versus customary family esteems. Various things guardians can do to guarantee their youngster treats othe

Coping With the Fear of Water

Coping With the Fear of Water Phobias Types Print The Fear of Water or Aquaphobia Causes, Symptoms, and Treatment By Lisa Fritscher Lisa Fritscher is a freelance writer and editor with a deep interest in phobias and other mental health topics. Learn about our editorial policy Lisa Fritscher Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on December 01, 2019 Yulia Reznikov/Getty Images More in Phobias Types Causes Symptoms and Diagnosis Treatment Aquaphobia, or fear of water, is a fairly common phobia. Like all phobias, it may vary dramatically in severity from person to person. Some people are only afraid of deep water or strong waves, while others fear swimming pools and bathtubs. Some are afraid of entering the water, while others cannot bear to even look at a large body of water. Occasionally, aquaphobia is so pervasive that even being splashed or sprayed with water can cause a phobic reaction. Causes The most common cause of aquaphobia is a previous negative experience. If you have been through a near-drowning, shipwreck, or another scary occurrence in the water, you are more likely to develop a phobia of water. Learning to swim is a rite of passage for many children, and frightening experiences are common. The way that these situations are handled plays a major role in determining whether a phobia will occur. The negative experience need not have happened to you specifically. After the film Jaws was released in 1975, reports of water phobia, as well as shark phobia, increased dramatically. Research shows that if your parents are afraid of water, you are at a higher risk of sharing their fear. Symptoms Like all specific phobias, the symptoms of aquaphobia vary between sufferers. In general, the more severe the phobia, the more severe the symptoms will be. You might shake, freeze in place, or attempt to escape. You may develop anticipatory anxiety in the days or weeks preceding an upcoming encounter with water. You might refuse to enter the water  or begin panicking as soon as you step in. Complications Water is an innate part of human life. Swimming is a common activity at summer camps, on vacation and at parties or social events. Avoiding water altogether may be difficult or awkward. If your fear extends to water splashes and sprays, it can be even more life-limiting. Fountains are a decorating staple at theme parks, resorts, ?and even local malls. Some of these fountains perform elaborately choreographed water routines set to music and timed lighting, which may splash bystanders. Water splashes are also a common effect in haunted houses and carnival rides and games. In some cases, aquaphobia can lead to ablutophobia  or fear of bathing. This relatively rare phobia can have a devastating impact on self-esteem. Modern culture places a heavy emphasis on cleanliness and hygiene, and those who do not take a daily shower or bath may be scorned. There is also an elevated risk of both common and rare diseases in those who allow dirt and bacteria to linger on their skin and hair. Treatment Like most specific phobias, aquaphobia responds quite well to treatment. Cognitive-behavioral therapy is especially popular. You will be taught to replace negative self-talk with more positive messages, and learn new behaviors for coping with your fear. You might be given homework assignments, such as filling the bathtub with a few inches of water and stepping in, or visiting the ocean while remaining safely on the shore. Over time, a series of small successes will increase your confidence, allowing you to gradually add new water-related activities. If your phobia is severe, medications, hypnosis, and other forms of therapy may be used to help you get your fear under control. The goal is for you to become comfortable around water, and there is no “one size fits all” treatment that works for everyone. Nonetheless, with the help of a skilled therapist, aquaphobia can be successfully managed and even overcome. Coping With the Fear of the Ocean How the Movie Jaws Fueled Shark Phobia Jaws  made shark phobia a household name and  preyed on our most primal fears. Animal phobias are one of the four main categories of  specific phobias  in the  DSM-IV  (Diagnostic and Statistical Manual, 4th Ed.), and sharks are among the most feared of all animals. The film used many of the techniques of suspense that were pioneered by Alfred Hitchcock to create an intense experience that was rated #1 on Bravos list of  100 Scariest Movie Moments  in 2004 and #2 on the American Film Institutes  100 Years…100 Thrills. Jaws  was an unexpected smash hit, breaking box office records to become the most successful film at the time. The films success was in large part due to  skillful  direction and the finely tuned performances of its cast. However, part of its success can be attributed to its subject matter. At the time, public opinion of sharks was  generally  that they were mindless killing machines. Sleek, powerful and easily large enough to see humans as food, the shark has been the subject of primal fear throughout recorded history. While today, advanced research has dispelled many misconceptions about sharks, in the 1970s, the average moviegoer had little reason to disbelieve the way that  ?Jaws  was portrayed. Nonetheless, the average moviegoer did not spend an inordinate amount of time thinking about shark attacks. The beach was a popular vacation destination and while shark attacks were occasionally recorded, they rarely led to widespread hysteria. The film brought the possibility of shark attack to the forefront of peoples minds, and the effect was noticeable. From coast to coast, beach towns reported a downturn in tourism following the release of Jaws. Even today, nervous references to the movie can be overheard at virtually any beach. It is unlikely that  Jaws  would create a new shark phobia in viewers today. The slasher films of the 1980s have largely desensitized us to onscreen violence. Nonetheless, fear of sharks is a deep and primal fear, and it is possible that in those who are sensitive, Jaws could aggravate the fear, potentially resulting in a full-blown phobia. If you are afraid of sharks, you may want to think twice before seeing  Jaws.

What Is a Kilo

Essay about Video Games Inspire Violent Behavior - 3148 Words

INTRODUCTION Teen violence is a term used to define collective behaviors by teenagers that are not acceptable by the society. These behaviors range from slapping, bullying, hitting, assault and even armed robbery. Teen violence has been affecting many societies and has destructive history to communities. Although many factors have been pointed out to cause teen violence, studies show that modeling behaviors are the most common causes of teen violence in the society. These include behaviors as seen in the movies, on the streets, on the video games and at home. Social engineering factors and psychology behind teen violence are some of the main challenges contributing to teen violence. Video games, in particular, have caused the prevalence†¦show more content†¦These teens tend to develop antisocial personality disorder (Doyle-Portillo Ellen, 2011). When people suffering from antisocial personality disorder come into contact with tools such as knives and guns, they end up practicing acts that are harmful. Recently, the prevalence of antisocial personality disorder was found to be the main cause of sandy hook shootings. These shootings led to death of many innocent people. Moreover, the lack of policies to control guns has contributed to availability of guns to individuals who do not have any form of control in the usage of guns. When these guns end up to bad people or to those suffering from mental illnesses, this led to mass shootings (Henigan, 2009). Recently, American psychologists in concert with specialized physicians have completed a number of researches by examining the influence of video games in teenagers and teenage outlook. The outcome of video game on human conduct results to smocking, sex, and teen violence among others. General practitioners and psychologist have contributed radically in supporting American government and healthcare association on how to handle issues related to medical and mental illness from teenagers affected by video games. Physiologists have identified complicating psychological facet in more than 70% of brain complains among teenagers. Situation such as mood disorder, nervousness, substance misuse, weight loss, and unrelieved headaches are resulted by brain fatigueShow MoreRelatedDo Video Games Inspire Violent Behavior?1713 Words   |  7 Pageseffects of violent video games and the development of today’s youth. Many people believe that the violence in video games promotes aggression. Ac cording to Doctor Brad Bushman’s article, Do Violent Video Games Increase Aggression? he claims that violent video games leads to aggression because it is interactive process that teaches and rewards violent behavior. Yet others believe that this not the case. Gregg Toppo of the Scientific American, writes in his article, â€Å"Do Video Games Inspire Violent BehaviorRead MoreViolent Video Games And Violence855 Words   |  4 Pagesto violence has been hotly debated. Since the introduction of violent video games in the 1970’s, for example, the shooting games Empire and Maze War from 1973, people have noticed that violent video games induce violent behavior in players, especially in teenage males. Despite people seeing the negative influence of violent media earlier as well, only in the last two decades has video game violence come to the forefront as video game popularity has increased. With the growing influence of digitalRead MoreEssay on The Negative Effects of Vio lent Video Games1529 Words   |  7 Pagesor what inspired these attacks on these innocent victims? This question has become an epidemic in our country. We live in a violent world and young people have easy access to it whether its on television, in music or on the Internet. But with the explosion of media entertainment in recent years, video games have come under scrutiny as to whether or not violence in video games numbs children and teens to the consequences of real-life violence. The answer to this question is yes. Young children andRead MoreViolent Media Is Good For Kids909 Words   |  4 PagesBarbarically inspiring Violent media; a strikingly relevant phenomenon millions are becoming captivated by. It’s everywhere you go, on your phone, the TV or on the computer. As much as people try to avoid it, they soon realize it’s ineluctable. Gerard Jones, a comic-book author, released a brief report, â€Å"Violent Media Is Good for Kids† that argued violent media is not only beneficial to children but also inspiring. He goes on to support his claim by sampling his own personal experiences. HoweverRead MoreDo Video Games Contribute For Video Game Violence?1170 Words   |  5 Pages Do video games contribute to video game violence? I will discuss why video games do not contribute to youth violence, what types of warnings are given by video game companies, and what flaws exist in studies that suggest a correlation between violence and gaming. As the sales of video games have risen in recent years, some groups claim that violence in these games has caused violent behaviors among young players. However, this argument bears little factual evidence supporting such a connectionRead MoreEng 1011630 Words   |  7 PagesViolence in Music Videos and Music Lyrics has a negative impact on children. Music videos that expose profanity and sexuality are inappropriate and leave a negative impression on young children. Violence in music videos can cause health problem. Music videos that promote negative lyrics are affecting young children. Music lyrics with vulgar languages affect the development and well-being of young children. For example, the study author (Stone, 2009) found â€Å"that music with explicit referen cesRead More Does The Influence of Music Have an Effect Contemporary Youth?977 Words   |  4 Pagestoday’s films, as well as films years ago. Violence in video games can manipulate one’s perspective on the value of life to the point where killing can seem meaningless. Music is a tool of expression that an artist uses to vent their frustrations and to reveal their emotions; it is not to brainwash kids into believing that violence is the way out. Music is not the problem here. Yet many refuse to realize that violence in movies and video games, which are more vivid and realistic, has a much largerRead MoreVideo Games Cause Violent Behavior Essay1600 Words   |  7 PagesFrom Math Games for kids to blood and gore video games have a lot of different sides to them. Video games are decided on by the player. Saying that games cause violent behavior in kids is inaccurate. We as people decide who we are and what we will do with our lives. A digital screen and a controller can’t make us any more violent than we already are. Blaming violence on a simple sixty dollar piece of plastic is unfair. Games are rated early childhood to Adult only. This means that what we play isRead MoreThe Effects Of Media On Children And Young People1498 Words   |  6 Pagesthis incident the deadliest mass shooting at a high school or grade school in U.S. history. It may seem ridiculous to think that this was derived from video games. The Daily News reported that Lanza had many video games in his house promoting mass murder, school shootings, and gun violence, which police believed helped to inspire Lanza’s, â€Å"sick, game-style high score†. The release of this evidence contributed to a continuing debate on the extent of the effects of media on children and young peopleRead MoreViolent Video Games in the Twenty-First Century: The Truth Essay1649 Words   |  7 Pagespromotes moral behavior. However, in the case of the Columbine Massacre, fear was spread like wildfire across the nation, catapulting it into the panic that would come to point fingers at any half-truth. The nation would come to see a cause for teen violence where there was none. Fear, in this case, would result in one of the many half-truths that are still heavily debated to this day. Although this half-truth regards video games resulting in teenage violence, the effects of video games on children

