Beethoven Informative Speech Essay

You can realize that he probably wasn’t the easiest of people to be with. Impressive, certainly; exciting, perhaps; but rarely cosy and good-natured. This might be the common impression about this talented composer. Ladies and gentlemen, in my today’s speech I’m going to inform you about Beethoven’s individualism with two parts. 1. How individualism spirit helps him to success 2. A controversial individualist /we can say his arrogant. Beethoven is usually seen as an individualistic hero in the classical music world. There are many stories of how he did not take crap from the nobility. He removed Napoleon from his dedication of his third symphony after Napoleon declared himself to be royalty. He heard thunder on his death bed, raised up and shook a fist at it before expiring saying that I will take fate by the throat. And so on. Here, Individualist I mean is not in general context with any derogatory sense, but Beethoven devoted himself to fighting for individual’s fate and freedom, personal dignity and equality. As Beethoven said Music is the mediator between the spiritual and the sensual life. His individualism spirit also presented in his artworks, which have five specific features: passion, power, pride, freedom and independence, and makes him become one of the greatest composer in the world. Stravinsky once said his individualism like this : â€Å"Beethoven is the friend and contemporary of the French Revolution, and he remained faithful to it even when, during the Jacobin dictatorship, [hju,m? n? ‘t? r n] humanitarians with weak nerves of the Schiller type turned from it, preferring to destroy tyrants on the dramatic stage with the help of cardboard swords. Beethoven, that ordinary genius, who proudly turned his back on emperors, princes and magnates – that is the Beethoven we love for his indubitable optimism, his virile sadness, for the inspired sympathy of his struggle, and for his iron will which enabled him to seize destiny by the throat. † Romain Rolland evaluated him as: Perhaps he was unfortunate, poverty, disability, loneliness and pain continue to hover over his fate, but he still could see the dawn – the world did not give him happiness, he is a source of pleasure and power! He is the brave souls of all the world wrote the best motto – happy with the pain in return. So much for this point, I would now like to shift to the controversial of Beethoven’s individualism. Actually, as an individualist, Beethoven sometimes magnified his personality to a level of disgust. The highly praise in Romain Rolland’s masterpiece cover up some of Beethoven’s piu? disrepute behaviors, which mislead us away from a fully recognize of him. After reading some biographies and periodicals, I find he has really bad temper and absolutely not a perfect person. In order to show off his own talents, he described his variations on Mozart’s work as â€Å"I should never have written down this kind of piece had I not already noticed fairly often how some people in Vienna after hearing me improvise one evening would next day note down several characteristics of my style and palm them off with pride as their own. . . But there was another reason, too: my desire to embarrass those Viennese pianists, some of whom are my sworn enemies. I wanted to revenge myself on them in this way because I knew beforehand that my variations would here and there be put before the said gentlemen and that they would cut a sorry figure with them. † There are still many examples, but I think this one is enough to proof Beethoven’s arrogant. And Beethoven’s personality problem is also why Tchaikovsky admired him but did not love him†¦. that love was reserved for Mozart†¦. respect to these two genius’s personality, he thought of Beethoven as the Jehovah of music while he thought of Mozart as the more approachable Jesus So, to sum up, I have to say I won’t bias Beethoven’s achievements for his personality problem, that’s not an objective attitude. What I mean is that, it is necessary to have a fully recognition on Beethoven, so that we can really understand his music. Even though his over-individualistic personality makes him an arrogant and unpleasant genius, his spirit and art works are still highly admired generation by generation. That’s all. I hope I have made myself understood. Thank you for your attention.

Global human power Essay

Most of the victims in the novel were Frankenstein’s family, William, Henry, Justine and Elizabeth. These people all suffered due to the creature’s anger from Frankenstein’s original neglect, which is what begun the hatred in the creature. It is not fair to view the creature as a human, as he was artificially created he has no human morals and has never been taught the difference between right and wrong, in the same sense that a court would never convict a baby. Although the creature did manage to master human language skills, it only pushed him further away from society as it allowed him to express his alien nature. We can see this in the novel when the creature put his hand into a fire, because the colours and heat of the fire attracted him † I thrust my hand into the live embers but quickly drew it out again with a cry of pain†. The creature was a victim in the way that he was uneducated of the world before he â€Å"stepped into it†. Elizabeth can easily be portrayed as a hero in the novel as she represented a â€Å"saintly soul† and a â€Å"living spirit of love†. This lets her down however, when she attempts to save Justine in a religiously Christian based way, which was not successful. Although viewed as a hero she doesn’t contain any power over other characters, just a good heart. There is controversy over whether Frankenstein could be viewed as a hero or not, as a cowardly attribute is certainly not a trait of a true hero. When the monster asked him to create a companion for him, he said no as this would enables the creatures to breed and possibly take over global human power. On the other hand he could have spared his family a lot of trouble if he had just created another being who could have possibly shown the love and understanding the creature needed. Frankenstein later realises this when he says â€Å"For the first time, I felt what the duties of a creator towards his creature were, and that I ought to render him happy before I complained of his wickedness†. Elizabeth, Frankenstein’s wife, was also a hero as she managed to bring up everyone’s spirits at sad times, and she continually believed in Justine’s innocence. This particular genre creates a need for both heroes and villains, as it is usually the case of good trying to overpower evil, or vice-versa. To conclude, I believe that there are heroes and villains, as well as victims in this novel. Most of the characters seem to change from villains, heroes and victims throughout the novel, especially the creature and Frankenstein. In my belief the creature was made to be the victim from the opening of the novel as he was neglected, uneducated and ostracised. I believe Frankenstein could have changed everything if he had befriended the creature in the first place. On the other hand Frankenstein was also an isolated individual, although his isolation from society was brought on himself. The novel shows the shallowness of people in society by showing what the monster had to endure because of his appearance, as well as the moral irresponsibility of Frankenstein as a scientist. Frankenstein was always the villain deep down as he attempted to play God, which I don’t think should be attempted by any human being. He was obsessed with the fact that he could create life, but never once to considered if it was the right thing to do. I think Shelley is basing the whole novel on, not what Frankenstein actually did, but what he fails to do.  The way the creature is portrayed in 3rd person narrative allows us to see the creature as a hero, villain and a victim. I believe that the creature viewed Frankenstein as a father figure and was mentally tortured when his own creator neglected him. He had nothing to live for, except revenge.

National Parks As Playgrounds

1. My reason for deciding National Parks are playgrounds * A National Park is an area set aside by Government for the protection of the environment. National Parks should be preserved but at the same time they should be enjoyed by members of the public which makes me have the opinion that they should be places for current enjoyment, i.e. playgrounds. * I do not think that National Parks are museums because museums are buildings used for storing and exhibiting objects of historical, scientific, or cultural interest. * Also, I do not think that National Parks are Sanctuaries because these are known as Nature Reserves which protect plants, birds and wild animals for their own sake. 2. Additional reasons why I consider National Parks are playgrounds * In England, National Parks were defined by Act of Parliament (1949) as â€Å"areas of great natural beauty giving opportunities for open-air recreation, established so that natural beauty can be preserved and enhanced and so that the enjoyment of the scenery by the public can be promoted.† I believe this to be a very interesting point. * I believe National Parks are playgrounds because they are enjoyed by visitors, and are not kept just to be preserved. They should be enjoyed while they are still here and Government needs to ensure that the National Parks are properly managed to preserve them for future generations. * All National Parks provide basic opportunities for walking, riding and fishing but some provide specialist attractions e.g. caving and pot holing in the limestone areas of the Brecon Beacons and the Peak District. National Parks provide the facilities for over night accommodation and the use of walkways and trails for visitors free of charge. 3. Data information to support why National Parks are playgrounds * Park passes can be purchased by email, at Parks Canada service Centres in Calgory and Edmonton, at some gas stations and outdoor equipment stores, as well as at the park gates, and at automated pass machines. * Local book stores sell maps, guides and books on low impact camping. * Campsites are close to roads for access by recreational vehicles. Most have flush toilets, and some have showers. Only the Tunnel Mountain site near Banff, and the Lake Louise Trailer Park have electricity hook-ups. Both sites are open throughout the year. The others are open in the summer months only. Fees are between $10 and $20 a night, with an extra $3 firewood. * Banff has it's popularity, it's ecological and cultural importance, it's contribution to the economy and it's service to visitors all serve to create a park that is quite unlike any other protected area in Canada. * Banff is a place where people can discover the wonder of the natural environment and appreciate first hand the richness of the heritage. It is also a place where people recognise their role in the Eco-system and act accordingly. * Costa Rica has 60% services * Tourism in Costa Rica now has more than 781,000 tourists each year. Giving it the 69th biggest tourist industry out of 176 countries world wide. * Costa Rica's National Parks contain volcanoes, cave systems, tropical forests and long sandy beaches many of the 781,000 tourists visit the National Parks. They include scientists, naturalists and Eco-tourists as well as sight-seers. * Costa Rica is an L.E.D.C, the GNP is very low but the life expectance in very high – 76 years. * Many National Parks are located within easy access of major conurbation's. This has allowed a large number of visitors including those who live in urban areas to visit areas of natural beauty such as the Lake District and Tortuguero National Parks. This is mainly due to the large growth of the motorway network e.g. the vast road systems in the North of Costa Rica, which has allowed driving times to be reduced and has also lead to reduced driving distances between conurbation's and National Parks. * Banff National Park's vegetation includes alpine meadows covered with flowers. There are campgrounds and trailer sites for visitors, as well as hotels in nearby towns. The great influx of visitors has made difficult the maintenance of Banff National Park as a conservation area, and it has become mainly * Costa Rica's National Parks help to protect many of the countries 208 species of mammals, 850 birds, 220 reptiles, and 132 amphibians as well as 9000 plants. a recreational area. are bred and protected National Parks may contain birds and animals 6. The large numbers of people entering National Parks could begin to change the Parks. They could cause problems such as congestion, ruining natural habitats, the gradual erosion of footpaths and vegetation and the overcrowding of â€Å"Honeypots.† Therefore visitors need to be managed to make sure that these problems don't occur this can be achieved by giving guided tours, only allowing a certain number of people to enter the park or setting up toll systems where visitors have to pay to view the scenery or experience the wide range of activities the park has to offer. The final solution to dealing with the problem of too many tourists is to use zones which can help to protect wildlife and allow Eco-systems to be maintained, they can help the park authorities because they allow the control and management of visitors coming in and out of the park. The only problem with zoning is that it prevents free access for visitors. Banff National Park is managed because it allows nature to flourish and people from all around the world can take part in the life of the park and also allows the richness of life to be respected and celebrated.

