Answer 5 Questions Regarding Business, and Marketing Essay

Answer 5 Questions Regarding Business, and Marketing - Essay Example Franchisees privately own three-quarters of this corporation. The major requirement necessary for the purchase of a franchise include availability of funds to facilitate running of operations; possession of essential management expertise as required by the franchise; and ability to satisfy legal requirements mandated by the selected business. (3, 1) Foreign ownership of franchises is usually subjected to a number of legal restrictions. This varies among countries. Moreover, it is usually faced with a number of setbacks, a useful example being language barrier (1,1; 2, 1) Advertisement is an industry that cannot be separated from the media, production and business sector. Advertisement restrictions are limitations meant to control what is advertised through the media sector. These restrictions limit advertisement by preventing marketing of certain commodity. Consequently, this leads to reduced net income of respective businesses. (1, 1; 5, 1) Advertisement restriction differs among countries. A useful example is Brazil. The advertisement of some products (cigarettes and alcoholic drinks) is only allowed from 2100 hours to 0600 hours. Thus, businesses have been unable to achieve their economic goals on time. Reason being, by restricting advertisement consumer interest and awareness regarding the products will be low. In addition, the market promotion strategy will be negatively affected. Thus, businesses will opt for regions with less restriction. (5, 1) American fast food, music and movies are popular around the world with little production adaptation. U.S retailers, banks and the beer firms have had to make major adaptation to their products. Why? Provide examples. Adaptation involves changes in methods of business. It may include price promotions; and changing the product to make fit the preference of the consumers. Adaptation occurs if a single or more factors are changed. It occurs for attaining competitive gains in the markets.

Critically explore and analyse concepts and debates in contemporary Essay - 2

Critically explore and analyse concepts and debates in contemporary health and - Essay Example This issue is challenging for the physicians and the care givers. It also suggests the fact though the UKNHS policies and interventions really strive to reach each and every people but they also fail in some specific sections of the population. In this article the conceptual problems leading to this discrepancy of policy and manifestations are elucidated and discussed.(Unal,2004) Though there has been literature regarding the issues there has been very little work done as to how to improve from this issue. The Health Development has the task of developing the evidence base in health to inform policies and practice to reduce inequalities. The HAD has done reviews on issues like low birth weight, social supports in pregnancy, prevention of drug In fact the HAD reviews implicated that the dimensions of social positions and social differences such as ethnicity, disability, gender, age , place and geography was though not been explicitly denied as important but are underdeveloped empirically and theoretically. Thus the question of social work requires much more prominent role in policy making in health planning services. In Britain social inequalities has been evaluated by occupations. The occupation of the male head household was used to determine social class positions of all the members of the society including the aged population. Hence in the mind of policy makers the women were thus not distinguished for the social class positions and hence their was little allowance for kinds of social difference other than the occupation of the male head to determine for the health inequalities. Though the society has changed with the women and the geriatric population actively been employed, the decline of manual work that has taken place but the policy makers abide by the earlier rule of occupation based data capture for formulating policies. There are a number of factors of social

Iberia group

Iberia group 1. Iberia Group Iberia is Spains largest air transport group and the fourth-largest in Europe. It is also the leading airline on routes between Europe and Latin America, with the most flights and destinations. And is member of Oneworld, a global alliance of leading airlines. Company is in business from 1927. And is only European airline has posted profit from last 13 years. In 2008 its main activities; Transport of passengers and cargo Aircraft maintenance Handling services in airports It flies to more than 118 destinations in 45 countries. But it reaches 189 destinations in more than 70 countries with membership with Oneworld alliance and code sharing accords with other airlines. Worlds 9th largest aircraft maintenance and engineering firm. In 2008, company completed deep inspections of1,384 aircraft,208 engines, 30 APU (auxiliary motors) and 68,396 components, among other tasks. It offers its service in 41 Spanish airports. And has fleet of nearly 8,500 ground vehicles and employs more than 8,500 people. In 2008, it attended 223 airlines,79.9 millions of passengers and about 420,000 aircraft, in Spain. In 2008,28.5 million people chose Iberia or its regional franchise partner for their air travel. 