Introducing How Advertising Targeting Demographics Essay Samples

Introducing How Advertising Targeting Demographics Essay Samples Social networking sites are incredibly popular with the younger demographic. They can be a powerful tool for companies that are advertising to a younger demographic. Mobile advertising is affordable and novel, and can be highly targeted towards a specific individual. Life After How Advertising Targeting Demographics Essay Samples The marketer should understand his possible client keenly in order to understand what sort of design will suit him. Advertising is quite a common method of getting customers to realize your brand, message and product. The very first type is primary demand advertising, where the advertiser wants to make demand for a new item. Regarding lifestyle, consumers portray various lifestyles. New potential customers might just arrive and you must know that so to assure that there's a pattern of the transactions of consumers and the way it affects the enterprise. Demographically, even though t he provider appears to concentrate on the full population globally, its distinct target is the youthful generation showing the energy giving element to the clients. It has segmented its market in terms of demographics, psychographic, geographic and lifestyle. When it is positive, then maybe there's a demand for change in conditions of your targeted market. Your advertising strategy should keep pace with change. Specifying a target market for your company is a vital step to stay viable. In addition, you can discover new market chances in the practice. How Advertising Targeting Demographics Essay Samples Help! First of all, it's important to realize which form of media is more widely employed. Global advertisement holds immense significance in the time of globalization. Use this chance to spot your potential clients, supply them with help, and get to understand them better. You must estimate to what extent your advertising projects are likely to be. How Advertising Targe ting Demographics Essay Samples - Overview If you would like to be heard today, then you must appeal to each and every individual in your intended segment. You may be the very first person speaking about the newest change in your industry. Advertisements for most electronic devices utilized by the young adults might include the picture or voice of a youthful woman, whose main intention is to attract the youthful man's interest. There's various distinct forms of advertisements that target different human needs to be able to appeal to viewers. The target market strategies can be separated into three types depending upon the amount of target markets. Get the pulse of the folks who follow you. Given the present degree of competition and limitation of resources, it isn't viable to target everybody in the industry and await the people to like your merchandise. It's possible to stick to the subsequent steps to define a target market for your organization. Targeting can help to raise company's effectiveness, because it permits a marketer to concentrate on some particular audience when developing a marketing strategy. Defining a particular target market eases the advertising decision making the process as marketers get to understand about the most lucrative set of consumers and use the majority of their efforts and resources to woo them. You should be in a position to assess if your goods is beneficial, saleable, or even essential for the market which you are targeting. The plan and packaging of several energy drinks also is related to the target industry. So as to be profitable, it's always wise to segment these customers in accordance with their demographics, psychographics, geographics, and behaviour and direct all or nearly all of your advertising efforts to the most lucrative segment. Finding the Best How Advertising Targeting Demographics Essay Samples The advertisement portrays a youthful couple that's very well dressed, and they appear to be at a unique event. For instance, if there's a person standing in the advert, an individual ought to be in a position to be aware of the reason why he's standing and not sitting. One ought to be able to scrutinize the main reason for an advert's specific site. For instance, a Coca-Cola advert associated with soccer is going to have a good deal of effect whether its location is in South American. Being contacted by means of a PR representative of a social networking website can turn some people off the thought of using that product or support. Because online privacy has been a big issue, there's been doubt that as the consumer grows more annoyed by the existence of advertisements online. Moreover, anything concerning financial services isn't even found on the advertisement. The websites will track what type of merchandise and services a user might want to be informed about based on what he or she says which he or she's interested in.

Describe the Tasks That Support the Functional Areas in an Organisation free essay sample

Businesses have many functional areas, these are important in ensuring the business runs efficiently. Here I have described 4 functional areas that most large businesses and organizations should have. 1. Human Resource Management (HR). This is the management of a business’s workforce or people. It is responsible for several things including the selection, training and assessment of employees, making sure that employment and labour laws are complied with and ensuring the leadership of the company overseen properly. In smaller companies the HR department may just be a few trained staff, but in larger organizations there will be a whole department focussed on HR. Customer services is the provision of services to customers both before during and after the sale, it is designed to improve customer satisfaction and to ensure the product has met the expectations of the customers. A bad experience of customer service can change the customers opinion of the whole organization therefore it’s important that employees must be able to ensure the customer leaves having got what they wanted and are happy. We will write a custom essay sample on Describe the Tasks That Support the Functional Areas in an Organisation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The finance functional area is crucial in any organization as if the money is not managed properly then the company will not be successful. This department would be responsible for the accounting side of the business, so managing money going in and out of the business. They are also involved with investing money into new facilities and machinery and also paying the shareholder dividends and employees wages. 4. The marketing function focusses on getting the message out to the customers, for example the value of a product or service. It includes market research, publicity, distribution and most importantly advertising and sales promotion. It’s about communication to the customers and figuring out exactly what they want, then promoting it in a way that will show them how good it is for them. In Tesco’s, with is being such a large business it is crucial that all the functional areas work together to ensure maximum efficiency. Good communication between functional areas is essential. For example, the stock control and checkout department work together. When food is scanned through the checkouts a record is kept of what has been bought. This is then given to the stock control department so they know exactly what has left the store and therefore what else needs to be ordered in and put out onto the shelves to keep stock levels correct. Without this stock control would have a massive job going round the store and working out what needs to be ordered and replacing. This would not be an efficient process as they would miss things or too much of a product would be ordered meaning that there is a lot left over. Another example of this is at QE School. There are different faculties at QE as well as different year groups, however members of staff must work together sometimes to benefit the student and ensure the school and lessons are running efficiently. For example if a student is miss-behaving in a science lesson the science faculty would get involved to discipline and punish the student accordingly, if this does not improve the situation the head of year would be brought in to work with the science faculty in sorting out the problem efficiently so lessons can go on as normal with minimal disruption to other students and teachers. Without good teamwork and communication between functional areas, each functional areas jobs and tasks would be much harder to complete and they would not be completed as quickly and efficiently as they are when working alongside each other . As well as the functional areas working as a whole amongst each other it is also crucial that the tasks that support the functional areas are running efficiently as this contributes to the overall efficiency of the company. Some of these tasks include receiving and taking messages, monitoring stationary and stock levels and organising events. Such tasks are important as without them each individual functional area would lose efficiency which would be extremely detrimental for the company. For example if the person who answers the staff phone at Tesco got a call from a member of staff saying that they were ill and would not be in to work, it is important that message gets passed on to their department so the department can call in for extra staff and that they know that person will be absent. If this is not done then the department won’t be able to sort out replacement staff and would probably call the member of staff that is unwell and ask why they are absent even though they have already called in and said and so they may get in trouble with their department. If this is done efficiently then the staff will have time to find replacements and work will not be disrupted however if it isn’t then replacements may not be found which could mean the company’s performance for that day is influenced.

Hamlet Essays (1398 words) - Characters In Hamlet, King Lear

Hamlet And King Lear Shakespeare has many overlapping themes that seem to correlate throughout his different works of literature. However, there are many themes that conflict as well. King Lear and Hamlet are two works of literature that can be both compared and contrasted. Hamlet and Lear seem to be complete opposites on the surface. Hamlet is a young prince who is lost in a world of confusion and deception. His father is brutally murdered by his uncle and he then must face him as his new father-in-law when he marries his mother. Lear is an elderly man who is past his prime and is trying to raise his daughters in a world of vanity and live with the Renaissance's preoccupation with appearances. As conflicting as these two characters seem they also have to deal with many of the same pressures and they surprisingly handle certain situations similarly. One such circumstance is that they are both forced the verge of madness. But this isn't the only thing that is coincidental between the two character's situation. They both have ?methods to their madness.' Hamlet goes through many trials and tribulations throughout this play. He must live though his father's untimely death, his uncles hasty marry to his mother, Ophelia's refusal to see him or except his love letters, and the conspiracies that he sees planned against him. This alone is enough for any reader to understand why he has gone mad and to sympathize with. But Hamlet is stronger than he lets on to anybody. He is only pretending to be as mad as he is so that people will not become suspicious when he snoops around the house and acts irrationally toward his mother and step-father. His madness becomes the obsession of the house and King Claudius actually brings his old friends, Rosencranz and Guildenstern, to the house to find out what is causing him to loose his sanity. He asks them, "Something have you heard/of Hamlet's transformation?" Everybody ends up with his or her own personal explanation to why Hamlet has gone mad. Queen Gertrude feels that it is simply his father's death and her marriage that has caused him to cross the line between sanity and insanity. Polonius believes that it was his refusal to let Hamlet see his daughter, Ophelia, that has made him mad. Ophelia can not find a reason for his madness, and feels it is the pressure of society and his new family that has changed him so dramatically. Whatever the reason, most of Hamlets friends and family were set on the fact that Hamlet was no longer in his right mind. However, Hamlet used this tactic of pretending to be out of his wits to fool his enemies into underestimating his plans of revenge until the moment of attack, and then, of course, it would be too late. King Lear also was accused of going mad. He divided his kingdom into three parts so that each one of his daughters could share in his wealth. He had each daughter battle against each other to see who could flatter him the most. Goneril and Reagan both fought ruthlessly to attain the better division of land. When his youngest daughter (who was also his favorite) told him that she loved him like a daughter should love a father and that one day she would have a husband that she would also love, he became frenetic. He disowned her from the family, leaving the property to his other two daughters. Lear is shunned by his two daughters later on in the play, and is kicked out onto the streets where he becomes delirious. Although this display of daft behavior is more genuine than Hamlet's, I believe that Lear ranted and raved because he was used to getting attention. Social status was very crucial in the renaissance era. Many people would judge a person by how many followers and possessions they held. Now that Lear was on his own and not surrounded by his followers he felt that he was worth nothing if he had nothing. For the first time in his life, he had to face his true self worth. I think this frightened him more so than anything else did. So instead of facing this awakening thought he began to act mad, so that he would not have to face the inevitable truth. I do not believe that this alone was the cause of his deliriousness, or that he was faking his madness. But I believe that this pushed him to the