Homework 3 Essay Example | Topics and Well Written Essays - 250 words - 6

Homework 3 - Essay Example The physical stimulus of temperature is transduced in the development so as to modulate the expression of the genes coding for steroid genic enzymes and sex steroid hormone receptors. In the temperature dependent sex determination, every individual possesses an equal ability of becoming either male or female. Temperature triggers the activation of one sex-determining cascade. Temperature dependent sex determination is an evolutionary precursor to the genotype sex-determining mechanisms, mainly characteristic of birds and mammals (Becker 249). Exogenous estrogens are used in embryos for the production of females at temperatures that produce only males. On the other hand, an aromatase inhibitor is administered to produce males at temperatures that produce only females. Aromatase is administered since it is the key enzyme that converts androgens to estrogens (Valenzuela & Lance 211-227). In the temperature dependent sex determination, temperature is the regulatory factor that determines the sex of the organisms. It is during the incubation period that the temperature is controlled in favor of the desired sex. The method has proved to be efficient form of environmental sex determination

Philosophy Essay Example | Topics and Well Written Essays - 750 words - 23

Philosophy - Essay Example This indicates that giving names limit the existence of a being or something. And because Taoism believes that the flow of the universe keeps the balance and order in the world, then the first section signifies that the flow of the universe started from the nameless creator and naming the creator would disrupt the balance of the universe since the nameless creator was the one who created everything. The nameless creator, thus, is the beginning of all things and without this beginning, it is not possible that the universe will flow freely as it is. The first section also discusses the two important themes of the book, the connection of the source of life and the manifestation of life. The source of life is the nameless creator, the manifestation of life is the mother of all existing beings. The difference between the unseen and the seen forces of the universe is presented in this section. The unseen is the nameless creator and the seen is the mother of all existing beings. Their connection with each other is defined as existing with each other. One cannot exist without the other since the foremost is the source of life and later is the manifestation of the life that the source has created. Without the manifestation of life, then it doesn’t make sense that the source of life created everything because there will be no physical form to it. Without the source of life, then there would be no manifestation of it. Therefore, one cannot exist without the other in discussing the beginning of all things. Understanding the existence of life is then presented as understanding the source and manifestation of life. It states that the source of both the nameless creator and the manifestation of life came from a single source but with different names, thus, understanding both would allow one to know the deepest mysteries of life. The way to the inner, which is the

Describing the dilemma faced by the industy relative to health care Essay

Describing the dilemma faced by the industy relative to health care benefits - Essay Example Healthcare benefit plans hence vary with states or organizations. With the dynamic business environment, most organizations have resorted to technology to fight for their lives in the highly competitive markets and industries. However, the best way to keep being relevant in a business is always through having the best human resource. The best human resource is that which is healthy, innovative and highly motivated to execute the endeavors of the organization. Long-term profits are ensured by proper medical plans to an organization’s employees (Wurman, 2004). Every organization rates their risky situations differently. Generally, a sound healthcare plan encompasses; services of the ambulance, emergency, health cure, mental healthcare services, maternity, newborn care services, drug and substance abuse, guidance and counseling among others. In addition, varying healthcare insurance plans such as Health Maintenance organizations and preferred provider organizations in varying proportions provide the healthcare cover to organizations (Wurman, 2004). The benefits of provision of healthcare benefits to employees are numerous. Manufacturing organizations for instance operate in highly risky environment. Employees in such organizations therefore are prone to injuries. The best way to keep the best human resource in such a risky environment is by instilling a motivating factor. Being healthy and assured of health benefits is a motivating factor to individuals. Employees are easily motivated to industriously work hard and take risks whenever need be. Risk taking assists in innovation and creativity (Clemens, Cutler, & National Bureau of Economic Research, 2013). This, in turn improves the profitability of the organization. Organizations with employees having health covers always have their human resource intact as they only occasionally lose their employees to sick leaves. An organization is better placed in acquiring

Motivation Research Paper Example | Topics and Well Written Essays - 1250 words - 2

Motivation - Research Paper Example While the growth needs include, needs to know and understand, self-actualization and aesthetic needs. These are the most fundamental and important needs, and they must be met first before one is motivated for other aspirations. These needs comprise the basic needs, which include food, shelter, and clothing. Individuals cannot perform well if they have not taken food. For example, a student who has not taken break first or supper has difficulties in concentrating in class. This is because his mind is thinking of how he will get food to satisfy his need for hunger. Owing to this, various schools have started programs where food is given to students or offered at an affordable price for them to meet this need. It is appropriate for individuals or students to be provided with shelter or a home. This is a relaxation place relax after their days work. Schools have ensured that they provide the students with hostels where students go to unwind after their study. Finally, clothing is necessitated to meet physiological requirements. It is due to this reason students are provided with uniform s because learning cannot take place when people are naked (Griffin and Moorehead, Pg 92). This is the second category of needs that individuals are motivated to meet after the realization of physiological needs. Safety needs are those that make a person feel free from physical, mental, and emotional harm. Security needs are the needs met when people feel that their fears and anxieties are suppressed. The school ensures physical needs are meet by provision of tight security around the school, typically in form of guards who will ensure that strangers cannot harm the students. Discipline committee ensures that the freshmen do not experience bullying; this ensures the realization of their physical needs. Mental harm is reduced by ensuring that the timetable is not clashing

Critically evaluate positivism's contribution to our understanding of Essay

Critically evaluate positivism's contribution to our understanding of the causes of criminal behaviour - Essay Example Positivists use scientific techniques to explain about events and behaviours of people (Scott, 2008). The theory was critical in explaining human behaviour, particularly criminal tendencies. Comte focused on criminal behaviour rather than the legal system; he was interested in ways of preventing criminal behaviour. Positivism in criminology was associated with positivist’s, such as Cesare Lombrosso, recognized as â€Å"the father of modern criminology†. He used physiognomy theories, and was influenced by Charles Darwin (Tibbetts, 2012). Positivism was one of the many schools of thoughts that arose in the 18th century in order to explain about criminology. The other schools are the classical and the Chicago school. These different principles of thoughts were based on different paradigms. Unlike the positivism, classical theory believed that people had the free will to choose whatever they wanted to do. There are various assumptions made in the positivism theory. John Mill in the naturalism theory said that social sciences should have the same structure as natural sciences. Natural sciences such as chemistry and physics cannot be compared with social sciences such as sociology and psychology. However, Mill insisted that all are sciences, and to obtain objectivity in the social sciences they should use the same structure as that of the sciences. Another principle of positivism is the unity of science. It said that all theories should be summarized into one theory. Another principle by Carl Hempel and Mill is about explanations, regularities and law. It said that the law should use scientific explanations in their work. Causation is a part of the positivistic theory. It was developed by Hume; however, it has been criticized for putting a lot of attention on the causation regularities than the real causation mechanisms themselves. The causation principle tries to show the relationship between

The films Jurassic Park and The Matrix Essay Example | Topics and Well Written Essays - 1500 words

The films Jurassic Park and The Matrix - Essay Example This research is the best example of comparison of the films Jurassic Park and The Matrix. There exist some similarities and dissimilarities between both these films and directors. To be specific, the most important similarity is that both the films represent the same theme, future of human race and development within science, computing and information technology. The basic difference is that both the directors superimpose the same theme in different contexts. One can easily identify that the film Jurassic Park is symbolic of the industrial scope of amusement parks. So, the Jurassic Park which consists of cloned dinosaurs represents the human effort to exploit the scope of amusement parks as an industrial venture. In the film, the spark of greed that can be viewed in the eyes of John Hammond (owner of the park) while inviting the experts to the park (opening scene) prove that industrial interest is the grass root level reason behind the construction of the park, not mere amusement. O n the other side, the film The Matrix deals with the scope of philosophy that can be inculcated to the scenario of cinematography. To be specific, the portrayal of the protagonist (Neo) as a superhuman in a number of fight scenes is interconnected with the philosophical concept of super-humanism put forth by Nietzsche. So, the film Jurassic Park represents the influence of industrialization in the field of amusement and the film The Matrix represents the influence of philosophy in the cinematography. ... Besides, Spielberg’s earlier films like E.T. the Extra-Terrestrial (released in 1982) proves that he is utmost interested in creating imaginative creatures and imaginary worlds. On the other side, the Wachowski brothers were deeply influenced by different fields of knowledge, art and entertainment. For instance, the philosophic content of the conversation between Neo and Morpheus proves that Wachowski brothers made use of philosophy in this film. Besides, the film’s theme is symbolic of the influence of literature and spirituality. Themes and narrative techniques The dominant theme in the film Jurassic Park is the danger of manipulating scientific experimentation for entertainment value and harmful effect of human interference into the rules of nature. On the other side, the film The Matrix deals with the same theme because the director provides ample importance to the drawbacks of the development of science and information technology, especially computing. One can easi ly identify that this film portrays the human dependence on machines and its consequences in future. On the other side, the narrative techniques made use by Spielberg and Wachowski brothers is different. For instance, Spielberg makes use of background sound to create terror in the minds of the viewers and to manage the story information. For example, the sounds of the dinosaurs (artificial) played in the opening scene and the close ups in scene 3 leads the viewers towards an imaginative world of dinosaurs. On the other side, the film The Matrix makes use of the theme music (say, not sound) and visual effects like ‘bullet time’ as an innovative narrative technique to mesmerize the viewers. Visuals/stylistic characteristics

Jazz Music in America from 1900 to 1920 Research Paper

Jazz Music in America from 1900 to 1920 - Research Paper Example As the discussion stresses  originating in the United States among African American communities, jazz has played a powerful role with respect to the development of popular music within the 20th century. This form of music was originally the result of a type of synthesis between African and European/American musical instruments/styles. Key elements that help to differentiate jazz from other forms of music are concentric upon the fact that jazz incorporates the following components: swing tones, improvisation, syncopation, blue notes, and poly-rhythms. Additionally, jazz has also incorporated elements of American popular music, further proving it to be one of the most syncretic types of music. As a direct result of the change that has been presented with respect to jazz music, it has continued to evolve and currently represents one of the most dynamic musical genres.  From this paper it is clear that  the transatlantic slave trade can at least be partially understood to have cont ributed heavily to the influx of jazz instrumentation, style and culture from parts of West Africa. During this time, roughly half a million sub-Saharan Africans were taken to the Americas. These slaves were mainly from West Africa and the majority of them originated from the Congo River basin. With them, they brought strong musical traditions.  Understanding concerning jazz music cannot be wholly separated from an understanding of unique societal patterns and/or the politics of a particular era.