1.1. Iberia Shareholders 2. British Airways On 25August1919, BritishAirways forerunner company, Aircraft Transport and Travel Limited (ATT), launched the worlds first daily international scheduled air service between London and Paris. They completed its successive 90 years in airline industry. British Airways is world leading and flagship carrier of UK. That fly to more than 300 destinations worldwide and company carried 33 million passengers in 2008/09. And it is also member of Oneworld a global alliance of leading airlines. Company carried 777,000 tonnes of cargo to destinations in Europe, the Americas and throughout the world. At the end of March 2009 Company had 245 aircraft in service. 2.1. History In 1924, Britains four main fledgling airlines, which had by then evolved into Instone, Handley Page, The Daimler Airway and British Marine Air Navigation Company, merged to form ImperialAirways Limited. By 1925, ImperialAirways was providing services to Paris, Brussels, Basle, Cologne and Zurich. In the mid 1930s, a handful of smaller UK air transport companies merged to form the original privately-owned BritishAirways Limited, which became Imperial Airways principal UK competitor on European routes, operating out of another new airport, Gatwick. Following a government review, ImperialAirways and BritishAirways were nationalised in 1939 to form BritishOverseasAirwaysCorporation (BOAC). In 1972 Government announced its intention to merge BEA and BOAC to form BritishAirways. The BritishAirways Group was established, which would eventually result in BOAC and BEA being dissolved on 31 March 1974 upon the formation of BritishAirways. In 1976 Worlds first passenger supersonic services were inaugurated simultaneously by BritishAirways to Bahrain (Concorde G-BOAA) and AirFrance to RiodeJaneiro via Dakar. Concorde flights to WashingtonDulles commenced, but problems with noise levels delayed operations to New YorksJFK airport. In 1984 British Airways became PLC. And in 1987 British Airways privatised and completed merger with British Caledonian which was financially troubled that time. In 2000 British Airways completed its acquisition of 9% of the shares in Iberia, at a total of Ptas41 billion ( £155m). In 2003 British Airways withdrew Concorde, signalling the closure of the worlds only supersonic passenger services. The last scheduled commercial flight was BA2 from JFK operated by G-BOAG. 2.2. British Airways Shareholders 3. Destinations of Iberia and BA 3.1. Iberia Group Destinations Spain 38 Destinations Europe 47Destinations Africa 9Destinations America 22 Destinations Near and Far East 1Destination Oceania 1 Destination Total 118 Destinations 3.2. BA Group Destination UK 9 Destinations Europe 67Destinations Africa 15Destinations America 38 Destinations Middle East and South Asia 12Destination Asia/Pacific 7 Destination Total 148 Destinations 3.3. BA and Iberia Fleet Aeroplane Iberia British Airways Airbus A-340/600 12 Airbus A340/300 21 Airbus A-321 19 11 Airbus A-320 45 35 Airbus A-319 22 33 Boeing 747 55 Boeing 777 42 Boeing 767 21 Boeing 757 15 Boeing 737 22 Avro RJ100 9 Avro RJ85 2 Total 119 245 According to 2009 3rd quarter report, Iberia operating with 114 Airbus fleet. 3.4. Iberia and BA Facts and Figures of 2008 and 2008/09 Iberia and BA Iberia Financial Year Ended on 31 Dec. 2008 BA Financial Year Ended on 31 Mar. 2009 Noncurrent asset 2450 8142 Current asset 3184 2346 Total asset 5634 10488 Equity 1564 1846 Noncurrent liability 1765 4500 Current liability 2305 4142 Total Equity and Liability 5634 10488 Revenue 5223 8992 Total recognise income/(Expense) (236) (358) Fuel cost 1666 2969 Pensions (307) Number of employees 21578 44987 3.5. Iberia and BA Accumulated Facts and Figures of 2009 Iberia and BA Iberia 3rd Quarter Statement 30 Sep. 09 BA 2nd Quarter Statement 30 Sep. 09 Noncurrent asset 2400.1 8074 Current asset 2034.3 2354 Total asset 4434.4 10444 Equity 1582.5 2161 Noncurrent liability 4652 Current liability 3631 Total Equity and Liability 10444 Revenue 3333.0 4102 Total recognise income/(Expense) (181.9) (208) Net Debt (1520.8) (2362) Fuel cost 889.6 1228 Pensions (2633) BA has 2 pension schemes called Airways Pension Scheme (APS) and New Airways Pension Scheme (NAPS). That in the past six months, the surplus in APS scheme fell from  £860m to  £27m, while the deficit in the NAPS scheme ballooned from  £1.2bn to  £2.7bn. However, Iberia says it can pull out of the deal if BA fails to resolve its pension deficit problem. 