The Crucible Literary Analysis Essay Essays

The Crucible Literary Analysis Essay Essays The Crucible Literary Analysis Essay Paper The Crucible Literary Analysis Essay Paper Essay Topic: The Crucible Human Cruelty in the Name of Righteousness The Crucible by Arthur Miller Guilt is a difficult feel to cope with. However, being blamed guilty while being innocent is even harder. This situation is experienced through the characters in Arthur Millers play, The Crucible . In this play a group of girls attempt to practice witchcraft but because they g at caught, the girls worried they were going to get punished. They begin to accuse e other people and lie in order to deflect the blame from themselves. This initiated the Sale m Witch Trials. Miller portrays human cruelty in the name of righteousness through Abigail a ND Thomas Putnam in The Crucible In The Crucible, Abigail (Reverend Paprikas niece) accuses Tuba and Elizabeth Proctor of witchcraft in spite of upholding her innocence. Hysteria arises as R veered Hale asks Abigail If she is involved with witchcraft. Abigail replies l never sold NYSE If! Am a good girl! Am a proper girl and that Tuba forced her to do it. Tuba, in fear of PU enmeshment, accused other woman of witchcraft. Likewise, Elizabeth Proctor was also blame De for acts she did not commit. Reverend Hale says Abigail mentioned her name in the court. Elizabeth says [she] will fear With Abigail accusation against Elizabeth in the trials not only did Abigail divert attention from her but has also caused chaos in the town because the Proctors were important people. Giles Corey believes Thomas Putnam is making false accusations in order to take land, Giles accuses Thomas Putnam of coldly [prompting] [his] daughter to cry witchery upon George Jacobs. (3. 39596. 182) This meant that Thomas Putnam falsely accused George Jacobs to take advantage of the land. As a result of this accusation Giles Corey is arrested for Gonzales 2 contempt of order. He said, cannot give you no name,sir. I cannot. (3. 419. 183) He refused to give a name because he did not want anyone to be hanged. Giles Corey ref used to confess the person he got the information in the name of righteousness. During this period of time, people had a different view of righteousness. Alt Hough it may seem in the crucible as if greed, culpability and fear caused the Puritans t o act in a more harsh, merciless manner, in the Salem Welch Trials; we can also perceive that elision plays a major role during these events. In the book All Things Human by Henry Goodman Potter, pages 5854 reads,Henry Potter and his white contemporaries addressed these e concerns with common assumptions and convictions, rooted in various aspects of Name Rican religious and social thought, about the fatherhood of God and brotherhood of humane This goes out to show that equality during these periods of time was difficult to reach b cause religion changed peoples perspective drastically. Throughout The Crucible characters have been blamed for an act that they did not omit.

Competitive Analysis & Marketing Strategy for Dells Computer Essay

Competitive Analysis & Marketing Strategy for Dells Computer - Essay Example Studies carried out during that period indicated that Dell Company shipped less computer units in the whole world than Hewlett-Packard (Holzner, 2005). Conversely, recently, Apple Macs are more used in colleges than Dell computers. Dell has a competitive advantage over its rivals. The company’s mission is hugely focused on its clients. Its initiatives include promoting world growth, establishing a culture of winning, increasing the experience of clients, and attaining leadership of products. When the company sells the PCs to the clients directly, it understands the needs of clients and gives efficient computing answers to meet clients’ necessities. This perspective is advantageous to Dell because it permits the company to design effective systems for clients and at adequate costs. Moreover, the direct sales do away with middle men or retailers who add excessive cost and time. Also, Dell’s computers are customized and targeted to the needs of the clients. The company also provides projectors, network servers, work stations, and printers (Holzner, 2005). Dell’s position in the market place is that of convenience to the clients. Dell Company is a varied information technology provider which partners with other companies to provide a large variety of global services and products. Dell Company is committed to giving its clients well built and designed systems, and also ensuring that they are innovative so as to give clients a value that is outstanding (Mueller, 2002). For over 20 years, Dell Company has been linked with developing, customizing and designing services and products that satisfy a broad range of clients including individual clients to retailing and corporate businesses. Dell’s philosophy to directly engage customers has turned into a business model for other corporations and organizations (Dell &Â  Fredman, 2006). The manufacturing processes should be

India Essay Example | Topics and Well Written Essays - 500 words - 2

India - Essay Example (Andrea and Overfield, 71). The rock edicts of Ashoka reflect the emperor’s strong adherence to the fundamental teachings of Buddhism. He unequivocally asserts that all the benevolent actions he has undertaken as a king have but one objective: â€Å"that the people might practice the Dhamma† (Dhammika, the Seven Pillar Edicts, 7). He urges his subjects to respect and practice Dharma. Although Ashoka does not explicitly expound on Buddha’s teachings, his exhortations to his subjects are undoubtedly based on the Eightfold Path. Ashoka’s edicts list the dictates of Dharma: â€Å"proper behavior towards servants and employees, respect for father and mother, generosity towards friends, companions, relations, Brahmans and ascetics, and not killing living beings† (Dhammika, Fourteen Rock Edicts, 11). All this obviously falls under ‘Right Conduct.’ Again, Ashoka emphasizes â€Å"restraint in speech† (Dhammika, Fourteen Rock Edicts, 12) a nd that â€Å"the truth should be spoken† (Dhammika, Minor Rock Edicts, 2), in deference to ‘Right Speech.’ He urges is subjects towards ‘Right Endeavor’: â€Å"Great fruit will result from doing your duty† (Dhammika, Kalinga Rock Edicts, 1). Ashoka’s desire that his subjects practice â€Å"Kindness, generosity, truthfulness, purity, gentleness and goodness† (Dhammika, Seven Pillars, 7) expresses his hope that Buddhist Dharma will be adopted by all in his kingdom. Ashoka’s edicts define dharma as following the Eightfold Path. In the context of the Bhagavad Gita, Dharma is defined as â€Å"the moral imperative of caste duty† (Andrea and Overfield, 67). The performance of one’s duty, as prescribed by one’s caste, is the highest moral obligation, and the best way to worship God. â€Å"Every man intent on his own respective duties obtains perfection† (Andrea and Overfield, 68). Krishna states that the man who transcends the physical senses, and maintains detachment attains bliss. The way to eternal happiness is to