Critical Evaluation of Current Integrated Marketing Communications Essay - 1

Critical Evaluation of Current Integrated Marketing Communications Practice - Essay Example nufacturing units almost in every countries of the world and there is a positive response from the customers about the vehicles of ford in those countries. The company has been able to establish successfully in the automobile markets of USA and UK because of the good response of their vehicles in those markets. The company manufactures vehicles that can be afforded by both middle class people as well as the higher sections of the society. At present Ford motors is the second largest manufacturer of vehicles in the United States (Energy UK, 2014). The company adopts the strategy of mass production in order to attain a greater portion of the market share in the automobile sector. Conversely, the effective strategies that are being implemented by Ford motors are the key to success for the company. Among the strategies, the integrated marketing communication strategy is incorporated by the company, which serves as the most beneficial to communicate with the target customers and thereby c ompete among other large automobile manufacturers of the world. Integrated Marketing Communication (IMC) serves as most effective for Ford motor company as it is an integrated approach taking into consideration various aspects of the marketing communication including sales promotion, advertisement, maintaining public relations and direct marketing. The Unique Selling Proposition (USP) for the company is that it integrates all the above stated approaches without considering them as being isolated from each other (Percy, 2008). However, the IMC practices have become one of the major tools for the company that has further helped in strengthening the overall strategy for the company and thereby supported in establishing a significant position in UK and US markets. The integrated marketing practices are being implemented by majority of the large automobile manufacturers because of the positive response attained from the implementation of the strategy. Large number of renowned and

Themes in Othello Essay Example for Free

Themes in Othello Essay What are the major themes we have encountered in William Shakespeares Othello, so far in the play? Excellent wretch; Peridition atch my soul But I do love thee: and when I love thee not, Chaos is come again. - Othello. There are many complex themes in Othello; it is a play full of very diverse characters. This contrast of characters gives the text its many themes and in turn, makes it a very interesting and compelling play. Love Whenever I think of this text and its themes, there is one that always stands out in my mind; love. Whether it is the marital love between Othello and Desdemona, or the unrequited love Roderigo has for Desdemona, it is something that heavily features throughout this play. Where we see love most often depicted, is the love between Desdemona and Othello, and the problems it causes. Carol Thomas Neely supports this idea that marital love is one of the main themes in the play, and that because of this the primary conflict is between men and women. Jealousy It is clear to see that the fire behind numerous conflicts in this text is jealousy. It is one of the primary reasons that Iago is so persistent in his destruction of Othello, and why Roderigo is so willing to help Iago in his scheming ploys. In my opinion, Iago displays the most jealous tendencies right from the start, stemming from the fact that Othello chose Cassio for the job of lieutenant, and not him. I know my price, I am worth no worse a place. It might also have something do to with Iago thinking that Othello has slept with his wife; Emilia. I hate the Moor And it is thought abroad that Itwixt my sheets Has done my office. I know not if it be true; Yet I, for mere suspicion in that kind, Will do as if for surety. D. R. Godfrey examines the portrayal of jealousy in Othello, and states that Iago exhibits an all encompassing jealousy and because of this Iago becomes the most completely villainous character in all literature. Racism What a full fortune does the thick lips owe if he can carryt thus. This is one of the many racist slurs Iago uses when referring to Othello throughout the play. Othello is black, so I was expecting racism to be a relatively prominent theme, due to the time that this is set in. However, thick lips is a stereotypical view of someone from black origin, yet Othello is shown to be a hero; honest and honourable, which would have been quite startling to the Elizabethan audience, considering that black people in plays were always portrayed as villains. It is clear to see that Shakespeare challenges racial stereotypes right the way through this piece, something that Ruth Cowhig supports. She says that Shakespeares depiction of Othello as a noble character was challenging stereotypes. The majority of racism spoken throughout this text undoubtedly comes from Iago. Whenever he is talking ill of Othello, he refers to him as The Moor. Ruth Cowhig also writes about racism being another of the primary reasons for Iagos hatred towards him. Manipulation Iago makes manipulation another of the prominent themes. He uses it constantly in a bid to get whatever he wants, as a means of belittling people and to put a smoke screen up so that no-one suspects he has ulterior motives. The language he uses helps him manipulate people to the full extent. He comes across as very loyal and honest, even though the reading audience knows he is scheming. I should be wise, for honestys a fool, and loses that it works for Here, he is saying that being honest is a bad thing, and that he will not be honest again. Of course he is referring to what he has been telling Othello about Cassio and Desdemona. He manipulates Roderigo on numerous occasions, but no- one does he manipulate as much as Othello. Iago picks and picks away at him until he is so insecure he contemplates awful deeds. The consequences of Iagos manipulation become abhorrent in Act Three, Scene Three. Avaunt, be gone: Thou has set me on the rack: I swear tis better to be much abused, than but to knowt a little. Othello comes across as a broken man, and its all down to Iagos manipulation and lies. Kenneth Muir believes that the reason Othello believes Iagos lies so easily, is because he is already insecure and allows himself to be influenced by him. The four themes I have chosen to write about; Love, Racism, Manipulation and Jealousy, in my opinion, best display the texts complexity. It is a piece full of characters that, at some point, will display at least one of these themes. Shakespeares use of these themes and how he applies them to each character has made Othello one of the greatest pieces of literature ever to appear in the literary world. I am not what I am. This extremely provocative quote by Othello sums up not only himself, but much of the play as well. No-body is completely as they appear, thus bringing up the question of what exactly is Iago? An avenging angel possibly, come to show people their true selves? Bibliography Othello: Jealousy. Shakespeare for Students. Ed. Marie Rose Napierkowski. Vol. 1. Detroit: Gale, 1998 Othello: Race. Shakespeare for Students. Ed. Marie Rose Napierkowski. Vol. 1. Detroit: Gale, 1998. Mabillard, Amanda. Othello Analysis. Shakespeare Online. 19 Mar. 2000. Word Count- 988 words. Samantha Gibson Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

Fair Value Accounting Vs Historical Cost Accounting

Fair Value Accounting Vs Historical Cost Accounting i) Fair Value and Historical Cost Accounting Historical cost accounting is an accounting method by which assets are valued based on the actual amount of money with which they are bought and as such no inflation adjustments applied. (Eipstein and Jermacowicz, 2007). Fair value accounting on its part deals with the fair market value of the asset. A number of definitions for fair value are provided by the Financial Accounting Standards Board (FASB) and the International Accounting Standards Board (IASB). According to the FASB cited in Barlev and Haddad (2003) â€Å"Fair value is the price for which a property could be sold in an arm’s length transaction between unrelated parties†. FAS 13 Accounting for Leases. According to Rayman (2007: 213) citing FASB (2006, par. 5) â€Å"fair value is the price that would be received to sell an asset or paid to transfer a liability in an orderly transaction between market participants at the measurement date†. A similar definition is provided by the IASB in IAS 39 Financial Instruments, Recognition and Measurement: â€Å"fair value is the amount for which an asset could be exchanged, or a liability settled, between knowledgeable, willing parties in an arm’s length transaction†. (IAS 39. par. 9) (Bertoni and De Rosa, 2005; Epstein and Jermacowicz, 2007). According to the IASB fair value can be defined as: â€Å"the amount at which an asset could be exchange or a liability settled between knowledgeable willing parties at an arms length transaction† The fair value concept is used in many accounting standards such as the IFRS covering certain areas like acquisitions and valuation of securities. A fair value is used in situations where the actual cost of an asset is not obtainable. Assets will need to be revalued from time to time for instance when the market value for securities change or when their purchase price is inseparable from larger transactions (as in the case with acquisitions). (Eipstein and Jermacowicz, 2007). The fair value can be determined by the following methods, in IFRS order of preference as such: If there are identical transactions in the market, assets and liabilities should be valued with reference to such transactions i.e. If identical transactions do not exist, but similar transactions exist, fair value should be estimated making the necessary adjustments and using market based assumptions If either of the above methods cannot be used, other valuation methods may be used. (Eipstein and Jermacowicz, 2007). Fair value often has a subjective element as so many valuations are likely to use the latter two methods. ii) The Ideal Approach The most suitable approach to valuing assets and liabilities is the fair value approach. According to Barlev and Haddad ( 2003) the IASB and FASB consider HCA-based financial statements as obscuring the real financial position and the results of operations of a firm thereby providing ample room for manipulation. Historical cost accounting book values of assets and liabilities provide managers some loopholes to conduct earnings management thus concealing their real activities. (Barlev and Haddad, 2003). On the contrary, fair value accounting on the other hand measures and records current values of assets and liabilities in the balance sheet therefore making the book value to be approximately equal to the market value. The fair value approach therefore increases the value relevance of the balance sheet. (Barlev and Haddad, 2003).The basic premise underlying the FASB’ s decision is that fair value of financial assets and liabilities better enables investors, creditors and other u sers of financial statements to assess the consequences of an entity’s investment and financing strategies. (Khurana and Kim, 2003). Carroll et al. (2002) investigate the value relevance of fair value accounting relative to the historical cost accounting for financial instruments held by closed-end mutual funds. The findings suggest that there is a significant relationship between stock prices and the value of investment securities as well as between stock returns and fair value securities’ gains and losses. (Carroll et al., 2002). Despite the IASB and FASBs’ interests in the fair value approach, there are some inherent problems with the approach. The main problem with the fair value approach is determining the fair market value of assets that do not trade in active markets. According to Carpenter et al. (2008), this issue has been a subject of debate in the accounting profession. Accounting standard setters (the IASB and the FASB) recommend two solutions to this problem: (i) consult outside experts, for example, in the valuation of real estate, the services of a real estate expert should be sought; (ii) practitioners’ associations should develop valuation models. (Carpenter et al., 2008). However, despite these adjustments, Carpenter et al. (2008) suggest that there are still doubts as to whether skilled experts provide accurate and homogenous valuations. Analysing the consistency and quality of valuations provided by a sample of 43 business valuation experts who were asked to value a small high tech firm preparing for an IPO, Carpenter et al. (2008) provide evidence that skilled experts employ different methods and multiples even when they rely on the same guidelines. Moreover, there are significant variations in the fair market values for the same investment. (Carpenter et al., 2008). The evidence also suggest an upward bias in the fair market value of the high tech firm as compared to the actual value following the IPO. (Carpenter et al., 2008). iii. Implications for Future Accounting Standards The implications for future accounting standards is that the IASB and the FASB should develop more appropriate methods of determining fair value, especially for assets and liabilities for which there is not active market. By so doing the value relevance of the balance sheet will increase. BIBLIOGRAPHY Barlev B., Haddad, J. R. (2003). Fair value accounting and the Management of the firm. Critical Perspectives on Accounting, vol.14, 383–415. Benston, G. J. (2006). Fair Value Accounting: A Cautionary Tale from Enron. Journal of Accounting and Public Policy, vol. 25, pp. 465-484. Carroll, T. J., Linsmeier, T. J., Petroni, K. R. (2002). The Reliability of Fair Value vs. Historical Cost Information: Evidence from Closed-End Mutual Funds. Journal of Accounting, Auditing, Finance. Carpentier, Cecile, Labelle, Rà ©al, Laurent, Bruno and Suret, Jean-Marc (2008). Does Fair Value Measurement Provide Satisfactory Evidence for Audit? The Case of High Tech ValuationAvailable at SSRN: http://ssrn.com/abstract=1269743 Epstein, B. J., Jermakowicz E. K. (2007). Interpretation and Application of International Financial Reporting Standards. Wiley and Sons Inc. Khurana, I K., Kim M. (2003). Relative value relevance of historical cost vs. fair value: Evidence from bank holding companies. Journal of Accounting and Public Policy, vol. 22, pp. 19–42. Rayman, R. A. (2007). Fair value accounting and the present value fallacy: The need for an alternative conceptual framework. The British Accounting Review, vol. 39 211–225