4. SWOT Analysis SWOT is strategic analysis tool which help us to scan micro and macro environment of an organisation. Which includes; Strength, Weakness, Opportunity and Threats. Where Strength and Weakness is called micro environment factors and Opportunity and Threat is called macro environment factors, in which Strength and Opportunity is helpful to achieve company goals and Weakness and Threats is harmful to achieve company goals. 5. PESTLE Analysis PEST analysis stands for Political, Economical, Socio-culture, and technological and is framework of scanning tool for macro environmental forces of strategic management. Which is later extended by Legal and Environmental forces and called by PESTLE. This can help to start new investments or business. Political: How Government get involved in business to make certain change in laws. Political factors which has effects on any organisation or business such as Political Stability, Tax Laws, and Labour Laws. Economical: Economical factors such as economical growth, interest rate, exchange rate or inflation rate have major impact on policy making on decision making that how to run business in future. Socio-Cultural: It includes cultural aspects how people will behave towards product. Such as health consciousness, population rate, religion, or age. Technological: Technological aspects includes; research and development, new emerging technologies. Furthermore it can have affect cost, quality and lead to innovation. Legal: factors include discrimination law, consumer law, employment law, and health and safety law. These factors can affect how a company operates, its costs, and the demand for its products. Environmental aspects includes; Weather, Climate or Climate change. It may affect such as tourism and farming. Growing awareness to climate change is affecting companies. It both can create and destroys existing market. 6. Iberia 6.1. Strength Iberia is Spains largest air transport group and the fourth-largest in Europe. And is member of Oneworld, a global alliance of leading airlines. It flies to more than 118 destinations in 45 countries. And have 119 plains fleet. In 2008,28.5 million people choose Iberia or its regional franchise partner for their air travel. Iberia is the first European airline and third in the world best prepared to face the crisis, according to the â€Å"Top Performing Companies† ranking compiled by Aviation Week. 6.2. Weakness Iberias cabin crew have just finished one round of strikes and are promising more in a dispute over changes to their jobs. BAs attempts to cut cabin crew and freeze pay could also result in strikes. Ground staff and pilots are equally willing to use industrial action to get their way. 6.3. Opportunity Iberia is going for merger with BA which would save them 400 million Euros yearly. Increase in technology is playing important role such as online ticketing, and online check-in system is saving time and cost on operations. On 5 February 2006 the new Terminal 4 at Madrid Barajas was given over to Iberia and the Oneworld alliance members. This provided much-needed expansion capabilities for Iberia. Iberia is responsible for around 60% of the airports traffic. 6.4. Threats Credit crunch and increase in fuel prices and global warming are creating threats to airline industry. Because of credit crunch people are focusing on savings. Cheap airlines emerging which offers good services to travellers and people like to travel with these airlines. Climate change is another factor people are very conscious about environment friendly products. And airlines have big contribution in increase of CO2 emission in world. 6.5. Political/Legal During the dictatorship of Miguel Primo de Rivera, the aviation companies in Spain were combined and become state-controlled as a general interest public utility, coming into effect in early 1928. The airline was nationalised on 30 September 1944 and became part of INI. In 2001 Iberia once again privatised and listed on stock exchange. On January 9, 2009 the European Commissions Competition Service authorised BA and Iberia merger. 6.6. Economical Economical situation on the globe is not good it hits worst every business specially banking sector and airline industry. Because aircrafts is expensive mean of travel and people are pointing their attention to saving. Holidays operators such as XL tour operator were filed bank corrupt due to credit crunch and high fuel prices. Iberia worst hit by credit crunch it post 236 million Euros and 182 million Euros net loss respectively in financial year of 2008 and till 3rd quarter 2009. And Iberia and BA are trying to merger and save more than 400 million Euros per annum from their operations. 6.7. Socio-Cultural Iberia is flagship carrier of Spain and assumes its social responsibility by converting social action into a priority strategy through projects relating to the access to the transportation of passengers that require any manner of assistance and the giving over of hold space to transport humanitarian aid. During 2008 around EUR 3 million were earmarked for social action projects. It should be noted that Iberia continues to encourage its customers to participate in projects of this nature through the agreements entered into with the Spanish Red Cross and the Special Olympics and to involve its suppliers in social action projects such as the well-established collection of funds during the Christmas Campaign. 