The Treatment Of Errors In The Classroom English Language Essay

The Treatment Of Errors In The Classroom English Language Essay LAST PART OF CHAPTER 3 As I mentioned before, error correction is the classroom activity that most people think as one of the language teachers most important functions (Nunan, 1989: 9). This is because most of the time the teacher is the one who corrects. The first and most important step a teacher must take is to determine the aim of the activity. As Ancker (2000: 20) mentioned in his article Errors and Corrective Feedback, if the objective is to develop accuracy, then of course correction is necessary. In this case, the correct approach is to allow the student to self-correct first. If that does not work, teachers should allow peer correction. But if no one seems to know, teachers can give the answer or correct. Although error correction seems time consuming, it helps students to focus their attention and to reduce their dependence on the teacher, and this reduction of dependence encourages students autonomy. On the other hand, if the objective of the activity is to develop fluency, then correction may not be necessary (Ancker, 2000: 20). Unless the error has been made many times, then the error correction needs to take place. One important question is who should correct learners errors. There are three possible answers to the question: the teacher, the learner him/herself or the others learners (peer-correction). But this will depend on the importance or success of the error corrections, as well as the ability of the students to do self or peer correction. According to Ellis (1994: 489) studies of repair in naturally occurring conversations have shown a preference for self-initiated and self-completed repair. But, in many cases the teacher is the one who usually corrects students in the classroom. It may be appropriate to allow the learner to self-correct without any further help from the teacher by using clarification requests such as: what?, excuse me?, what did you mean by à ¢Ã¢â€š ¬Ã‚ ¦..?, etc. That is because learners are actually capable of making changes in their developing Interlanguage systems (Allwright and Bailey, 1994: 49). Most of the times, teacher intervention should be reduced and students must be encouraged to provide feedback to their partners. In one interpretation of language acquisition, Kessler (1992: 85) suggests that the monitor can prevent or repair some errors under certain conditions. These conditions include: a) a focus on form, rather than on communication of meaning, and b) adequate time for the learner to process the output. Ellis (1994: ibidem) conducted a study to find out whether learners reformulate their use of past tense in their utterances, when given a second opportunity to do so, or ignore it. He found out that those who, when pushed through a request for clarification to reformulate their utterances, did so, by correctly forming the past tense and maintained their improved accuracy in the past tense on the subsequent occasions. Teachers must have clear that each teacher must come to an individual decision with respect to treatment of errors, just as a proverb says: what works well in Madrid may not work well in Tokyo, because not all the students have the same personality. Allwright (1996: 32) makes a strong claim for the study of error correction in the classroom in which they occur. From this observation, he came to the following conclusions: 1) Teachers just tend to repeat the correct model rather than telling the student where his error occurred and why it was incorrect. 2) Teachers are also inconsistent in their treatment of learning errors. (Because errors are not always corrected). Also, Allwright (1996: 33) asserted that another possibility is that other learners in the classroom could help by providing corrective feedback if it is necessary. In one experimental study related to this issue, Porter (1986, mentioned in Chaudron, 1993: 71) found that second language learners were able to accurately correct other learners errors, though they rarely did so. 3.1.2.3 Error Correction Techniques Although providing correct forms of learner errors is one of the most popular techniques among many language teachers (Hendrickson, 1980: 160), the use of various types of treatment methods has been recommended as it is considered to be more effective and successful than relying upon a single technique (Lynch, 1996, cited in Muncie, 2000: 50). Holley and King (1971, cited in Hendrickson, ibidem.) suggest that teachers should not use the methods which make learners feel embarrassed or frustrated. Therefore, teachers should be more sensitive about how to respond to learner errors. Fanselow (1977: 588) has argued that teachers should offer learners the greatest possible variety of treatments because different people need to be treated differently. Also teachers need to keep on trying out different possibilities of feedback that would have to be delivered in such a way as to provide affective support, so the learners will not be demoralized, at the same time as the negative cognitive information is transmitted. Once teachers do decide to treat noticed errors, and when they will do so, they have a variety of methods to their disposal. Allwright (1975, in Nunan, 1989: 32) points out the complexities of the teachers task. In the case of error correction, this can be illustrated by the following options confronting the teacher in the face of a leaners error: To treat or to ignore the error completely. To treat immediately or delay the error. To allow another student, a subgroup or the whole class to find the correct form. To return or not to the original error-maker after treatment. To test for efficacy of treatment. To transfer treatment or not. To let it be self-treated. All these suggested options are appropriate in different moments; the teacher only needs to develop the intuition, through experience and solid diverse theoretical foundation. As Allwright has a variety of options, Long (1977, in Allwright and Bailey, 1994: ibidem) also notes that teachers have three choices in deciding what to do when they find the error: To inform the learner that an error has been made To inform the learner of the location of the error To inform the learner of the identity of the error Moreover, Corder (1967, in Allwright, 1996: ibidem) declares that in order to show that there is a problem, the teacher usually a) retains evaluation, b) ignores the answer given and repeats the question, c) repeats the trouble source as a question, or d) changes addressee. Errors are inevitable, but if there are too many it is probably the result of inefficient practice or poor exploitation strategies. Teachers have an arrangement of techniques and nomination strategies to deal with any correction that needs to be made. Correction techniques should be helpful and supportive. When an error is detected, the next problem is that teachers would have to choose the best type of treatment to provide in order to help the second language learners achieve this needed awareness. There are many types of errors and according to Slimani (1992, in Panova 2002: 582), teachers often use seven types of feedback (or error correction techniques) when correcting errors that occur in the language classroom. They are: recast, translation, clarification request, metalinguistic feedback, elicitation, explicit correction and repetition. As Slimani mentioned (ibidem) a recast is an implicit corrective feedback that reformulates a wrong or incomplete utterance. Example: 1. S: Dangerous? (Phonological error. /dangerus) T: Yeah, good. Dangerous. (Recast) you remember? Safe and dangerous. If you walk in the streetsà ¢Ã¢â€š ¬Ã‚ ¦. The second type of correction is the translation (from the teacher) that can be seen in many cases when students dont know how to say a definite utterance, for instance: 2. T: All right, now, which place is near the water? S: Non, Jai pas fini (L1) T: you havent finished? Okay, Bernard, have you finished? (Translation) The purpose of clarification request is to elicit reformulation or repetition from the student who has said a wrong form: 3. S: I want practice today, today (grammatical error) T: Im sorry? (Clarification request) In the example mentioned before, Im sorry is a type of clarification request but there is also another one that is very used: I dont understand. According to Lyster Ranta (1997, in Panova, 2002: 583), metalinguistic feedback refers to comments or information related to the form of the students utterance without providing the correct answer, as: 4. S: I accord T: Oh, but thats in French (metalinguistic feedback) Lyster Ranta point out that elicitation technique is a corrective feedback that prompts the learner to correct (Panova, 2002: 584); this is an example of a peer repairing: 5. T: In a fast food restaurant, how much do you tip? S1: No money (Lexical error) T: Whats the word? (Elicitation) S1: fiveà ¢Ã¢â€š ¬Ã‚ ¦fourà ¢Ã¢â€š ¬Ã‚ ¦ (needs repairing) T: Whats the wordà ¢Ã¢â€š ¬Ã‚ ¦in a fast food restaurant? (Elicitation) S2: Nothing (repair) T: Nothing, yeahà ¢Ã¢â€š ¬Ã‚ ¦. The sixth type of feedback is the explicit correction. 6. S: The day last tomorrow (lexical error) T: Yes. No, the day before tomorrow (explicit correction) In this type of feedback, the teacher provides explicit signals to the student that there is an error in the previous utterance. The last type of corrective feedback is repetition, which the teacher repeats the wrong part of the students expression, usually with a change of intonation. For example: 7. S: I am agree (lexical error) T: I am agree? (Repetition) The research on teacher treatment of learner error, including studies by Allwright (1975), Chaudron (1977, 1986b, 1987), Fanselow (1977b), and Long (1977), shows that teachers do not treat all errors that occur. The findings also reveal that teachers have a wide variety of techniques available for the treatment of errors, but they do not typically make full use of the repertoire of behaviors from which they might choose in providing feedback (Allwright and Bailey, 1994: 99-100). Knowing all these types of error correction techniques (named also as feedback) teachers are more self-confident on what they are doing, because they know that the type of feedback they give to their students is mentioned in the seven techniques pointed out before, and they make sure they are doing right. 3.1.2.4 Momentum of the Correction The dilemma of; to correct or not to correct, has persistently engaged the minds of language teachers. Concerning to correction, Lyster Ranta (1977: 51) acknowledge that there is a certain dilemma in this regard: if teachers do not correct errors, opportunities for students to make links between form and functions are reduced; if teachers do correct errors, they risk interrupting the flow of communication. According to Longs (1977: 279) opinion, once the teacher has decided that an error should be treated, the next decision that he/she has to make is when to treat the error. The teacher may deal with it immediately, or delay treatment somewhat (for instance, until the learner finishes with the message he/she is trying to convey), while still treating the error within the boundaries of the same lesson in which it occurred. The `problem with immediate error treatment is that it often involves interrupting the learner in mid-sentence, it is a practice which can certainly be disruptive and could eventually inhibit the learner willingness to speak in class at all. Allwright Bailey (1991: ibidem) assert that if we adopt the notion of Interlanguage in the discussion of second language learners errors, we realize that by treating errors, teachers try to help learners move ahead with their Interlanguage development. However, they believe mistimed error treatment may not be helpful and may even be harmful if it aims at structures which are beyond second language learners in terms of their Interlingua development. They refer to mistimed with forms at the right time in the course of the learners speech. While correcting errors, teachers can make corrections at the moment the error is made or at the end of the activity. Having the correction at the moment is advisable when students do not make many errors and this will help not only the students who made the error , but also to the whole class or those who are paying attention; and having the correction at the end of the activities is advisable when students have many errors and run on them every five minutes, so that students do not feel like foolish in front of the whole class. The place of error correction has been controversial because teachers have to know the adequate moment to do the correction and how to do it in order to not inhibit students participation. Nunan and Lamb (1996, in Poppi, 2001: @), point out that it is important to consider when the adequate moment to make a correction is. They say that it is better to correct errors at the end of the activity just by writing on the board and explaining the reasons of the errors made since in that way, the teacher gives a better explanation of the error, but also focuses more on the error. On the other hand correcting at the moment is not advisable, because of the lack of time and also the teacher could demotivate the students. Alternately, Allwright Bailey (1991: ibidem) state that teachers may postpone the treatment for longer periods of time for two reasons: a) teachers do not want to explain the error to the whole group. For instance, oral errors, particularly if they are shared by a group of learners, may form a starting point for a future lesson. Long (1977: 290) observes that error treatment becomes less effective as the time lag between the performance and the treatment becomes longer. Deciding when and which errors to correct causes problems to teachers, as teachers may think they are encouraging their students, but they are doing the contrary or vice-versa. Teachers must also take in consideration, that constantly interrupting students to correct them can be irritating. If teachers do not know when to correct, it is necessary to consider the nature of the activity that is being undertaken. For example if students are performing a drill in order to practice pronunciation or phrases, then they should be stopped immediately when they make the error, otherwise they will continue repeating defective language; on the other hand, in fluency, if there are frequent errors, the teacher can make a mental or written note to provide feedback after the activity, so students can feel comfortable and self-confident. Teachers do not have to correct all the time, they have to be conscious on what and when they are going to correct in order to promote students participation, otherwise if teachers make lots of corrections, students could be irritated (Norrish, 1990: 280). Long (1977: 292) points out that the psychology of research literature shows, that the feedback becomes less effective as the time between the performance of the skill and the feedback increases. What is more, Virgil Oller (1976: 288) think that correcting errors at the moment is a waste of time and instead of doing that, teachers should avoid error correction at the moment. So, correcting at the moment can certainly be troublemaking and could eventually inhibit the learners willingness to speak in class at all, or students could forget what they wanted to say. Contrary to this, correcting at the end of activities is better because teachers have already finished their activities and can explain in detail the reasons of the errors (Virgil Oller: ibidem). In short, we may say that teachers can choose the moment to correct their students taking into account their necessities. 3.1.2.5 Students Attitude Attitudes are complex, hypothetical construction, which general definition includes some notion of evaluation. Ajzen (1988: 85) states that an attitude is a disposition to respond favorably or unfavorably to an object, person, intuition or event. In addition to this, Triandis (1971: 289) writes that an attitude is a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor. This evaluative aspect of attitude is its defining attribute, and sets it apart from other affective variables. Attitude is an emotion that all people show when they have views of an attitude object: i.e. a person, behavior or event. Attitudes come from judgments. Triandis (1971: ibidem) says that attitudes develop the ABC model (affect, behavioral change and cognition). The affective response is a physiological response that expresses an individuals preference for an entity. The behavioral intention or change is a verbal indication of the intention of an individual. And the cognitive response refers to a cognitive evaluation of the entity to form an attitude. Heider (1958, in Triandis: ibidem) points out that attitude is usually defined as a disposition or tendency to respond positively or negatively towards a certain thing (idea, object, person, and situation). The type of feedback language teachers provide for students reflects their view of language and their objectives. The attitude of students plays an important role in learning a second language. This attitude is developed by a variety of factors, among them feedback, which may have desirable or undesirable cognitive and affective results. Students characteristics have an impact both on the teacher who corrects the learners errors and on the learner who is corrected. The teachers treatment of error might also be influenced consciously or unconsciously by the state of mood teachers are. The attitude of learners toward error correction, not only by teachers during focused activities but also by native speakers with whom they converse, is remarkably positive (Chenoweth, Chun and Luppescu, 1983: 82). Cathcart Olsen (1976: 41) found that ESL learners who hold positive attitude toward correction like to be corrected by their teachers and want to have more correction than they are usually provided with. Another important point about attitudes is that they are subject to change; they are not set in concrete. This is good news for teachers in that poor attitude can be changed. But the good news is tempered by the fact that there are many variables associated with attitude change, such as the state of mood, the classroom environment, the students personality and so on. Probably, the most difficult aspect of the correction process is tailoring corrections to individual students. Teachers who wish to provide effective correction must consider its effect on each individual student. The problem has two aspects: affective and cognitive side. Truscott (1998: @) says that on the effective side, learners clearly differ in their reactions and attitudes to correction. For some, no adverse effect is likely unless corrections are delivered in a very aggressive or unfair manner. For others, there is a serious danger that correction will produce embarrassment, anger, inhibition, feeling of inferiority, and generally negative attitudes towards the class and possibly toward the language learning itself. Consequently, there are different reactions in students because all students are different: positive and negative. In this way, in order to avoid harmful effects and to make correction effective, the teacher should see each student as unique and to ask how each student will respond to correction in many possible forms, varying the type of error correction and the frequency of the correction, the clarity of the correction and the most important: the intensity of the correction. Nunan Lamb (1996, in Poppi, 2001: @) mention that attitudes and responses vary among students depending on the different ways that teachers treat their errors. For example, à ¢Ã¢â€š ¬Ã‚ ¦.teachers can correct students in a way that makes students feel comfortable and some students can have a positive attitude to the correction while others will react with a negative attitude by making gestures (like a grimace) and some others will just accept the correction and repeat it with a smile (Pinazo, 2001: @) Moreover, Wajnryb (1992, in Poppi, 2001: @) makes the point that, if teachers attempted to correct every error that occurred in class, there would be little time to do anything else. Correcting at anytime many times creates a negative classroom atmosphere, discouraging learners from risk-taking and experimentation. So, when learners are corrected intensively by the teacher it could have negative consequences in their motivation. Students will think that if they continue speaking, the teacher will continue correcting, and in order to avoid this reaction (the teachers one) they stop speaking. Pholsward (2001: @), in his investigation at the University of Thai Chamber of Commerce at the Faculty of Humanities in the language department of English, about students reaction to the error treatment, concluded that most students were quite relaxed and satisfied as they helped each other in a groups attempt to identify errors. In Pholswards research, the teachers would suggest answers in guidance to students and if the students were still not responsive, the teachers would identify errors and edit them, followed by detailed explanations. In brief, Ellis (1994: 490) affirms learners attitude towards error correction can also vary according to their characteristics, their cognitive and affective states and the nature of the treatment they receive. Apart from what was mentioned before, students reaction is complemented by non-verbal gestures, too. Students talk with gestures and their meanings are clear and specific for instance: waving goodbye. Other types of gesture, the gestures that express emotional states, reflect the mood and feeling of people. Pinazo (2001: @) expresses that these gestures show anxiety or tension of the moment such as pain, triumph and happiness. The attitudes that will be taken in consideration in this research project are: positive and negative, with its corresponding classification that were taken from the works of these authors: Rebel Gà ¼nther (2002: 49-51, 96-165), Louis Porcher (1989: 77-82), Ana Muà ±oz (2002: @), Olman Martà ­nez (2004: @) and Pinazo (2001: @): POSITIVE ATTITUDE NEGATIVE ATTITUDE Move the head from up to down in a moderate form Smiles Laughs Repetition of the correction Lips movement by saying thank you Soft tone of voice Quickly movement of the head in an affirmative form Hinge or attentive look Grin Smirk Sneer Snarl Rotating the eyes upward (eye rolling) Rude tone of voice Fig. 3.1 Common attitudes on error correction 3.1.3 Error Correction, Motivation and Communication in English Language Learning Motivation is as much an effect as a cause of learning. Ausubel (in Budden, 2004: @). Motivation is related to error correction in English language learning because the manner teacher corrects, is the way in which students are going to react to teachers correction. Students main goal is to participate in communication with other people. This learning goal is possible if teachers can keep students motivation for learning during oral practice activities. Terese (2005) explains that one natural and non-treating way of encouraging students to give feedback is by using a number of strategies like: clarification requests (What did you mean byà ¢Ã¢â€š ¬Ã‚ ¦?), requests for repetition (sorry, can you say that again?) and the use of questioning looks. This means that motivation is the force which determines if learners initiate, or not on a task, also how much energy they dedicate to it and how long they continue in it. Famous research carried out in the second half of the twentieth century by Gardner and Lambert (1999 in Harmer, 2001: 205) suggested that students who felt more warmly about a language, who wanted to integrate into the culture of its speakers were more motivated (and learnt successfully) than speakers who were only learning language as a means to an end (e.g. getting a better job). Harmer (1999: ibidem) says that real motivation comes from within each individual. Teachers are not responsible of their students motivation; they can only encourage students by using word and action, while teaching the foreign language. Motivation is the energy that catalyzes behavior. In psychology, motivation refers to the initiation, direction, intensity and persistence of behavior (Budden, 2004: @) Motivation is a temporal and dynamic state that should not be confused with personality or emotion. It is sometimes assumed by language teachers that if students make any kind of error when talking to a native speaker they are learning, but learners frequent attitude to this is to maintain a terrified silence upon meeting a native speaker (Norrish, 1990: ibidem). This is because students think that errors discredit them with the person they are talking to. On the other hand, certain errors may conduct to a breakdown in communication, while others to social reactions. For instance, one of the breakdowns in communication is inhibition (Norrish, 1990: ibidem). Students get inhibited because they fear making errors when communicating and being ridiculous in front of the teacher or native speakers. But also when staying in the classroom or talking with other students, they feel embarrassed when making errors, because they are afraid of being seen as dumb. Nunan and Lamb (1996, in Poppi 2001:@), mention an investigation on teacher behavior and student responses on occasion of which the following question was established: Do students attitude about the types of error treatment used by their teachers in the classroom during oral classroom tasks influence their motivation? They concluded that students do hold attitudes about different ways that teachers treat their errors, and also learners would like the teacher to improve raising their awareness by allowing opportunities to self-correct and to analyze the errors; the learners would like to be provided in a positive way with information and clarification, rather than: a) being exposed by non-verbal signs, b) providing feedback without explanations, c) asking the students to repeat the sentence and d) activating the right answer on the part of the student. Additionally, students would like to build up the belief that errors are to be considered as signs of progress of the learning process , rather than evidence of failure. Correcting errors disturbs the ongoing communication process (Truscott, 1998: @) but it is important to express that errors do not necessarily guide to a breakdown of communication, because sometimes correcting errors in students encourage them to continue participating in order to improve their speaking skill. In short, along this theoretical framework, I have mentioned all topics related to error correction that will be necessary to carry out this research project. For instance, I have mentioned that errors are considered to be incorrect, wrong or should not be done. In addition to this, I have described the different types of errors like error, mistake, lapse or slip as errors, this way was easy to identify what I was referring to in the investigation. I have talked about the sources of errors; but also, and something important is that, I have mentioned error correction and the types of error correction that teachers usually use when correcting students. When correcting errors, I said that we need to take into account who will treat errors and when to treat errors. CONCLUSION Being a teacher of a foreign language implies having certain skills, whether by nature, acquired outside teaching, or arising from university studies in education. They may also gain this knowledge with books concerning issues of education or by taking professional courses on the subject. In this case, the research presented, is primarily based on improving teaching skills of those teachers who didnt study a bachelors degree in English Teaching, by providing the teaching of various courses. Improving in various teachers fields was primarily important. But, understanding two main points that serve as departure is the start point: what does teaching mean? And what does being a teacher imply? Teachers must understand that a good class depends on many factors; although the material presented to teach the class is important, the teacher should take into account that leadership and management at the beginning, during and at the end of the class is essential, for the students to learn what is taught. It is of vital importance to know the likes and preferences of the students who we give classes to; this will serve as a key piece to encourage them, especially those who learning a foreign language are a rejection. Teachers should practice self-reflection on how to teach a foreign language, and have feedback from other teachers; this is of great help in order to implement different kinds of methodologies in the classroom, especially in error correction during the communication of the students to the teachers and among themselves. Doing the research on these topics, I noticed and reflected on the magnitude of being a teacher I understood that teaching is a great responsibility, because the way of teaching depends on the likes and disposition of the students to the learning of English language, due to the motivation transmitted by the teacher. This also includes the methodology used by the teacher to teach a class, as it influences how well students understand the topic. Another important point is the attitude that teachers have in front of groups when teaching. It must be enthusiastic and positive, factors to include in the education of a class presentation. Of all these factors that I explained above, I conclude that it is very significant to continue preparing ourselves and practice teaching training, in order to perk up foreign language education. Improving internally and externally all the factors in teachers such as: learning new teaching methodologies, be at the forefront of materials that can be used with the group, making use of different types of feedback from teachers, using different tools and techniques in teaching as well as self-reflection are some of the factors explained in this research. This paper concludes that teachers that do not have a bachelors degree in English Teaching should always look for continuous improvement in different ways in all areas, in all levels of language education towards the students. Taking into account all the factors set above, this research was done, in order to improve the level of education qualitatively, pedagogically and psychological practicability in the teachers practice of English teaching at the Liceo Josà © Vasconcelos, in Tuxtla Gutierrez, Chiapas.