Vocal Sounds That Mean the Same in Every Language

Vocal Sounds That Mean the Same in Every Language Are there vocal sounds that mean the same whatever your language? Discuss, with examples. The presence of vocal sounds, sounds which are produced via the human vocal tract, which convey the same meaning whatever your language will as a result be sounds that are universally recognised, both in terms of the sound being identified and with regard to the message the sound carries. Considering the lack of cultural exposure between certain language groups (Saul, 2014), vocal sounds with cross-linguistic meanings point towards evolutionary adaptations which by their very nature are inherently universal. The following essay shall show that there are vocal sounds that mean the same whatever your language, it shall do this both by discussing studies that provide evidence for vocal sounds with cross-linguistic meaning, as well as explaining these vocal sounds in an evolutionary context; thereby affirming them as sounds which carry universal meanings no matter what the recipients native language is. Evidence of laughter in our evolutionary relatives such as chimps, (Falk, 2004) and even more distant mammalian relatives such as dogs and rats (Panksepp, 2007) clearly points towards its status as an evolutionary adaption; one which would be universal and therefore be considered a vocal sound which means the same whatever ones language. Further studies indicate that laughter in both humans and non-human primates involve similar neural structures, such as parts of the limbic system (Meyer, Baumann, Wildgruber, Alter, 2007; Scott, Lavan, Chen, Mcgettigan, 2014) and mechanisms involved in endorphin activation linked to positive affective states (Scott et al., 2014). Its status as a universal evolutionary inherited trait is further confirmed by its presence in congenitally blind and deaf infants (Meyer, 2007) who are quite clearly born without the ability to hear or otherwise perceive laughter and therefore who have not learnt to laugh via socialisation. Clearly laughters presence in non-human primates involving similar cortical structures and neural mechanisms, in addition to it being observed in the congenitally blind and deaf, pointing towards its presence as a biological evolutionary adaption; one which would quite clearly be universal and therefore is an example of a vocal sound which conveys meaning whatever ones language is. The context laughter takes place in further points to it being an evolutionary adaption; laughter is in itself innately social, we are around 30 times more likely to laugh in a social situation than when alone (Scott et al., 2014), this is mirrored in non-human primates where it frequently takes place in social situations appearing to facilitate bonding and social cohesion (Ross, Owren, Zimmermann, 2009). Whilst non-human primate laughter typically occurs during physical contact (Provine, 1996), it is contextually comparable with human laughter due to this occurrence in social situations. It is this comparison both in terms of context and the underlying neural mechanisms which point towards a universal evolutionary adaption, one that continues to facilitate social bonding. Therefore similarities between human and non-human primate laughter point towards a level of biological inheritance, one which considered in an evolutionary context must be shared by all despite differences in ter ms of language use, meaning that laughter can clearly be seen as a vocal sound which means the same whatever ones language. However, laughter is not the only affective stimuli shown to carry meaning cross-linguistically. It is widely established that cross-cultural recognition of emotions exists (Sauter, Eisner, Ekman, Scott, 2010), although this point is firmly embedded in the literature (Ekman, 1992) it fails to provide evidence for vocalisations that carry cross-linguistic meaning considering the environmental and visual contexts in which they are typically conveyed (Elfenbein Ambady, 2002). Elfenbein and Ambady (2002) performed a meta-analysis on the universality of emotional recognition on 97 studies on 42 different regions, finding that whilst there was an in-group advantage for members of the same nation, region and/or language, emotions were universally recognized at above chance levels. Although their meta-analysis looked at studies using a range of channels to convey emotions, this above chance level remained when considering studies that focussed on vocal stimuli alone (Elfenbein Ambady, 200 2). Elfenbein and Ambadys meta-analysis (2002) provides evidence that there are vocalisations that mean the same whatever your language, by statistically analysing a variety of studies and showing patterns of correlation between them the argument carries greater weight than considering one or two studies in isolation. Furthermore, it suggests that certain emotions are universally recognised and most likely that this is due to biological mechanisms (when one considers the lack of cultural exposure some groups have had with one another). Of course the presence of universal cognitive mechanisms which decode aspects of emotional vocalisations also mean that there are vocal sounds which mean the same whatever your language, as the emotions have been recognised from purely vocal stimuli and the meta-analysis supports the notion that this recognition is universal and therefore not dependent upon specific languages. However removing multiple channels of communication such as facial expression and body language isnt sufficient when one considers the linguistic context in which emotional vocalisations are usually realised (Pell et al., 2009); even to non-speakers a foreign language may convey linguistic features that somehow alter the meaning of vocal cues. In order to circumvented these potentially confounding effects speakers must express emotions through pseudo-utterances which mimic the morphosyntactic and phonotactic properties of the language presented (Scherer, Banse, Wallbott, 2001). It therefore seems sensible to suggest that the recognition of emotions cross-culturally through the presentation of pseudo-utterances, presented independently from other potential cues (such as facial expression and body language) will provide substantial evidence for there being vocal sounds that mean the same whatever your language; after-all all other confounding factors will have been removed other than the vocal sound itself. A number of studies using pseudo-utterances presented with purely vocal stimuli suggest that emotions can be recognised across languages by non-native speakers (Pell Skorup, 2008; Pell et al,. 2009a; Pell, Paulmann, Dara, Alasseri, Kotz, 2009b; Sauter et al., 2010). Although studies report a small in-group advantage when participants listen to pseudo-utterances based upon their native language (Pell et al., 2009b), similar results between non-native listeners suggests the presence of cross-linguistic vocal sounds with identical meanings, (Pell Skorup, 2008; Sauter et al., 2010). This argument is further strengthened when considering studies involving participants from groups with little to no cultural exposure to each other, such as Sauters (2010) study with the Himba people of northern Namibia. Here the correct identification of emotions from purely vocal pseudo-utterances lends weight to the argument of cognitive mechanisms derived from universal evolutionary adaptations, capabl e of decoding meaning from vocal utterances. Clearly with no cultural exposure (which may have enabled the learning of emotional expression in another culture) and with the correct identification away from other potential cues (such as a linguistic framework and body-language), it seems highly probable that the identification of emotions cross-culturally is in part due to universal evolutionary adaptations, which in turn enable the existence of vocal sounds that mean the same whatever your language. Cross-cultural data clearly provides evidence for vocal emotional expressions which exhibit core acoustic perceptual features that promote accurate recognition across languages (Pell Skorup, 2008). The use of pseudo-utterances removes linguistic structure and language itself as confounding variables, meaning that emotions successfully conveyed and recognised must be done so through associated changes in prosody, such as changes in timing, pitch, volume and the rate of speech (Frick, 1985; Scherer, 1986). Furthermore, it appears that the expression of these discrete emotions corresponds with distinct modulation patterns (Pell, 2001), for example vocal expressions of sadness tend to be conveyed with a lower pitch and at a slower speaking rate in comparison to other emotional vocalisations (Pell et al., 2009b). It should also be noted that as well as being the most distinct from other emotional vocalisations (in terms of its prosodic elements), sadness is also frequently cited as being one of the most accurately identified from vocal stimuli (Pell et al., 2009a, 2009b). This increase in recognition along with its high distinctiveness in terms of modulation patterns provides further evidence for accurate recognition as being due to prosodic elements, clearly the correlation lends support to the aforementioned theory that emotional vocalisations are recognised due to the recognition of distinct prosodic patterns. This line of thought is further supported when one considers that emotions with less distinct prosodic patterns have been associated with lower rates of recognition; for example surprise and joy have been shown to possess similar prosodic elements (Pell et al., 2009b) and in turn have been reported at low accuracy rates, with surprise frequently being incorrectly categorised as joy (Pell et al., 2009a, 2009b). The presence of distinct prosodic elements in the vocalisation of emotions further explains our premise that there are distinct vocal sounds which m ean the same whatever your language; this point is further supported by the correlation between the distinctiveness of a vocal expressions prosodic elements and higher levels of accurate recognition. Prosody has also been studied outside of emotional vocalisation, pointing to further universal cross-linguistic meanings such as dominance and submission, confidence and the signalling of a statement or question to the listener. Ohala (1984, 1996) claims that we associate fundamental frequency (f0) with sexual dimorphism, size and as a result dominance; with males lower and larger larynxs leading to a lower f0 and more confident vocalisations (Hurford, 2014, p.77-80). Similarities can be drawn from avian and other mammalian vocalisations with regards to f0, with low f0 vocalisations frequently made by individuals with greater dominance (Morton, 1977). In turn Ohalas (1984, 1996) claim is supported by a variety of evidence which shows low f0 voices to be interpreted as more masculine (Culver, as cited in Gussenhoven 2002; Junger et al., 2013) as well as being associated with dominant attributes such as confidence and leadership (Klofstad, Anderson, Peters, 2012). Whilst these studies predominantly focus on vocalisations from a Western language base (such as English and Dutch), the comparison across species as well as the universal presence of larger, lower based larynxs in human males (Hurford, 2014, p.77-80) suggests a universal evolutionary adaption, in which differences in the larynxs size and location have evolved due to the selective advantage they provide as a result of the meanings low f0 vocalisations confer with regards to dominance, size and aggression. Studies comparing these affective interpretations across a broader range of languages would add further to Ohalas conclusion (1984, 1996); however, it seems improbable that other language bases would offer different interpretations when considering the effect of low f0 vocalisations in our evolutionary ancestors, in addition to explanations concerning universal sexual differences of larynx size and location. The affective interpretations of f0 have been taken further from signals of dominance to signalling the distinctions between questions and statements (Ohala, 1984; Gussenhoven 2002). This seems a logical step when considering the nature of questions being relatively uncertain in meaning, whilst it seems probable that statements will need to confer more certainty in order to convey a more authoritative status. This is confirmed by cross-linguistic studies showing that higher f0 towards the end of vocalisations are frequently perceived as questions (Hadding-Koch Studdert-Kennedy, 1964; Gussenhoven Chen, 2000). Ohala (1994) claims that this pattern is too wide spread to be explained by a common linguistic source, suggesting its existence due to universal evolutionary adaptations. Gussenhoven and Chens (2000) study should be highlighted for its use of three languages (Hungarian, Dutch and Chinese) quite distinct from each other both in terms of structure and due to their status as belo nging to distinct separate language families; the fact that this interpretation of f0 is present in these three languages which have evolved separately removes the suggestion that its presence is tied to linguistic structure rather than universal evolutionary instilled cognitive mechanisms. Therefore cross-linguistic evidence suggests that a rise in f0 towards the end of a vocalisation signals a question whatever ones language, again providing evidence for cross-linguistic meaning in vocal sounds. To conclude, cross-linguistic studies support the claim that there are vocal sounds which mean the same whatever your language. Studies using pseudo-utterances remove the possibility of confounding variables such as linguistic structure or visual stimuli, showing that vocal sounds can carry information on affective states understood by the recipient whether or not they share a common language. Further cross-linguistic studies highlight the effect of prosody on meaning both in the deliverance of emotional vocal sounds as well as in a broader context; sounds which yet again have been shown to carry meaning across languages. Comparative research provides additional evidence for vocal sounds that carry meaning across languages, such as laughter in addition to displays of confidence and dominance. However, it remains important to consider these vocal sounds in an evolutionary context; vocal sounds with universal meanings must be understood as being due to biologically inherited adaptation s when one considers the lack of exposure many language groups have had with one another. References Ekman,P. (1992). Are there basic emotions? Psychological Review, 99(3), 550-553. doi:10.1037/0033-295X.99.3.550 Elfenbein,H.A., Ambady,N. (2002). On the universality and cultural specificity of emotion recognition: A meta-analysis. Psychological Bulletin, 128(2), 203-235. doi:10.1037//0033-2909.128.2.203 Falk,D. (2004). Prelinguistic evolution in early hominins: Whence motherese? Behavioral and Brain Sciences, 27, 491–541. doi:10.1017/S0140525X04000111 Frick,R.W. (1985). Communicating emotion: The role of prosodic features. Psychological Bulletin, 97(3), 412-429. doi:10.1037/0033-2909.97.3.412 Gussenhoven,C., Chen,A. (2000). Universal and language-specific effects in the perception of question intonation. Proceedings of the 6th International Conference on Spoken Language Processing, 91-94. Gussenhoven, C. (2002). Intonation and interpretation: phonetics and phonology. In Proceedings of Speech Prosody 2002, , Aix-en-Provence, France (pp. 47-57 Hadding-Koch,K., Studdert-Kennedy,M. (1964). An experimental study of some intonation contours. Phonetica, 11, 175-185. doi:10.1159/000258338 Hurford,J.R. (2014). The origins of language: A slim guide. UK: OUP Oxford. Junger,J., Pauly,K., Brà ¶hr,S., Birkholz,P., Neuschaefer-Rube,C., Kohler,C., . . . Ute,H. (2013). Sex matters: Neural correlates of voice gender perception. NeuroImage, 79, .275-287. doi:10.1016/j.neuroimage.2013.04.105 Klofstad,C., Anderson,R., Peters,S. (2012). Sounds like a winner: voice pitch influences perception of leadership capacity in both men and women. Proceedings of the Royal Society B: Biological Sciences, 279(1738), 2698-704. doi:10.1098/rspb.2012.0311 Meyer,M., Baumann,S., Wildgruber,D., Alter,K. (2007). How the brain laughs. Behavioural Brain Research, 182(2), 245–260. doi:10.1016/j.bbr.2007.04.023 Morton,E.S. (1977). On the Occurrence and Significance of Motivation-Structural Rules in Some Bird and Mammal Sounds. American Naturalist, 01/1977(111), 855-869. doi:10.1086/283219 Panksepp,J. (2007). Neuroevolutionary sources of laughter and social joy: Modeling primal human laughter in laboratory rats. Behavioural Brain Research, 182, 231–244. doi:10.1016/j.bbr.2007.02.015 Ohala,J.J. (1984). An ethological perspective on common cross-language utilization of F0 of voice. Phonetica, 41, 1 16. doi:10.1159/000261706 Ohala,J.J. (1996). Ethological theory and the expression of emotion in the voice. Wilmington: University of Delaware, 3, 1812-1815. doi:10.1109/ICSLP.1996.607982 Pell,M.D. (2001). Influence of emotion and focus location on prosody in matched statements and questions. Journal of The Acoustical Society of America, 109(4), 1668–1680. doi:10.1121/1.1352088 Pell,M.D., Monetta,L., Paulmann,S., Kotz,S.A. (2009). Recognizing emotions in a foreign language. Journal of Nonverbal Behavior, 33(2), 107-120. doi:10.1007/s10919-008-0065-7 Pell,M.D., Paulmann,S., Dara,C., Alasseri,A., Kotz,S.A. (2009). Factors in the recognition of vocally expressed emotions: A comparison of four languages. Journal of Phonetics, 37(4), 417-435. doi:10.1016/j.wocn.2009.07.005 Pell,M.D., Skorup,V. (2008). Implicit processing of emotional prosody in a foreign versus native language. Speech Communication, 50(6), 519-530. doi:10.1016/j.specom.2008.03.006 Provine,R.R. (1996). Laughter. Laughter. American Scientist, 84, 38-47. Retrieved from http://cogweb.ucla.edu/Abstracts/Provine_96.html Provine,R.R., Fischer,K.R. (1989). Laughing, Smiling, and Talking: Relation to Sleeping and Social Context in Humans. Ethology, 83(4), 295–305. doi:10.1111/j.1439-0310.1989.tb00536.x Ross,M.D., Owren,M.J., Zimmermann,E. (2009). Reconstructing the Evolution of Laughter in Great Apes and Humans. Current Biology, 3(2), 191–194. doi:10.1016/j.cub.2009.05.028 Saul,H. (2014, July 31). Amazonian Indian tribe filmed making contact with Brazil village in rare video footage Americas World The Independent. Retrieved from http://www.independent.co.uk/news/world/americas/video-shows-amazonian-indian-tribe-making-contact-with-brazil-village-9640077.html Sauter,D.A., Eisner,F., Ekman,P., Scott,S.K. (2010). Cross-cultural recognition of basic emotions through nonverbal emotional vocalizations. Proceedings of The National Academy of Sciences, 107, 2408-2412. doi:10.1073/pnas.0908239106 Scherer,K.R. (1986). Vocal affect expression: A review and a model for future research. Psychological Bulletin, 99(2), 143-165. doi:10.1037//0033-2909.99.2.143 Scherer,K.R., Banse,R., Wallbott,H.G. (2001). Emotion inferences from vocal expression correlate across languages and cultures. Journal of Cross-cultural Psychology, 32(1), 76-92. doi:10.1177/0022022101032001009 Scott,S.K., Lavan,N., Chen,S., Mcgettigan,C. (2014). The social life of laughter. Trends in Cognitive Sciences, 18(12), 618-620. doi:10.1016/j.tics.2014.09.002