6.8. Technological Iberia has always been among the first to pass on to its customers any improvements offered by the new technologies to improve their comfort and save time. Electronic tickets; online check-in through a simple, procedure on Iberia.com; auto check-in machines at the main airports; an SMS information service of scheduled times and arrivals of flights via mobile. Apart from the auto check-in (check-in plus seat reservation) to more than 70 destinations, other advantages include the possibility of buying shuttle tickets, consulting bookings on any Iberia flight or accessing the Iberia Plus point programme. In 2008 close to 3.5 million boarding cards were issued by using auto check-in online facility. 6.9. Environmental According to the Intergovernmental Panel on Climate Change (IPCC), the aviation sector contributes only 2% of the total CO 2 emissions generated by the consumption of fossil fuels. Internal audits were conducted in 2008 to check adequate environmental management in the areas with significant environmental impacts. A total of 39 internal environmental audits were made in Iberia during 2008, entailing the equivalent of 42 days work. Iberia currently has a very modern fleet of aircraft. Just in the past five years it has retired 76 aircraft and incorporated 60 new ones. Which reduce fuel consumptions by 20% compared to earlier generation aircrafts. Company made 1 million Euros environmental investment. 7. British Airways 7.1. Strength Strength of airline is bringing perfect service in new fleet. And best aircraft have to provide comfortable service to customers. Level of BA operations is amazing and BA gets an advantage on its competitors to provide wider variety of service to travellers. BA has 245 plains of fleet and provides services to 550 destinations around the globe with code sharing and as member of Oneworld alliance and in 2008/09 company carried 33 million passengers. BA has its own terminal at London Heathrow Airport which gives them competitive advantage to its main competitors such as Virgin Atlantic airline. 7.2. Weakness British Airways opened officially terminal 5 on 14th march 2008 but the facilities for staff and customers were unorganised. Staff faced problems for car parking that effect the work duties and other side the technical problems with bag loading in the flights. BA still having problems with missing baggage. According to AEA BA missing baggage ratio is 15.6% per 1000. BA pension schemes is big issue for management they post  £2.7 billion loss in last financial year for pension scheme. And Iberia SA told them if BA will not control Pension losses they will discontinue merger process. 7.3. Opportunity BA is going for merger with Iberia SA which would save them 400 million Euros yearly. Increase in technology is playing important role such as online ticketing, and online check-in system is saving time and cost on operations. BA own terminal at Heathrow Airport is helping to increase flights and company is able to provide more relaxed environment. The luxurious lounge has also been well received with an increase of 20% for customer satisfaction. Around 21 million people used terminal during the year. 7.4. Threats BA has threats such as unreasonable increase in competition, oil prices, credit crunch, and environmental changing or global warming. BA post  £358 million and  £208 million net loss respectively in 2008/09 financial year and in second quarter of 2009 due to credit crunch and increase of oil prices. Carbon emission is big issue for airline industry. BA is leading airline in the world and had carbon footprint of 17.6 million tons in 2008. So many other airlines are offering similar products in cheap prices. In UK Virgin Atlantic Airline is main rival for BA which is trying to have its own terminal at Gatwik Airport. 7.5. Political/Legal Government review, ImperialAirways and BritishAirways were nationalised in 1939 to form BritishOverseasAirwaysCorporation (BOAC). In 1972 Government announced its intention to merge BEA and BOAC to form BritishAirways. The BritishAirways Group was established, which would eventually result in BOAC and BEA being dissolved on 31 March 1974 upon the formation of BritishAirways. In 1984 British Airways became PLC. And in 1987 British Airways privatised and completed merger with British Caledonian which was financially troubled that time. On January 9, 2009 the European Commissions Competition Service authorised BA and Iberia merger. 