Portrait of a Young Man in a Red Cap: Sandro Botticelli :: essays research papers

Portrait of a Young Man in a Red Cap Sandro Botticelli, real name Alessandro di Mariano Filipepi, was one of the greatest painters of the Florentine Renaissance. His work, Portrait of a Young Man in a Red Cap, captures his highly personalized style. He is known for his execution and precise use of lines to portray objects realistically. The Portrait of a Young Man in a Red Cap will be the source of our discussion, but first a background of Sandro Botticelli’s artistic relations is necessary. Botticelli was born in Florence Italy (1445-1510) and worked as an apprentice to a goldsmith early in his career. He then served as an apprentice to the painter Fra Fillippo Lippi. After working with Lippi, Botticelli developed his sense of line working with Andrea del Verrocchio. By 1470 he had his own workshop, where he spent most of his time producing pieces for the Medici family. It was through the Medici family that Botticelli was influenced by Christian Neoplatonism, which exemplified Christian views. From this point Botticelli developed such works as the Portrait of a Young Man in a Red Cap. The painting, which is quite simple in nature, depicts nothing more than the bust of a teenage boy with a red hat on. The boy is uniquely outlined on each side with the right side of his body gently fading into a black backdrop and the left having a sharp and precise line separating him from the black. As the viewer may notice, the young man does not pose any facial gesture which may depict emotion. It is therefore almost impossible to know the feelings of Botticelli’s subject. Many feel that Botticelli was merely documenting the boy’s physical appearance without evoking feeling from his viewers. Botticelli also used much more detail on his face than he did on the clothing of the young man, which supports that it is a portrait. He uses tones of red from the sharp hat to the tones of his skin. A brown color is used to unify his hair, lips, and eyes. The boy’s wardrobe also includes a jacket typical of the time period. In a more in depth look at the portrait, o ne may notice that it shades from a rich red color at the top to a dark brown color at the bottom. The light source shines from the left side of the picture while it brightens the right side of the young man’s body.