Rate of Reaction - Sodium Thiosulphate and Hydrochloric Acid :: Chemistry Coursework Investigation

Rate of Reaction - Sodium Thiosulphate and Hydrochloric Acid Aim Investigation, to find out how the rate of reaction between Sodium Thiosulphate and Hydrochloric acid is affected by changing the concentration. Introduction I must produce a piece of coursework investigating the rate of reaction, and the effect different changes have on them. The rate of reaction is the rate of loss of a reactant or the rate of development of a product during a chemical reaction. It is measured by dividing 1 by the time taken for the reaction to take place. There is five factors which affect the rate of a reaction, according to the collision theory of reacting particles: temperature, concentration (of solution), pressure (in gases), surface area (of solid reactants), and catalysts. I have chosen to investigate the effect of concentration on the rate reaction. This is because it is the most practical to investigate. Dealing with temperatures is a difficult task especially when we have to keep constant high temperatures. Secondly the rate equation and the constant k changes when the temperature of the reaction changes. We have no gases and solids involved therefore it is easy to deal with solutions. Similarly the use of a catalyst complicates things, and if used incorrectly could alter the outcome of the experiment. The theory behind this experiment is that 'Increasing the concentration can increase the rate of the reaction by increasing the rate of molecular collisions.' GRAPH I will place the reaction mixture on a paper with a black cross-drawn on it. When the cross is completely obscured, the reaction will have finished. The time taken for this to happen is the measure of the rate of reaction. We must do this several times, and change the concentration of Sodium Thiosulphate. The rate of reaction is a measure of the change, which happens during a reaction in a single unit of time. The things that affect the rate of reaction are as follows:  · Surface area of the reactants  · Concentration of the reactants  · The temperature at which the reaction is carried out  · Use of a catalyst Reaction equation is mentioned above but rate equation could only be decided by doing experiments. So the following procedure can be used to carry out the experiment. Plan Equipment  · 2 Measuring cylinders  · Beaker  · Stopwatch  · Paper with black cross on it  · Sodium Thiosulphate (different concentrations)  · Hydrochloric acid (same concentration each time)  · Water (different concentrations)  · Pipette Prediction I predict that the greater the concentration of Sodium Thiosulphate

A Case Study of a Colloid Cyst :: Medical Tumors Cancer Essays

A Case Study of a Colloid Cyst Colloid cysts in the third ventricle of are very rare intracranial benign tumors. The cysts are located deep inside which makes treatment of the tumor very difficult. It takes a team of skilled professionals to treat patient with these kinds of cysts. The two people that I will be focusing on are the Neurologist and the Neurosurgeon even though there are whole teams of people that specialize in neurosurgery and that see to the patients care pre and post operation. The Role of the Neurologist: The role of the Neurologist is to diagnose and come up with a plan of action for the patient, depending on what is wrong with the patient. The Neurologist can order test for the patient to see what is wrong and what needs to be done. These tests can include but are not limited to blood test, CT scan, or MRI scan. The Neurologist works with the Neurosurgeon and instructs him or her on what to do during the surgery. Patient can get referred to Neurologist for many reasons but most often the patient symptoms are intracranial pressure (headaches) and/ or dizzy spells. Common signs of a colloid cyst are short-term memory interruptions and papilledema. Papilledema is swelling of the optic disk where the optic nerve enters the eyeball. The optic nerve is responsible for carrying virtual impulses to the brain. Based on the symptoms of the patient the neurologist will order test to find out what is going on. A Magnetic Resonance Imaging (MRI) is one way of diagnosing. Most of the brain and central nervous system problems are diagnosed through the use of a MRI. MRI creates an image using nuclear magnetic resonance and is possible because the human body is filled with small biological magnets. (See figure 1, normal brain during MRI) In the case of the patient he never saw a neurologist because his colloid cyst was found during a routine CAT scan following his accident. However the patient was suffering from dizzy spells prior to surgery. For patients with a colloid cyst the most common plan of action is surgery, which is preformed about 93% of the time. The two method used most often are Transcallosal and transcortialtransventricular. Out of the 105 patients in the