7.6. Economical Economical situation all around the globe is not good. Organisations are having problems with their finances and people are losing jobs companies are spending less for their survival in this credit crunch. People have not savings to spend on holidays. if people have to travel they are using other sources of transports or other cheap air lines. That is why BA posts a net loss of  £358 million and  £208 million in current financial year in 2nd quarter. And BA and Iberia are trying to merger and save more than 400 million Euros per annum from their operations. Interest rate is historically low in UK by Bank of England as 0.5%. 7.7. Socio-Culture Our Community Learning Centre close to our Waterside headquarters at Heathrow has welcomed nearly 50,000 young people and adult learners on a range of education programmes since its opening in 1999. Last years BA Fun Run raised in excess of  £55,000 for Cancer Research UK. BITC reported our total direct and in-kind donations for 2008/09 at  £5.4 million (2008:  £5.7 million). Of these, direct charitable donations amounted to  £444,000 (2008:  £398,000). 7.8. Technology BA does around 57000 surveys every month to get best knowledge what their customers want from them. Almost third of airline booking are now made online. With almost half of all Europe from UK site. Travellers can have access to their bookings or any changes via their mobile phone. They can check-in and also access real time arrival and departure information with online system. System is saving time as well as money of travellers and company. 7.9. Environmental Climate change is an issue of huge importance to us and company have long term commitment to address it. Company climate change programme covers four main areas: Policy measures to curb emissions growth Voluntary carbon offsetting Fuel efficiency Support for scientific research In March 2009 company carbon offset scheme became first airline offset product to meet the requirements of the UK Governments Quality Assurance Scheme. Company target is reduce company net CO2 emission by 50% by 2050.Meeting this target will require investment in new technology, sustainable bio-jet fuels and in cost-effective emissions reductions in other sectors of the economy through the creation of effective global carbon trading markets. Company continue to look for ways to improve fuel efficiency and over 600 projects have so far been assessed. Of these, 55 have been implemented. 8. Corporate changes On July 29, the Board of Directors of Iberia resolved to begin talks with British Airways on a potential merger between the two airlines through an exchange of shares. In relation to this transaction, Iberia acquired a strategic ownership interest in the share capital of British Airways in 2008, which represented 9.99% of British Airways share capital at December 31. Both companies continue to work on the complex process of negotiating an agreement and planning the transaction. On January 9, 2009 the European Commissions Competition Service authorised this merger. 9. Acquisition and Merger Merger is a complete absorption of one company by another, wherein the acquiring firm retains its identity and the acquired firm ceases to exist as a separate entity. (Ross, Westerfield, and Jordan. 2007) Acquisition is generic term used to describe transfer for ownership. Merger is narrow, technical term for particular legal procedure that may or may not follow an acquisition. (Reed and Lajoux. 1999) 9.1. Merger of Iberia and BA The proposed merger will result in the creation of a new holding company (TopCo) that will own both the existing airlines and whose shareholders will be the current British Airways and Iberia shareholders. Under the terms of the proposed merger, British Airways shareholders will receive one new ordinary share in TopCo for every existing British Airways ordinary share held by them and Iberia shareholders will receive 1.0205 new ordinary shares for every existing Iberia ordinary share held by them. On the basis of this exchange ratio, and after cancellation of the treasury shares held by Iberia and prior to the cancellation of the cross-shareholdings held by British Airways and Iberia in each other, British Airways shareholders will hold 55 per cent of TopCo and Iberia shareholders will hold 45 per cent. Iberia or TopCo will not provide any guarantee or use any cash or credit facilities to fund the BA pension schemes. Merger is expected to be completed in late 2010. 