My doc

Two boys who live In the same town, one being a small and often diminished boy, Owen Meany and the other Johnny Wheelwright who loses his mother early In his life. It is narrated by Johnny himself, in which he describes how Owen altered his fate in god. The whole affair begins during a little league baseball game, when Owen hits a foul ball that unfortunately strikes Johnny's Mom in the head, in turn killing her. After this event Johnny lives in different homes, however he and Owen remain good friends and together overcome many obstacles throughout their lives.Johnny tells his story to show the reader how powerful it can be to have a friend who is so inspirational and well guided, to promote his fate in god, and to show how magnificent of a person Owen Meany is. A Reason for Johnny narrating the story Is that even thought Owen kills his mother, his only link to knowing who his father Is, he still manages to remain friends with Meany. This shows how much trust and admiration Johnny ha s for Owen. Throughout the novel, Owen continues to baffle Johnny with his â€Å"God Given† knowledge.Each time Owen assists Johnny; It makes Johnny want to become closer to god as he feels his friend is blessed. For example Johnny does not wish to join the army during the Vietnam war, and Meany ensures this wont happen as he convinces Johnny that cutting of his finger will exempt him from enlisting. This is Owen watching out for his best friend. This event is connected in Johnny's reason for telling his story because if it wasn't for Owen thought of amputating his finger, he could have ended up a statistic; one of the 58 thousand dead American soldiers.Owen however showed great courage and enlisted as a usually assistance officer, were he transported dead soldiers to there families. Early on In Johnny's life Owen assures him that God will gulled him to finding out whom his father Is. Throughout Owens life he considers himself to be â€Å"Gods Instrument†, as he Is sen t messages from god such as the fact that he This strong connection with God that Owen preaches throughout his life is another reason for Johnny to share his story of growing up with Meany. Owens messages from God begin in a school play were he invasions his gravestone, as he plays a ghost.Him playing a ghost is also a hint at his foreseeable death. He believes he is destined for a heroic death. Him and Johnny begin to practice a basketball move called â€Å"The Shot†, in which Johnny lifts Owen too the hoop, and Owen dunks. This move is later used to save the lives of several young boys, and Johnny. When the two pals meet later in there lives when Owen Is on duty in Arizona guiding refugee's to living areas, a patriotic teen tries to blow up a group of refugee Vietnamese children who Johnny and Owen are escorting. The grenade lands In Owens hands.As it does, he tells Johnny that the shot was practiced for this moment and Johnny does the move and lifts Owen too a window, whil e Owen chucks the live grenade out of the window. Due to the explosion Owen is killed, however he saves the bystanders in the process. This Owens actions and that he lead him towards a heroic and mind-blowing exit. A last and final reason why Johnny tells his heart breaking story, is that before Owens funeral at there hometown of Gravesend, Johnny stops by the reverend's office to talk o him and what happens next changes Wheelwrights life forever.Owen Meany's ghost possesses the reverend, and proceeds to tell Johnny that the reverend in fact is his father. Owen also tells Johnny that the reverend prayed for the foul ball to kill his mother, and in vengeance, god has turned from the reverend. This event, shows Just how divine Owen was, but what Owens father would tell Johnny soon after would solidify everything Johnny believed. Johnny pays a visit to Mr.. Meany, and is told by him that Owen was a virgin birth, Just like Jesus Christ.It all is clear to him now, the vision of the tombs tone, the shot and now this, Owen really was a messenger of God. Johnny Wheelwright tells the magnificent story of living along side Owen Meany to reveal to you, the reader, what a blessed individual the small and dwarfed Owen Meany was. He tells his account to display how somebody can be so close and intimate with God, and how Owen truly changed his life for the better. The events that took place during Johnny's life could only have been so, if it wasn't for the God favored boy, Owen Meany.

Funny Quotes From Famous People

It is amazing how some people know when and how to be funny. Perhaps it is their sparkling wit, casual demeanor, or caustic remarks that made them famously funny. Or perhaps, its the subjects they chose to comment upon. If you can find something meaningful to say about basic human emotions and foibles—vanity, self-importance, love, attraction, commercialism, and even lust—in a biting but funny way, your words are likely to stir emotions in your listeners or readers and be remembered. So it is with the quotes from the famous people on this list. The quotes represented below are an eclectic mix of comedians, authors, playwrights, and even a well-known existential philosopher. Life and Success Charles Schulz My life has no purpose, no direction, no aim, no meaning, and yet Im happy. I cant figure it out. What am I doing right? J. P. Getty â€Å"My formula for success is rise early, work late, and strike oil.† Reba McEntire To succeed in life, you need three things: a wishbone, a backbone, and a funny bone. James A. Garfield Man cannot live by bread alone; he must have peanut butter. Lies and Self-Deprecation Thomas Sowell It takes considerable knowledge just to realize the extent of your own ignorance. Oscar Wilde I am so clever that sometimes I dont understand a single word of what I am saying. Mel Brooks I have always been a huge admirer of my own work. Im one of the funniest and most entertaining writers I know. S.E. Hinton I lie to myself all the time. But I never believe me. Abraham Lincoln No man has a good enough memory to be a successful liar. Mark Twain Get your facts first, then you can distort them as you please. Insults Groucho Marx I never forget a face, but in your case, Ill be glad to make an exception. W. C. Fields I once spent a year in Philadelphia, I think it was on a Sunday. George Bernard Shaw He who can does—he who cannot, teaches. Love and Attraction Jay Leno [Putting his arms around British personality and food journalist Nigella Lawson] My wife is going to kill me. But you look like my wife, so thats OK! Jerry Seinfeld Where lipstick is concerned, the important thing is not color, but to accept Gods final word on where your lips end. George Bernard Shaw Dancing is a perpendicular expression of a horizontal desire. Ambrose Bierce Love: A temporary insanity curable by marriage. Sen. Ted Kennedy Shes a wonderful, wonderful person, and were looking to a happy and wonderful night—ah, life. Insanity Cary Grant Insanity runs in my family. It practically gallops. Oscar Levant Roses are red, violets are blue, Im schizophrenic, and so am I. Aging, Happiness, and Health Luis Bunuel Age is something that doesnt matter unless you are a cheese. George Burns Happiness is having a large, loving, caring, close-knit family in another city. Mark Twain The only way to keep your health is to eat what you dont want, drink what you dont like, and do what youd rather not. Money Pablo Picasso Id like to live like a poor man—only with lots of money. Politics Mark Twain Reader, suppose you were an idiot. And suppose you were a member of Congress. But I repeat myself. Sen. Bob Dole Our intent will not be to create gridlock. Oh, except maybe from time to time. Television Groucho Marx I find television very educating. Every time somebody turns on the set, I go into the other room and read a book. Miscellaneous Jim Carrey Behind every great man is a woman rolling her eyes. Henny Youngman If youre going to do something tonight that youll be sorry for tomorrow morning, sleep late. Steve Martin A day without sunshine is like, you know, night. Josh Billings Every man has his follies—and often they are the most interesting thing he has got. Anthony Burgess Laugh and the world laughs with you, snore and you sleep alone. W. H. Auden We are all here on earth to help others; what on earth the others are here for I dont know.

Persuasive Speech Topics for Middle School Students

Persuasive Speech Topics for Middle School Students Have you ever got bored hearing the same matters over and over again at the annual elocution competition? Then why do not you come up with a compelling and exciting topic that the audience will be delighted to listen to? There are so many ideas in our world, that you have the opportunity to tell people something that they have never heard before. But keep in mind that you must know your subject perfectly, which will help you to deliver your speech confidently and persuasively. Also you need to realize that the main purpose of a persuasive speech is to help listeners make a decision about certain topic and to convince them to agree with you. I understand that at your young age you may be unsure as to what topic will be the best for you to speak persuasively. That’s why I would like to suggest you the following persuasive speech topics for middle school students: What are the best places to go on vacation? What is the most intriguing discovery in the last 50/100 years? Is it dangerous to use cell phones while driving? Should the vaccinations be compulsory? Is it important to find a good career? The pros and cons of junk food. What role does sport play in our lives? Should religious subjects be included in the schools curricula? Should all farmers grow only organic food? Cook yourself and enjoy your meal. Despite these topics can work quite well for your persuasive speech, you can think about something that you are more enthusiastic about and feel very comfortable with. Go ahead, be confident and see the audience applauding!