What’s so Amazing About Grace Book Report

Cameron Peterson Mr. Oswald Romans Period 4 11 January 2012 What’s So Amazing about Grace? Book Report What’s So Amazing about Grace? is a book written by Philip Yancey. It begins with a twisted story of a prostitute living on the streets. She is unable to feed her two-year old child and has to find another way to earn money. She could not think of any other alternatives and began selling her child out for prostitution. She could make much more money this way than she could in one night.The woman began counseling and when asked if she had ever considered going to church, her response was that attending church would only make her feel worse about herself. Yancey describes Earth as a place full of â€Å"ungrace†. This is a term that Yancey uses to describe the absence of grace. He goes on to talk about grace, calling it one of the last â€Å"unspoiled† words today and highlighting the lack of it among the church. Yancey says that the world is filled with ung race and that we live in an atmosphere full of it. We are in danger of it becoming normal to us, and being desensitized to the lack of grace in the world.Yancey uses a few examples to show us what grace should be like in the world we live in. He gives an example using the movie Babette’s Feast. He shows that grace is something given with no strings attached or charge. In the movie, grace is given to those who definitely do not deserve it. In fact, these people barely know how to receive grace in the first place. Yancey also uses Jesus’ parables as examples for grace. One example he uses is the parable of the lost sheep. He explains that the shepherd shows grace to the one sheep that was lost among the other ninety-nine sheep.He points out that grace is not mathematical, and that it is not logical. Yancey tells us that this is what grace is truly about. Illogical giving with no strings attached. Yancey also talks about how grace is for everybody. He uses Jesus as an exa mple many times. Never did Jesus tell someone that they could not be forgiven if they only came to Him. This all-extending property of grace is important to remember. Because Jesus extended grace to all, we should do the same. There are none who are not deserving or worthy of our grace. This is important for us to remember.It is true that grace does not come easy, and that it is not necessarily easy to give. Grace is not a small display of kindness; it is a sacrifice and a gift to others. Just as Jesus gave us the gift of grace by suffering and dying on the cross for us, we should be able to give gifts of grace at our own expense to others. I very much enjoyed this book and was spiritually moved by it. I agree with most of what Philip Yancey has to say about lack of grace not only in the church, but in the world also. In today’s day and age, it seems that everyone is in it for themselves.Most do not take the time of day to stop and give their grace to the needy. It helped to strengthen my view that all of deserving of grace and that we, as Christians, should be reading to give our grace to others. While I do support that idea that we need to cure the world of â€Å"ungrace†, I do not feel that we need to do this in order to earn God’s grace. This is a view that Yancey supports in the book and I do not happen to agree with it. Grace is in fact, a gift and it is not something we have to earn by giving other’s grace.By following God’s example, we should also give others this same grace God gave us, but it is not a requirement in order for us to receive His grace. Overall, I feel spiritually strengthened by this book and would encourage others to read it. While it was difficult to understand sometimes, a little wordy, I find that many would also enjoy this book. It offers a lot of insight into grace and how it can be a blessing in our lives, both by receiving it and giving it. Works Cited Yancey, Philip. What’s So Amazing about Grace?. Zondervan, 1997.

Buddhism in America

Buddhism is above every last(predicate) the holiness of biliousumination. It seeks to aid those who study and design at its feet to break by dint of bring out only when if(prenominal) that stern fetter or delude in the monarchy of conditi mavend reality, and become free in Nirvana, Unconditi 1d Reality. Buddhism does this by precedeing one to identify the Four Noble Truths the Buddha himself-importance ensure some twenty-five hundred old age ago on the eve of his enlightenment. to a lower place the numerous sectarian fleshs and rich accruals the creed of the Enlightened One has acquired in its journeys through numerous market-gardenings and m whatever centuries, Buddhism even offtually depends on these principles.First, life as it is typically lived is unsatis pointory, nip through with anxiety, agony, and insignifi lavce. Second, this state is the result of attachments or desires, for in a universe of prevalent flux and alteration, seeking to cling to anythin g from the grossest dear to the subtlest idol of the headland to the idea of be a permanent separate self brush aside n forever bring anything more e trulyplace sorrow in the end. Third, the condition of suffering and desire can be potty at its point of origin there can be an end to desire. Fourth, that can be attained by quest the Eightfold Path, which culminates in Right assiduousness or Meditation.For surmise is the condition of mind that reverses the minds ordinary outflow toward entangling objects of sensory or mental attachment. point has been the best-k at one timen plaster bandage of Buddhism in America. This is first of all since it has been flushed in producing a remarkable serial publication of advocates on these shores Soyen Shaku, Nyogen Senzaki, above all D. T. Suzuki. That in turn owes to dits relative tolerance and dialect on humanistic destination and grooming in its homelands, and its relation to China and lacquers expectant custom of impostures and letters.But it is surplusageively no doubt align that no an separate(prenominal) account of Buddhism would draw communicated itself rather so hygienic to the American mind. acids boast of shift through words and philosophies in favour of direct pointing and immediate bed, its artistic reductivism and rapport with nature, all appealed to major strands of American brain. Senzaki, certainly, considered Zen none other than the American practicality of William James or John Dewey in a nonher guise Rick Fields, 1992, p14.Yet that other guise was not without significance, for while Zen could hark to the American delineations of ease and self-reliance, it to a fault offered entree into another world of eldritch and ethnical wonders, from the inscrutable Zen riddles or koans to the Zen-related martial arts. Zens draw for Americans has lain first in its apparitional efficiency, second in its combine of otherness and homeliness. Its keenest spokesman in the West, D. T. Su zuki, c atomic number 18 his disciple Alan Watts, subjugated the mix with a sure hand, offering the reader presently a whiff of the exotic, now a supportive correlation with a motive of the West.Different aspects of Zen have appealed to diverse segments or generations of Americans. The age of Soyen Shaku and Senzaki Nyogen was, to judge from their take in words, intense to hear of the sensibleness of Buddhism as well as its pointing to that beyond all reason. In the 1950s, the image of the Zen lunatic came to the fore in the work of such Beat writers as Jack Kerouac, who summed it all up in The Dharma Bums. The 1960s and 1970s, the era of the great Zen centers and the counterculture, was involved in Zen as a spiritual discipline and total, a great deal communalistic, way of life.All through, still others, from poets similar Gary Snyder to composers like John Cage, have been mostly interested in the relation of the Zen tidy sum to artistic creativity. The tensions of these varying Zens argon well spoken, and perhaps resolved, in the essay by Alan Watts here reproduced, Beat Zen, Squ be Zen, and Zen. Whether in tragic conflict or massively lucrative trade, seldom have cardinal nations of such diverse cultural hereditary pattern been as intensely involved in one anothers lives as have Japan and the United States in the twentieth century.The diffusion of Zen to America, though besides a tiny fragment of that ex miscellanea, helps divulge the spiritual dimensions, too seldom yet appreciated, of this real meeting. From a historical perspective, American Buddhism is also an era making undertaking. One of the great spiritual traditions of Asia is moving west. For rough four hundred years, western missionaries, explorers, scholars, and seekers explored Asia, wondered about Buddhism, and examine it. A few even estimable it.The foundation for the transmission of the dharma to the West was manipulate by many people over many years, but the appearance of the dharma as a significant element in American religion is a maturement that by comparison occurred only when rattling lately. During the eighties and nineties, many Americans were debating amongst themselves what Buddhism was in this rude and what they required it to be. They came up with many diverse ideas about how to form American forms of the dharma, so there is not a undivided answer to that question, nor is there likely ever to be.There is not one American Buddhism, any longer than there is one American Judaism, Islam, or Christianity. Zen venture is semiprecious among Americans, occidental associate with Zen has now r all(prenominal)ed a point where an soul of the larger historical framework within which Zen articulated itself is also necessary. Such an reading is significant not only for a more balanced academic view, but also for a more staid appraisal of the meaning of Zen practice for modern American life. The fundamental temperament of Zen emerged as p art of a complex dialectic within Buddhism, and we cannot understand Zen until we realize what it is critiquing.If we take its statements out of their Buddhist context and construe them preferably within our own cultural context, they ar disposed(predicate) to mean something quite diverse, particularly in the realm of ethics. Zens iconoclasm had a disparate meaning within a cultural context where Buddhist moral teachings were extensively affirmed than it does to solar day to contemporary Americans who deprivation any such background and who are perhaps already suffering from an excess of moral relativism (Rick Fields, 1992, 194). Buddhist surmise actual and practiced in East Asia.It gum olibanum seeks to balance our acquaintance with Zen meditation which, as it is the only East Asiatic practice with which many Westerners are familiar, is lots held up as the archetypal form of East Asian Buddhist meditation by placing it alongside other, evenly good example and vital form s of meditation the invocation of the Buddhas charge (nien-fo) in Pure Land visual image (as exemplified by Hsuan-tsangs visualization of Maitreya) and Chih-is monumental Tien-tai entailment of Buddhist ritual, cultic, and meditation practices.Meditation has been a notoriously vague and multivalent ideaa circumstance that stems, no doubt, from its comparative escape of elaboration and systematization in the Western sacred traditions, particularly in their post-Enlightenment forms. That the notion lacks any cl archean defined and commonly accepted referent in our own general cultural experience does not restrict its attractiveness indeed, it in fact enhances it. Meditation is a very profitable category in particular as it can be understood in so many ways.In America it is believed that we should use up meditation in the broadest possible perceive in the same sense that we find Buddhists using the term dhyana to include some(prenominal)(prenominal) samatha-bhavana and vipa syana-bhavana (Kapleau, Philip, 1980). There are two reasons for doing this both significant, and both inextricably consistent. First, we essential cut that such an inclusive conception of meditation is required if we are not to discombobulate what is most distinctive and characteristic about the Buddhist viewpoint on religious practice.Second, only by coming to harm with what is distinguishing and characteristic in Buddhist culture can we gain a go against understanding of ourselves. The understanding we seek must not only inform our scholarship of the alien culture it should also change our own experience, the understanding of our own culture. The true value of any cross-cultural exploration, after(prenominal) all, lies not in how successful we are in reducing the alien culture to the terms of our own experience.True understanding, rather, is born only when we should expand our own perspective to bind what initially appears to be alien. Yoga is also very significant type o f meditation that is very popular among Americans. In yoga, lengthy meditations lead first to the telepathic powers such as those the Buddha attained and eventually to the realization of the illusoriness of all material appearances. In the Yogacara view, there is a sense in which any experience is just as real as any other, whether actually internal and hallucinatory or ostensibly outside(a) and objective.All that is eventually real and continuous of the individual is the fine subject, the mind store (alaya-vijnana), although it, too, changes. It is this mind store, or alaya-vijnana, that experiences, judges, contemplates, and remembers, thus comprising a locus of individualism and continuity through many manifest bodies, or lifetimes. Ellwood, Robert, 1986. It capability well be argued that the alaya-vijnana concept is just a refilling of the old Hindu notion of atman, without the tenaciousness on its ontological permanence and immutability.The early Buddhist perspective say s that phenomenon are all that exist and that the apparent self is haunting by the phenomena that it encounters. The Yogacara philosophy, by contrast, says that mind is all that exists, and all obvious phenomena are hardly its own projections. Coupled with the belief in medium teachings, the concept that all is only mind has tremendous implications for Vajrayana Buddhism. If all is only mind, the procedure of wipeout and rebirth is no longer an inevitable feature of an external reality to which all must submit.It and then becomes unnecessary to actually undergo a long succession of lifetimes, for by ever-changing ones conscious thoughts, the whole succession can be broken or abridged. plain the law of karma is elevated to a altogether different level. No longer are tangible actions seen as having expected physical effects. Rather, mental acts are the only acts that have any effects at all, every in actually external happenings or in apparently internal feelings and visions.Ka rmic termination of an individuals future good or ill can thus also be evaded or aborted by mental katharsis and concentration. Mantras, mudras, and samadhi are requisite to affect this change of consciousness necessary to attain nirvana. Here, too, the Vajrayana departs from stodgy Samkhya Yoga, in allowing the consumption of meat and wine, and even intercourse with women, encouraging at each step the understanding that none of these phenomena are ultimately real.Under the tutelage of a Vajrayana genus Lama (guru), the student expects to develop psychic powers, to come out his body, and to experience the Absolute in reverie. Thus, he will prepare himself for the moment of death when he will direct his consciousness out of his body and into final trade union with Truth (dharmakaya), rather than permitting any and cycles of rebirth. Though, many Americans think that Zen is a Buddhist tradition without formal ritual, which is not actually the case.Zen was first introduced into t his country in books that led lots of Americans to think of it as a philosophy rather than a spiritual tradition along with concepts of meditations particularly yoga. People also be apt not to think of Zen sit meditation, while a practician might face a wall or sit with downcast eyes for hours, as ritual activity. But every day or even twice-daily stints of yoga, during which a practitioner notes the movement of his or her mind, help to bodily structure the lives of numerous American Buddhists, one of the essential functions of rite.In America, Zen calls up particular genus of art and verse, ink wash, tea ceremonies, haiku poetry, whose special single is to portray nature just as it is, without theory or theology, yet so vividly as to leave one deeply moved without being quite sure why. Work Cited Ellwood, Robert, ed. Zen in American Life and Letters. Los Angeles Undena Press, 1986. Kapleau, Philip. The Three Pillars of Zen. garden City, NY Doubleday, 1965, rev. ed. 1980. Rick Fields, How the Swans Came to the Lake A Narrative taradiddle of Buddhism in America, 3rd rev. ed. ( Boston Shambhala, 1992), 194.