9.2. Benefits of Merger The combined firm would have 419 aircraft flying to 205 destinations, and strengthen the Oneworld alliance. British Airways customers will gain access to up to 59 new destinations, of which 13 will be in Latin America, while Iberias customers will gain up to 98 new destinations across the British Airways network. They will also be offered better frequencies and connections, more competitive prices, access to more VIP lounges and enhanced frequent flyer benefits BA and Iberia said it would save them a total of 400m Euros ($594m;  £358m) in costs a year. The new group will combine the two companies leading positions in the UK and Spain and enhance their strong presence in the international long haul markets, while retaining the individual brands and current operations of each airline. Enhanced customer benefits with a larger combined network for passengers and cargo and continued investment in new customer products and services. Highly complementary network fit worldwide, in particular combining British Airways strong presence in North America, Asia-Pacific and Africa with Iberias strong Latin American presence. Greater potential for future growth by optimising the dual hubs of London and Madrid. Enhanced scale and ability to compete with other major airlines and participate in future industry consolidation. Annual synergies of approximately â‚ ¬400m at budgeted exchange rates are expected by the end of the fifth year after the completion of the merger at cash cost of up to â‚ ¬350m. The synergies will be incremental to the existing value from the airlines joint business between the UK and Spain. Approximately one third of the synergies are expected to be revenue related (joint selling, network and revenue management benefits) with the balance coming from cost synergies in areas such as IT, fleet, maintenance and back office functions. Strong group management team to maximize the combined groups earnings potential and deliver synergy benefits while maintaining localised operational focus and accountability. 10. Stake Holders BA CEO Willie Walsh said This is good news for BA, our customers and our shareholders; we recognize we have strong brands and these will be retained. Iberia CEO Vazquez, who will become chairman of TopCo, said â€Å"The merger expected synergies should help both carriers return to profitability. This project represents a very significant potential benefit for the stakeholders of both companies.† Steve Turner, Unite national officer for civil aviation, said We need assurances from the outset from British Airways and Iberia that compulsory redundancies will be avoided and that the new airline will be the best in the business in terms of passenger service. It is imperative that both companies sit down as soon as possible with the unions here and in Spain to discuss how jobs and standards can be safeguarded. The main pilots union has given the agreement a cautious welcome, with the warning to act further that the announce parity between the two airlines must be real. Spanish cabin crew, who are currently involved in strike action, have demanded that two plus two equals four in terms of

Revenge in Emily Brontes Wuthering Heights Essay -- Wuthering Heights

Wuthering Heights:  Ã‚   Revenge – The Strongest Theme  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     When Wuthering Heights, by Emily Bronte, first appeared in 1847, it was thought to be obscene and crude (Chase 19).   To the common person, it was shocking and offensive, and it did not gain popularity until long after it was first published.   When the piece of literature became widely read and discussed, however, Bronte was declared as a â€Å"romantic rebel against repressive conventions and a writer who made passion part of novelistic tradition† (Chase 19).   Unlike earlier writers, Bronte used factors from her own life and passions that she personally held to construct her classic novel.   For example, Joseph’s bible-thumper character most likely symbolizes her father, who was a minister.   However, Bronte’s book is not only a breakthrough to literature in these ways.   The narration of the story is also very unique and divergent because there are multiple narrators.   Bronte’s character Lockwood is used to narrate the introductory a nd concluding sections of the novel whereas Nelly Dean narrates most of the storyline.   It’s interesting that Nelly Dean is used because of her biased opinions.   In addition, the structure of Wuthering Heights displays a uniqueness.   Just as Elizabethan plays have five acts, Wuthering Heights is composed of two â€Å"acts,† the times before and after Catherine’s death.   However, unlike stereotypical novels, Wuthering Heights has no true heroes or villains.   â€Å"Although this work was written in the Romantic Period, it is not a romance.   There are no true heroes or villain... ...built up anger and resentment inside him and towards others.   The hurt that Hindley feels is clearly understood, but sympathy for Hindley is only temporary because it is still his own fault for his predicaments.   Hindley’s loss of Wuthering Heights to Heathcliff and his mysterious death reflect how revenge does not make anything better, only worse.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bronte corroborates that revenge is not only a harsh and rash way to live life, but is counter-productive and hurtful.   Out of all of her major themes, revenge is the most imminent.   The self-hurt involved with vengeance shows there are better ways to solve conflicts.   Bronte sends a great message across by showing how negative revenge can be.   There is no solution to obeying the spontaneous reaction of this negative reprisal.