Sundiata An Epic of Old Mali Vs. The Odyssey - 971 Words

Sundiata: An Epic of Old Mali Vs. The Odyssey The definition of an epic hero can be defined as one who is triumphant in some manner that reflects the idea of his/her culture. â€Å"Heroes have always dominated mythology, fairy tales, nursery rhymes, history, and literature. No culture seems to lack tales of human, superhuman, or god-like heroes who save the innocent from the wicked, conquer evil, and deliver the threatened and oppressed† (Shunnaq). Sundiata: An Epic of Old Mali and The Odyssey can be compared and contrasted in different ways. Both of these literary pieces are epics that contain heroes who precisely mirror the values of their respective ethnicities. While some values displayed in the epics are similar to each other, there†¦show more content†¦From this action, one can infer that the African culture believed in taking necessary precautions to obtain power, but do not believe in killing others for their pleasure. After reading The Odyssey, one can conclude that the Greek culture values stinginess , spontaneity and stinginess highly. In the epic, Odysseus was trapped on an island with the goddess, Calypso. Instead of him remaining faithful to his wife, Odysseus slept with Calypso. His actions proved that the Greek culture believed in getting what they wanted right away; they do not know what it is like to be patient. Odysseus is also known to be a very stingy character. After he invaded the cyclops’ cave, he and his shipmen, began to raid all of the cyclops’ belongings. The Cyclops eventually arrived angry, and Odysseus being bold told them, â€Å"We’re at your knees in hopes of a warm welcome, even a guest-gift†¦That’s the custom (9. 300-302).† Odysseus displayed revenge after returning to Ithaca and having a battle at his house. He killed all of the suitors who had been feasting at his estate while he was away. Mercilessly, he tortures one of the suitors, Melanthius by ripping his genitals from his body then feeding them to the dogs. That was just a personal enjoyment for him because he already planned on killing Melanthius. One easily concluded from this epic that the Greek culture does not see anything wrong with using revenge as a way of personal gain. Sundiata: An Epic of Old Mali and The Odyssey