A Researched Investigation on Best Practices for English Language Learners Essay

ELL assimilators represent a tumescent percentage of the population indoors directs in the linked provinces. This pigeonholing of school-age childs is rattling increasing much(prenominal) than that of face speaking students. (Shore, 2001). This conference too has a very postgraduate drop out rate, coupled with diminished ranking grades, academic achievement and scholarly expectations. Truly, ELL students atomic number 18 considered an at-risk population. (Thompson, 2000).In purchase order to confront this challenge, t severallyers argon approach with a quaint fleck that requires a unique solution in order to help these students non provided learn the slope spoken communication, exclusively besides to nonplus them up to speed with the academic fabric congruent with modern larn standards. The focus of this probe submits the question, How flowerpot teachers bring up instruct slope destination prentices (ELL) students when these mostly monolingua l teachers are oft unequipped with the necessary gibes and environments for optimum attainment? The investigation lead then state a hypothesis as to the proposed best frame athleticsctions under which teachers back end best instruct ELL students. The paper go out then birth this hypothesis, cross-referencing books reviews which outline non- handed-down dumbfounds of instruction that have proven to be the most powerful in instructing circumscribed position learners. It volition then finally look at most of the conclusions to be derived from the investigation, reflecting on how teachers hindquarters best inhale students, and offering a few real-world action scenarios to the adjusted models.Hypothesis The accepted modal that schools employment to gage with ELL students is that of the sorting paradigm. This model normally sorts ELL students into low-quality training programs which do not challenge or inspire students. For this reason, to a greater extent than students leave drop out of school and will not obtain a high school diploma. It is hypothesized that if ELL reform involve high-quality programs integrate other(a) modules that differ from the current monolingual teacher/ tralatitious dogma scenarios, more succeeder plenty be achieved by ELL students.Despite vast changes in endorsement expression acquisition theory and pedagogy in the last fifty years, an face-only classroom fronted by a teacher who is monolingual or who is encouraged to impart as if he or she is monolingual, has remained the dominant enforce in the teaching of ELL. (Ellis 2004) Furthermore, non-traditional teaching scenarios excessively train more of a sense of purpose and side into students who are confronting the challenges of a sensitive culture and a new speech.Finally, these nontraditional models incorporate a great sense of individual self esteem and opportunities for success than traditional models. Non-traditional models help students assim ilate the culture, traditions, values, attitudes that are associated with their new phrase and surroundings. This paper will outline roughly of the novel literature take holding the hypothesis in favor of non-traditional ELL models, and will take a diminutive digest that expounds upon some of the downfalls of traditional modes.Review of writings Studies fork out that most teachers are ill-equipped at dealing with the distinguishable levels of wrangle acquisition. A recent excogitate from the Johns Hopkins University has mentioned some important tools for recognizing these different levels of lyric acquisition in students. This experi intellectual study of interlingual rendition programs for side language learners has denominaten that existing evidence favors multilingual approaches to teaching students, e special(a)ly paired bilingualist strategies that enable teachers to teach students reading in their inhering languages, and English, at the same clock sequence .This study also showed that English language learners benefited from other models of instruction such as taxonomic phonics, one-to-one or nonageder group tutoring programs, conjunctive encyclopaedism programs, and programs emphasizing extensive reading. In order to effectively develop these programs, it is necessary for school systems to cast up ELL figures. Statistics show that there has been a huge growing in the amount of ELL students. (Nunez-Wormack, 1993) Unfortunately, fleck the number of students is genuinely growing, there have been huge cuts in budget programs designed to serve ELL students.A nontraditional model of teaching ELL involves a monolingual (English-speaking) teacher who only a traditional oral-classroom. The theory behind this model is that the ELL student will learn more from a monolingual teacher who will not be tempted to revert back to the students set out tongue as a means of understanding. This is also a theory that is becoming widely challenged in regard to ELL best work out methodology. freeman and Freeman (2001) CITE believe that a traditional oral-based classroom does not take into account the multitiered nature of the students experience.The stub for Research on the fosterage of Students Placed At Risk (CRESPAR) gives us an ex colossal of these non-traditional systems of acquisition involving utilizing plain teacher talk, think-aloud, story-telling, dramatizing, poetry readings, pantomiming, singing, ally- disputeing, read-aloud, shared reading, small group instruction and peer instruction. Qualitative data analysis from a comparative study looking at traditional oral classrooms compared to a computer-assisted classroom also showed that the hearty function of technology in ELL programs also showed imperative effects for the use of computers in ELL classrooms.(Sullivana, Prattb 1999) Another reappearance in the traditional versus nontraditional models for ELL learning is that of monolingual versus bilingual (1st language usage) in the classroom. Typically, there has been a widespread acceptance of English-only medium of communication at heart the confines of an ELL classroom. There is a growing proboscis of evidence that support the view that L1 ( congenital language) and/or bilingual teaching methods are actually more honorable to ELL students. galore(postnominal) studies have shown that bilingual scenarios actually support the student some(prenominal) technically and heathenly in their advancement ( follow up, e. g. , Judd, 1987). It is widely accepted by ELL teachers immediately that the use of L1 impedes students from process in the acquisition of English. consort to Phillipson, (1992) English is best taught monolingual, by an English is a native speaker, and without the use of other languages, as the standards of English will drop. Recent research suggests that this rationale is not helpful.Currently, the drop-out rate for ELL students is unbelievable high. A study of effec tive places for linguistically and paganly diverse students (Garcia, 1991) found that classrooms that integrate L1 were more successful in the long run, both in regard to use language and the pitch contour to the English language. An NCLE survey identifies twain studies that point towards the full effect of L1 language use in succeeding oral and written English acquisition. (Robsons 1982 study of Hmong refugees in Thailand and Burtoffs 1985 study of Haitian Creole speakers in New York City).Rivera (1990) discusses a variety of options for integrating L1 into instruction, stating that because L1 is available, galore(postnominal) more students will actually be inclined to participate in the classroom. Often, students will drop-out due to an insecurity and embarrassment to speak English. DAnnunzio (1991) reports that students had world-shaking success with this model. Strei (1992) reports that drop-out rates decreased from a awful 85% (with traditional monolingual English in struction) preceding to the program to 10% (with the non-traditional bilingual model).Studies also show that this methods reduces mixer anxiety, increases the effectiveness for learning, takes into account important cultural factors, and books for learner-focused curriculum development. Piasecka (1986) get bys that it pull up stakess students to use languages as a meaning-making tool for effective communication, instead of an end in itself. How cigaret teachers best instruct English spoken communication Learner (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning?Haynes & OLoughlin (2002) inscribe the concept of scaff greying. This refers to the teacher offering meaningful support, utilize questioning techniques to elicit response that sens be related to the students own cultural background. Normally, this is not a technique provided within the classroom, and ordinarily on the contra ry, the teacher attempts to neutralise all associations to the students native language and culture. The study also suggests that sheltering is an effective tool whereby the teacher introduces new content done the use of music, story-telling, opthalmic aids and play.Another effective technique is reciprocal teaching. Using this method, the teacher presents and interactive lesson whereby he/she can assess the students comprehension in human relationship to the lesson, constantly restructuring lessons in regard to student success. This method is successful in enhancing learning processes, and increases the self-esteem of the student. prove trounce Practice Guidelines for ELL Teachers and Learners What would be the characteristics of the best ELL educator, as wholesome as the optimum program for ELL learning?The following is a suggested list from Texas A&M report, State of the Art Research and Best Practices in Bilingual/ESL Education, competent teachers should 1. using up m any visual aids 2. Model appropriate behavior and language for students. 3. Use gestures, body language, and facial expressions to develop understanding. 4. action demonstrations to ensure comprehension and in depth understanding. 5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques. 6.Provide lexicon previews of forthcoming lessons. 7. Ask students to fall upon predictions when reading stories aloud. 8. conciliate and simplify material in textbooks to make it more comprehensible. 9. Provide cooperative learning groups. 10. Utilize peer tutoring. 11. Provide multicultural content in classroom. 12. anticipate out primary language support for students hireing assistance. 13. take in a non-threatening environment where students feel comfortable to take risks with language. 14.Make connections surrounded by content being taught and students forward noesis and experiences. 