Training Cycle Roles and Responsibilities

Describe what your roles and responsibilities are at each stage of the training cycle and explain what your boundaries are as a teacher The training cycle consists of four stages 1. Training need 2. Design/Planning 3. Delivery/Implementation 4. Evaluation Training need This is the initial stage of the training process. As a trainer/teacher I would require to identify the needs of the student/class. This would be to ensure that the direction of instruction is specific to their requirements. What is their role.What are they expected to do with the new knowledge. Is it being given at the correct time for their developmental needs. I would to do this by setting up initial assessment. Completion of pre course questionnaire. Enrolment/information sheet. In my role of Motorcycle instructor this would have taken place in a pre course assessment ride during which a face to face evaluation of their riding history would have taken place. All of this would identify to me their present knowledge and future learning requirements and enable me to structure the training correctly.I would be restricted in this area by the need to ensure there is adequate resources to give the training identified and that it meets the constraint of costings. Design/Planning This part has to be systematic and consistent. This can be achieved by having set aims and objectives. Decide what learning method is best suited to the student/class. Use of visual aids (flip charts, power point), discussions or involvement by participation (kinaesthetic). I would ensure that the content takes the student through from simple to complex learning.Build in assessments. This will allow me to check and monitor progress of delivery but also allow a check of knowledge. As a result a lesson plan would be formulated. I would consider the implications of costs, not only monetary but time as well. Does the design/plan fit within the time constraints to allow the subject matter to be delivered effectively. Delivery/Impl ementation Establish at the start my credibility to gain trust and confidence from the student/class. Ensure that I am fully prepared and have correct resources.Consider the student /class so that the pitch of the delivery can be gauged. This can be affected by class size, location and environment in which it is given. I would also have to consider welfare issues. I would ensure that the student/class feel free to engage in the lesson and contribute their ideas. I would not put pressure on them to give answers/thoughts. Make sure that if the pause and pounce method is used it is done with the correct timing to encourage response and not close the student down. Consider cultural differences.For instance some cultural etiquette would preclude male to female approach, gaining eye contact although good to establish rapport to some might seem a challenge or threat to others. Evaluation Evaluation would allow me to identify that the lesson has been learned. Have the aims and objectives be en met. Can or is the student/class able to transpose this new knowledge into their workplace or role. I would evaluate this by use of tests, exams, knowledge checks and feedback. This would highlight any further training need which in turn would be fed back into the training cycle.This aids me and also those who have initiated the training to establish, has it met the training aims/objectives (training needs). Can the design/delivery be improved. Is it cost effective. Was it effective. Conclusion As a teacher my role would be to allow and encourage student dialogue. Make sure that aims and objectives are met and are specific to their needs. Ensure that that there is a means of assessing the student knowledge. All students to have equal and appropriate advantages to learn, in a safe environment. I am responsible for the development of the student in their learning cycle.This is done by continual assessment or reassessment of both the student and the content/method of learning. Encou raging the broadening of student knowledge. I am bound to ensure that the balance of teacher/student relationship is maintained. I must also ensure that my opinion does not impose. This allows the student to have defined direction within the learning influence so that lines of order and respect are not blurred.Ref Points Practical Teaching a guide to PTLLS & CTLLS – Linda Wilson. Course Workbook. Internet.