Henry Louis Vivian Derozio Essay Example For Students

Henry Louis Vivian Derozio Essay Henry Louis Vivian Derozio Henry Louis Vivian Derozio (18 April 1809 – 26 December 1831) was a fiery Indian teacher and poet. As a lecturer at the Hindu College of Calcutta, he invigorated a large group of students to think independently; this Young Bengal group played a key role in the Bengal renaissance. Derozio was generally considered an Anglo-Indian, being of mixed Portuguese descent, but he was fired by a patriotic spirit for his native Bengal, and considered himself Indian. In his poem To My Native Land he wrote: â€Å"| My Country! In the days of Glory PastA beauteous halo circled round thy brow And worshiped as deity thou wast, Where is that Glory, where is that reverence now? | †| Early life he son of Francis Derozio, he was born at Entally-Padmapukur in Kolkata on 18 April 1809. He attended David Drummonds Dhurramtallah Academy school, where he was a star pupil, reading widely on topics like the French revolution and Robert Burns. Drummond, a dour Scotsman, an exile and a notorious free thinker', instilled in him a passion for learning and superstition-free rational thinking, in addition to a solid grounding in history, philosophy and English literature. He quit school at the age of 14 and initially joined his father’s concern at Kolkata and later shifted to Bhagalpur. Inspired by the scenic beauty of the banks of the River Ganga, he started writing poetry. Some of these were published in Dr. Grants India Gazette. His critical review of a book by Emmanuel Kant attracted the attention of the intelligentsia. In 1828, he went to Kolkata with the objective of publishing his long poem Fakir of Jhungeera. On learning that a faculty position was vacant at the newly established Hindu College, he applied for it and was selected. This was the time when Hindu society in Bengal was undergoing considerable turmoil. In 1828, Raja Ram Mohan Roy established the Brahmo Samaj, which kept Hindu ideals but denied idolatry. This resulted in a backlash within orthodox Hindu society. It is in the perspective of these changes that Derozio was appointed at Hindu college, where he helped released the ideas for social change already in the air. Hindu College and Social Backlash In May 1826, at the age of 17, he was appointed teacher in English literature and history at the new Hindu College, which had been set up recently to meet the interest in English education among Indians. He was initially a teacher in the second and third classes, later also of the fourth, but he attracted students from all classes. He interacted freely with students, well beyond the class hours. His zeal for interacting with students was legendary. His brilliant lectures presented closely-reasoned arguments based on his wide reading. He encouraged students to read Thomas Paines Rights of Man and other free-thinking texts. Although Derozio himself was an atheist and had renounced Christianity{{Fact|date=August 2010}, he encouraged questioning the orthodox Hindu customs and conventions on the basis of Italian renaissance and its offshoot rationalism. He infused in his students the spirit of free expression, the yearning for knowledge and a passion to live up to their identity, while questioning irrational religious and cultural practices. Derozios intense zeal for teaching and his interactions with students created a sensation at Hindu College. His students came to be known as Derozians. He organised debates where ideas and social norms were freely debated. In 1828, he motivated them to form a literary and debating club called the Academic Association. In 1830, this club brought out a magazine named Parthenon (only one issue came out). Apart from articles criticizing Hindu practices, the students wrote on women emancipation and criticized many aspects of British rule. He also encouraged students into journalism, to spread these ideas into a society eager for change. In mid 1831, he helped Krishna Mohan Banerjee start an English weekly, The Enquirer, while Dakshinaranjan Mukherjee and Rasik Krishna Mallick began publishing a Bengali paper, the Jnananvesan He took great pleasure in his interactions with students, writing about them: Expanding like the petals of young flowers I watch the gentle opening of your minds†¦ He was close in age to most of his students (some were older than him). The motto of the Derozians was: He who will not reason is a bigot, he who cannot reason is a fool, and he who does not reason is a slave. So all ideas were open to challenge. Many of his inner circle of students eventually rebelled against Hindu orthodoxy, and joined the Brahmo Samaj, while some like Krishna Mohan Banerjee converted to Christianity, and others like Ramtanu Lahiri gave up their sacred thread. Others went on to write in Bengali, including Peary Chand Mitra, who authored the first novel in Bengali. The radicalism of his teaching and his student group caused an intense backlash against him. Expulsion Due to his unorthodox views on society, culture and religion, the Hindu-dominated management committee of the college, under the chairmanship of Radhakanta Deb, expelled him as a faculty member by a 6:1 vote, for having materially injured Morals and introduced some strange system the tendency of which is destruction to their moral character and to the peace in Society. .. In consequence of his misunderstanding no less than 25 Pupils of respectable families have been withdrawn from the College. Though facing penury, he continued his interaction with his students, indeed, he was able to do more, helping them bring out several newspapers, etc. However, at the end of the year, he contracted cholera, which was fatal at the time, and died on 26 December 1831 at the age of 22. Being a Christian apostate, he was denied burial inside the Park Street cemetery; instead he was buried just outside it on the road. Poetry Derozio idolized Byron, modeling many of his poems in the romantic vein. Much of his poetry reflects native Indian stories, told in the Victorian style. The Fakeer of Jungheera(1828) is a long lyrical poem, abundant in descriptions of the region around Bhagalpur. The melancholy narrative involves a religious mendicant, who saves his erstwhile lover from satihood, but comes to a romantic end fighting her pursuers. Among his short poems, there are several ballads, such as The Song of the Hindustanee Minstrel: Dildar! Theres many a valued pearl In richest Omans sea; But none, my fair Cashmerian girl! O! none can rival thee. Fired by a patriotic zeal he also wrote a good bit of nationalistic poetry, some quite openly rebellious, as in The Golden Vase: Oh! when our country writhes in galling chains When her proud masters scourge her like a dog; If her wild cry be borne upon the gale, Our bosoms to the melancholy sound Should swell, and we should rush to her relief, Like some, at an unhappy parents wail! And when we know the flash of patriot swords Is unto spirits longing to be free, Like Hopee returning light; we should not pause Till every tyrant dread our feet, or till we find Graves This anti-imperialist fervor also separated him from the Anglo-Indian (then Eurasian) community, who were overwhelmingly pro-British. At one point, he urged his fellow Anglo-Indians that it would be in their interest to unite and be cooperative with the other native inhabitants of India. Any other course will subject them to greater opposition than they have at present. 6] Despite his poetic bent, and his flamboyant dresses, he never showed much interest in women, though he was a strong advocate for female emancipation. The women in his poetry also appear a little wooden and lacking in individuality. A 1905 biography subtly hints that his expulsion may have had some underpinnings of homophobia; all his student meetings were exclusively attended by young male students Influence His ideas had a profound influence on the social movement that came t o be known as the Bengal Renaissance in early 19th century Bengal. And despite being viewed as something of an iconoclast by others like Alexander Duff and other (largely evangelical) Christian Missionaries; later in Duffs General Assemblys Institution, Derozios ideas on the acceptance of the rational spirit were accepted partly as long as they were not in conflict with basic tenets of Christianity, and as long as they critiqued orthodox Hinduism. Derozio was an atheist but his ideas were also partly responsible for the conversion of upper caste Hindus like Krishna Mohan Banerjee and Lal Behari Dey to Christianity. Many other students like Tarachand Chakraborti became leaders in the Brahmo Sama Henry Louis Vivian Derozio,a poet, philosopher and thinker, who passed away at the age of 22. Derozio was an Anglo-Indian(referred to as an Eurasian during his lifetime) poet and teacher who was born in Calcutta on the 10th of April,1809. He was the son of Francis Derozio, a Calcutta merchant. Henry was educated at Drummonds Academy in Dharmtala. He left school at 14 for commercial work, which he gave up after his father died. Derozio joined his Uncle in Indigo planting at Bhaugalpore. At the age of sixteen in the varied work and life of an Indigo-planter at Bhaugulpore, under the hospitable roof of his Uncle Johnson and the kindly eye of his mothers sister, the young Derozio for a time found congenial occupation.. From his Uncles plantation at Bhaugalpore, Derozio sent to Dr. John Grant of the Indian Gazette those poetical contributions which bear the signature of Juvenis. The encouragement given by Grant of The India Gazette and his appreciation of the poets merits,induced Derozio to collect his verses and publish them in a separate volume. Below is a stanza from the poem Happy Meetings written by Derozio with the pseudonym of Juvenis. This poem was published in The India Gazette of 15th March 1825. How keen the pang,how sad the thought,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   How oft to quiet remembrance brought,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When friend from friend is forcd to part   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When distance separates the heart. In the year 1827, he came to Calcutta and the young man of 17 saw his first production through the press, and almost immediately found himself famous. Indigo-planting and Bhaugalpore became things of the past. Henry Derozio as Assistant editor of The India Gazette, Editor of The Calcutta Magazine,The Indian Magazine, The Bengal Annual and The Kaleidoscope. At the age of 18, Derozio published a volume of poems and obtained a teachership at the Hindu College. In March 1828, Derozio was appointed Master of English Literature and History in the second and third classes of the Hindoo College. No teacher ever taught with greater zeal or enthusiasm, at the Hindu College. As Assistant-master in the senior department of the Hindoo College,Derozio adopted teaching as a profession and Literature as a sceptre, to unleash his creativity. He was very successful as a teacher of philosophy, but lost his appointment, though the charges against him, of propagating atheism and encouraging disobedience failed. Still he continued to exercise great influence over his former pupils, many of whom became distinguished men. Derozio contributed to journalism and he established a newspaper, The East Indian. Dr. John Grant,David Hare,Meredith Parker and D. L. Richardson, all men of ability were the close friends of Derozio and admirers of his genius. In 1827 Derozio published several poems,below is a stanza from the poem Ode-From the Persian of Half Queez. Without thy dreams, dear opium,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Without a single hope I am,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Spicy scent, delusive joy;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chillum hither lao, my boy! In 1828, Henry Louis Vivian Derozio published his second volume, which was a reprint of the first, with some additions, notably the Fakir of Jungheera. This book raised the fame of Derozio as a poet to the highest point which his too brief life permitted him to reach. I Stand Here Ironing EssayIt was a period of anarchy and war in India. The beginning of the century saw the English mere traders struggling for a foothold in India; its closing decades saw them sovereigns of vast territories. Alexander Hamilton, who was in the east from 1688 to 1723, wrote A New Account of the East Indies, but his book, though comprehensive, is rather rambling and commonplace. Between his date and 1780 there are only a few names which call for comment. Pre-eminent among them was that of Robert Orme. Born in India in 1728, he returned to the land of his birth as a â€Å"writer† in 1743, and there, during the course of a successful official career, in which he was closely connected with many of the events afterwards discussed in his books, he gathered the knowledge which enabled him to become one of the greatest of Anglo-Indian historians. 2   His History of the Military Transactions of the British Nation in Indostan is the prose epic of the early military achievements of our race in India. An indefatigable, rather than a brilliant, writer, Orme remains a mine in which all subsequent historians must quarry. In his Historical Fragments of the Mogul Empire, of the Morattoes and of the English concerns in Indostan from the year 1659, the conscientious and unwearied narrator of contemporary events became the industrious investigator of past history, though it is by his first book that Orme’s name chiefly lives. Alexander Dow, who died at Bhagalpur in 1779, not only translated histories from the Persian, but wrote two tragedies, Zingis and Sethona, which were produced at Drury lane. His authorship of these plays, which were oriental in setting, was challenged by Baker in his Biographia Dramatica, â€Å"for he is said by those who know him well to be utterly unqualified for the production of learning or of fancy, either in prose or verse. † Others who may be mentioned are John Zephaniah Holwell, a survivor of the Black Hole, who wrote on historical and other subjects after his retirement in 1760, including a Narrative of the deplorable deaths of the English gentlemen who were suffocated in the Black Hole, which was included in his India Tracts. Charles Hamilton, who wrote a history of those Rohilla Afghans whose expulsion from Rohilcand brought much odium upon Warren Hastings; James Rennell, the father of Indian geography, who wrote after his retirement in 1777; and William Bolts and Henry Verelst, whose quarrels in India resulted in the production of polemical history by them both. 6  Ã‚  The closing years of Warren Hasting’s Indian career saw the real birth of English literature and literary studies in India. Hicky’s Bengal Gazette, the first newspaper of modern India, was founded at Calcutta by James Augustus Hicky in 1780. It was a scurrilous production, but a sign of life. James Forbes left India in 1784, carrying with him the collected materials which he afterwards published as his Oriental Memoirs. The appointment, in 1783, of Sir William Jones as judge of the supreme court was an event of high importance in the history of the relations between east and west, as was also his foundation of the Asiatic society of Bengal. He is remembered primarily as the earliest English Sanskrit scholar; but, in the domain of Anglo-Indian letters, he takes rank not only by his translation of Kalidasa’s Sakuntala, but, also, as the first Anglo-Indian poet. He had written verse before he came to India; while in India, he addressed the gods of Indian mythology in a series of hymns which, if not of the highest order of poetry, are yet aflame with enthusiasm and knowledge. Inferior to Jones as an orientalist, but superior as a poet, was John Leyden, that â€Å"lamp too early quenched,† as Sir Walter Scott put it. He lived in the east from 1803 to 1811, and, though he, too, is remembered chiefly as an orientalist, he is to be noted as the first of that long line of writers who expressed in verse the common feelings of Englishmen in â€Å"the land of regrets. † His poetry is a simple expression of the emotions which all Anglo-Indians experience at some time—pride in the military achievements of our race, loathing at the darker aspects of Indian superstition and the exile’s longing for home. His Ode to an Indian Gold Coin deserves a place in every Anglo-Indian anthology of verse as an expression of this last emotion. 7   Ã‚  The closing years of the eighteenth century, and the first two decades of the nineteenth, were marked by other signs of literary advance. Hugh Boyd, who, by some, was alleged to be Junius, was in India from 1781 to 1794, and made some attempt, in essays on literary and moral subjects in local journals which he conducted, to keep alive the flame of English literary culture in his adopted country. In 1789, the quaint translation into English of Ghulam Hussein Khan’s Siyar-ul-Muta’akhkhirin by the Franco-Turk Raymond, alias Haji Mustapha, was published in Calcutta. The intrinsic interest of this contemporary history of India, combined with the oriental phraseology and the Gallicisms with which the translation abounds, renders Raymond’s book one of the most curious pieces of literature among Anglo-Indian writings. Meanwhile, Henry Thomas Colebrooke made a name for himself as the leading Sanskrit scholar of the day; James Tod was carrying on those researches in Rajputana which he ultimately gave to the world in the classic Annals and Antiquities of Rajasthan, a work fuller of romance than most epics; Mark Wilks, in the south of India, was both helping to make history and amassing the materials for writing it, which he eventually published as his impartially and critically written Historical Sketches of the South of India. Sir John Malcolm, who, also, took part in many of the events which he described, followed with his Political History of India in 1811, and, subsequently, with his History of Persia, his Central India and other works, including a volume of poems; while Francis Buchanan-Hamilton wrote on scientific and historical subjects, including An Account of the Kingdom of Nipal. As belonging to this period, too, may be mentioned Eliza Fay’s Original Letters rom Calcutta, descriptive of her travels from England to Calcutta, and the anonymous Hartly House, described as a novel, though, in form, a series of letters written by a lady and descriptive of life in Calcutta towards the close of the eighteenth century. Finally, Mary Martha Sherwood, the children’s writer, was in India during this period and her Little Henry and his Bearer was the gift which she gave to Anglo-Indian children in memory of the child she had lost.   Ã‚  The thirty or forty years which preceded the mutiny were f ull of events of the greatest moment for the future of the English language in India. Macaulay was in India from 1834 to 1838, and his minute on education resulted in the definite adoption by lord Bentinck’s government of the English language as the basis of all higher education in India. Ram Mohan Roy, the Bengali reformer, had advocated in English writing this and other reforms, the style of which Jeremy Bentham compared favourably with that of James Mill. David Hare, a Calcutta watchmaker, gave him strong support, and eventually in 1816 the Hindu college was founded at Calcutta for the instruction of Indians in English; and the decision of the government of India, in 1835, that its educational subsidies should promote mainly the study of European literature and science, found its natural sequel in the foundation, in 1857, during the very crisis of the mutiny, of universities in which English was to be the medium of instruction at Calcutta, Madras and Bombay. The government of India had set out to give its subjects, so far as might be, an English mind.   Ã‚  As a result of this policy, there is, in modern British India, a steady and increasing output of English literature written by Indians. But, as is only natural, so drastic an innovation as the complete changing of a people’s literary language could not bear immediate results of value, and not only has the bulk of Anglo-Indian literature continued to be written by Englishme n, but, for a very long time, it remained doubtful whether Indians, could so completely become Englishmen in mind and thought as to add, except in the rarest and most exceptional cases, anything of lasting value to the roll of English literature. 0  Ã‚  While this remarkable change was beginning in India, Anglo-Indian writers were not idle. Heber, Bishop of Calcutta, claims attention here rather by his Narrative of a Journey from Calcutta to Bombay than by his few Anglo-Indian poems; Henry Louis Vivian Derozio, most famous of those of our Indian fellow-men who are neither exclusively European nor Indian but share the blood of both, put all the pathos and passion of his own sensitive nature into his metrical tale The Fakeer of Jungheera; Henry Meredith Parker is remembered not only as an actor and musician but as a poet, essayist and story-teller. Among his productions was an Indian mythological narrative poem called The Draught of Immortality and two clever volumes of miscellaneous prose and verse entitled Bole Ponjis (The Punch bowl). Major David Lester Richardson, of the Bengal army, abandoned military life and devoted himself to education and literature. He takes rank among Anglo-Indian writers mainly as a literary critic, though he also wrote poetry and history. The titles of his books, such as Literary Leaves, Literary Chit-Chat, Literary Recreations, are an index of the general trend of his mind, and suggest that he was probably happier in his work at the Hindu college, to which, by Macaulay’s influence, he was appointed in 1836 as professor of English literature, than he had been in his previous career. Henry Whitelock Torrens, who was secretary of the Asiatic society from 1840 to 1846, was a clever essayist as well as a journalist and scholar, and his scattered papers were deservedly collected and published at Calcutta in 1854. Sir Richard Francis Burton was in India during this period, but his fame cannot be said to be specially Anglo-Indian. 11   Ã‚  Of the historians during the period, James Grant Duff and Mountstuart Elphinstone are pre-eminent. Grant Duff’s History of the Mahrattas (1826) and Elphinstone’s History of India (1841) are two of the classics of Indian history. The romantic interest of the former book, the accurate though uninspiring conciseness of the second, and the pioneering ability shown by both in the untilled regions which they surveyed, gave these books a standing which they still hold, despite the advance of knowledge since they appeared. Other historians were Horace Hayman Wilson, the Sanskrit scholar, who continued and edited James Mill’s History of British India; John Briggs, the translator of Ferishta’s Muhammedan Power in India; Sir Henry Miers Elliot, the unwearied student of the history of Mussulman India, whose History of India as told by its own Historians was edited after his death by John Dowson; and Sir John Kaye, prominent in the history of Anglo-Indian letters as the founder, in 1844, of The Calcutta Review, to which he frequently contributed. He also, long after his departure from India, wrote Indian history voluminously, his History of the Sepoy War in India being his best