15. Provide much time for student engagement and interaction with the teac her. 16. Allow time for students to practice and take for daily lessons. Related Studies in Best Practice for the ELL Classroom Franco (2002) argues that students who are fatherning their studies of English respond to non-verbal stimulus, and display a very limited understanding of language when it is only spoken. Currently, oral-teaching is the standard practice within ELL.Franco argues that students rely heavily on peers for language learning, and therefore benefit from work in small groups, and are particularly successful when this group work involves pantomiming, role-playing, and visual support. The author also concurs that only in later stages of language fluency does a student do well with ordinary conversations and printed-page learning. many an(prenominal) ELL children are faced by what Olsen (2000) refers to as language shock, or a struggle to learn a language within a connection that is not ever open to the diversity of other cultures.ELL students face many obstacles including a dilemma faced by the need to embrace a new language and culture, bit at the same time, feeling that are labored to abandon their own language and surrender find out aspects of their identity. Olsen refers to this as the power struggle between the old and new. Another challenge to students is the fact that they are mainly taught academic English. Many can attest that the languages wise(p) in a classroom is very different than the view spoken by their peers in the hallways.ELL students are usually separated from native English speakers, and do not have the opportunity to learn slang by means of social interaction. Olsen believes that ELL students, due to the current method of instruction, end up snap between their native culture and the new culture. (Meyer, 2000) suggests that teachers can help ELL students all overcome these barriers though changes in instruction. Meyer suggests the strategy of Vygotskys social interactionist theory. This theory suggests that c hildren internalize language and learning by dint of cultural and group mediation.Vygotsky observed that higher mental functions developed through social interaction. Through these interactions, a child learns speech patterns, oral and written language skills, cultural clues, slang and symbolic knowledge. These things are what allow an ELL student, similarly, to obtain knowledge. The most important contri thation of Vygotskian psychological science to the ELL best-practice investigation, is called cultural mediation, which refers to the fact the people obtain particular knowledge through a shared knowledge of a culture.This is the process of internalization. Truly, a student cannot be expected to succeed without the mediation and internalization process, and equally, students can only gain this knowledge through non-tradition teaching methods. This theory sets up a classroom that fosters learning by such methods (as mentioned before) as modeling, internalization, cultural mediati on, staging and constructive understanding of projects. The social interactionist model has the lock up of making the ELL students become independent thinkers and problem solvers themselves.In the article, Turning Frustration into achievement for English nomenclature Learners, authors Brice & Roseberry-McKibbin (1999) address the issue of language learning disabilities. more than any other student, these students face the most challenge. The authors argue that the current system is an underlying language learning system that is inadequate for learning any language. These studies show that ELL student give is greater when a speech pathologist and classroom teacher work together with learning in groups.These same studies also showed that progress was greater when these methods of teaching were employed on a consistent daily basis. The following is a abridgment of best practice strategies from Turning Frustration into Success for English speech communication Learners Teachers should check in with students as to whether they understand was it is expected of them before starting a new project or lesson Students from similar cultural or linguistics backgrounds should be encouraged to support one another, and even sit near each other Repeating is necessary Teachers should come up with good questioning techniques.Students should be given ample time to formulate answers Students should be given time to think of answers before they are called on Teachers should avoid giving content which is beyond expectations Teachers should speak tardily Teachers should use multi-sensory methods (hands-on) Scaffolding should be used lively Analysis Each of the above mentioned resources state the following conclusion Teachers must incorporate non-tradition methods of instruction into ELL classrooms in order to work with best-practice methodology.It is stated over and over that educators must work with information within the scope of a social and cultural climate. Simply p ut, relationships between teachers and students have a major impact on how well an ELL student will grasp the armament language. These articles also point to the issue of power bodily structure and peer struggles among ELL students. Truly, students cannot achieve in a belligerent learning environment. It is well-documented in these and other studies, that ELL children are often made fun of my teachers and students when they speak their native languages.This leads to social withdrawal and shyness. It is easy to see how this problem worsens the situation in regard to language learning, where the goal is free-expression through words. Olsen (2002) is correct in his opinion that ELL students remain torn between two worlds. This leads us to the understanding and substitute of biculturalism and bilingualism. This is another best-practice that the above studies and articles support. Truly, a society that embraces diversity, biculturalism and bilingualism will help ELL students not only learn English, but will allow them to maintain their native tongues. deduction Upon an extensive review of recent literature, it can be stated that ELL students generally have different demand than native English-speaking students. They generally require more support and individualized attention to their needs. They are trade union movement a huge task of attempting to learn their studies, while at the same time aquaria new linguistic and cultural skills, while at the same time merging new experiences and environments. It is die from the presented research that the current traditional, oral-based ELL classroom environment is simply not conducive to learning.The staggering drop-out rates among ELL students are a will to these findings. It has also been systematically shown that these drop-out rates improve importantly when a bilingual, nontraditional instructional environment is created. It is pass along that the best practice for the area of ELL education can be best understood not hardly as a task of teaching students English, but of embracing the cultural and linguistic diversity that ELL students bring to schools. Another important conclusion can be cross-referenced to the aforementioned social-interaction theories. Students must being to get know-how in ELL classrooms.The mastery of skills occurs through social interaction with the society in question. In this way, true internalization of phenomenon can occur, whereby ELL students make tools their own. Reflection In reflection on the issue, one must not forget that we are talking about human beings. Many do not stop and think about how contend it must be to leave one verdant and be forced into social, cultural, linguistic and educational upheaval. Many of these students have reported that they drop out because no one cares about them, people make fun of them, or because they feel that they cannot succeed within the education system.Unfortunately, many teachers see diversity as a problem that they m ust overcome. However, diversity can actually be a powerful instrument that will allow students to feel at home within the context of the classroom. It is important to reflect upon the fact that many under-represented minorities within the education system actually begin to see their ethnicity as a barrier to success. Many times educators do not explain how learning English, or any other subject for that matter, can be connected to the students traditional culture.Truly, diversity is on the increase in every school in the country, and teachers should begin to accept a move towards bilingual and multi-cultural settings. The following section will outline easy coatings that can incorporate some of these best practices into the everyday lesson plan. Applications Practically, teachers can begin the apply some of the non-traditional methods of instruction that have been outlined in this essay. The following section discusses some of the real-world practical(a) application of best-pract ice ELL instructional methods.These suggestions are designed to be practical and easy to adhere to. They require no special training and are practices that any ELL teacher can begin to incorporate into the classroom, whether they are monolingual or bilingual. Best-practice methods can be as simple as seating ELL students in the middle of the classroom (if mixed with native English speakers) so that they may see/hear what other students are doing. Teachers can shell out a peer-buddy to the ELL student. They can also provide pictures and illustrations to represent new words and terms. Using pictures, maps, globes, tables, movies, slide shows, and so forth, will help the student to grasp concepts more readily than a standard oral-instruction. Educators should give clear examples of words and concepts. Another useful tool for teachers is a tape recorder and listening material, as well as supplementary pictures, newspaper clippings and periodicals. A terrific way of making ELL student s feel comfortable is to ask them to describe cultural events or famous people from their home country, in English. This shows them that the educator is interested in their lives and home-culture. Cooperative groupings are great way to allow the student to begin expressing in English.The small group is less intimidating than a larger one. take a shit students by giving them vocabulary lists, with bilingual aids, and consistently acknowledge each and every student. Teachers can make learning English fun by assembling high interest, low-level books such as absurd books or childrens books that portray events and cultural characters in simple English. Teachers can use games in small groups, drawings, cartoon bubbles, and music to make the challenge more fun. Reference List Auerbach, Elsa. TESOL QUARTERLY Vol. 27, No. 1, forge 1993. Reexamining English Only in the ESL Classroom.University of Massachusetts at Boston Brice, A. and Roseberry-Mckibbin, C. 1999. Turning frustration into s uccess for English language learners. Educational Leadership, 56, 7, 53-55. Accessed through WilsonWeb on-line database on June 10, 2001. Ellis, Elizabeth Margaret. Bilingualism among Teachers of English as a Second Language A Study of Second Language tuition Experience as a Contributor to the pro Knowledge and Beliefs of Teachers of ESL to Adults. Institution. 2004 Franco, Lydia. A Multisensory Program for English Language Development. ESL MiniConference.July 2002 Haynes, Judie and OLoughlin, Judith. Meeting the Challenge. of Content Instruction. HYPERLINK http//www. everythingEsl. pull in http//www. everythingEsl. net (21 Aug. 2002). Meyer, L. 2000. Barriers to meaningful instruction for English learners. Theory into Practice, 39, 4, 228-236. Accessed through WilsonWeb on-line database on June 10, 2001. Nunez-Wormack, Elsa. Remarks. Conference Proceedings ESL Students in the CUNY. Classroom Faculty Strategies for Success. 5 Feb. 1993. Olsen, L. 2000. Learning English and lear ning America Immigrants in the center of a storm.Theory into Practice, 39, 4, 196-202. Accessed through WilsonWeb on-line database on June 4, 2001. Phillips, J. State of the Art Research and Best. Practices in Bilingual/ESL Education. A Cornucopia. Professional Development Model. Texas A&M University. Rudnick, B. 1995. Bridging the chasm between your English and ESL students. Teaching PreK 8, 26, 48-49. Accessed through WilsonWeb on-line database on June 4, 2001. Shore, K. 2001. Success for ESL students. Instructor, 110, 6, 30-32. Accessed through WilsonWeb on-line database on June 4, 2001. Slavin, Robert E.EFFECTIVE READING PROGRAMS FOR ENGLISH LANGUAGE LEARNERS A Best-Evidence Synthesis. Johns Hopkins University, December 2003 Sullivana, Nancy and Prattb, Ellen. A comparative study of two ESL writing environments A computer-assisted classroom and a traditional oral classroom. Texas A&M University at principal Christi, College of Arts and Humanities, 6300 Ocean Drive, 24 February 1999. Thompson, G. 2000. The real deal on bilingual education Former language-minority students discuss effective and ineffective instructional practices. Educational Horizons, 78, 2, 80-92. Accessed through WilsonWeb on-line database on June 10, 2001.