Arabian Nights Proposal

Professor Burton Exploring Literature 29 September 2014 The Thousand-and-Third Night's Tale Proposal Main Idea Plants. Vegetation. Trees. Shrubs. Branches. Fruits. Blossoms. Sustenance. Nourishment. Floral serve as the main inspiration for what I wish to write about for this assignment. In The Arabian Nights most of the geography is set in Middle Eastern lands. I took it upon myself to research the green life that is geologically present there and became inspired by what these plants may metaphorically represent.As I studied the information of foliage, it was apparent that I was not the only person interested in utilizing these organisms for storytelling purposes. Many poets and authors have used the plants mentioned below in their works. I also wish to Join this literary group who has extracted inspiration from these terrestrial beings for what may – hopefully – be a decent tale I create. However, it is the plant below that serves as my muse: 1) The Halcyon Persecute a ) Halcyon persecute: A plant that â€Å"has a stout rugged stem and light grey bark, rowing up to 4. -5 meters in height. It lacks large foliage-type leaves; in fact, its leaves have retrogressed as succulent branches. The plant is found in sand hills, deserts and sand ridges, where it often forms pure stands, with an average density up to 400-500 trees a hectare. The white Saul is a hardy tree that can grow in nutritionally poor soil and can tolerate drought. The tree is in leaf all year, and flowers in May-June† (http://en. Wisped. Org/wick/Halcyon_persecute). ) The ententes I highlighted are what first brought my attention to this particular plant. It is not the most physically appealing shrub there is – but being an English student – I have learned to dig deeper beneath the surface of a given topic. In this case, I imagine a tale about a farming community that is facing the ever-growing problem of a growing population. This is not the only situation this mun icipal has to face but it is the most troubling. Their community leader takes it upon himself to make the journey to the Kings palace miles away.The leader instantly notices the major societal differences when he arrives at the Kings palace. The wealthy elite sneer at his agricultural occupation and rustic mannerisms. In total Arabian Nights fashion, the King and his posse learn a thing or two from an unsuspected â€Å"simpleton. † it) The picture to the left speaks of the plants' classifications. I wish to designate the scientific names as labels for the royal families, the kingdom, certain communities, etc. Maybe even for ranks in society†¦ Arabian Nights Proposal By electorate 7

Coal Mining in the UK During the Industrial Revolution

Coal Mining in the UK During the Industrial Revolution The state of the mines which boomed throughout the United Kingdom during the industrial revolution is a passionately argued area. It is very hard to generalize about the living and working conditions experienced in mines, as there was great regional variation and some owners acted paternalistically while others were cruel. However, the business of working down the pit was dangerous, and safety conditions were often far below par. Payment Coal miners were paid by the amount and quality of the coal they produced, and they could be fined if there was too much slack (the smaller pieces). Quality coal was what owners required, but managers determined the standards for quality coal. Owners could keep costs low by claiming the coal was of a poor quality or rigging their scales. A version of the Mines Act (there were several such acts) appointed inspectors to check the weighing systems.   Workers received a relatively high basic wage, but the amount was deceptive. A system of fines could quickly reduce their pay, as could having to buy their own candles and stoppages for dust or gas. Many were paid in tokens which had to be spent in shops created by the mine owner, allowing them to recoup the wages in profits for overpriced food and other goods.   Working Conditions Miners had to cope with hazards regularly, including roof collapses and explosions. Starting in 1851, inspectors recorded fatalities, and they found that respiratory illnesses were common and that various illnesses plagued the mining population. Many miners died prematurely. As the coal industry expanded, so did the number of deaths, Mining collapses were a common cause of death and injury.   Mining Legislation Government reform was slow to take place.  Mine owners protested these changes and claimed many of the guidelines meant to protect the workers would reduce their profits too greatly, but the laws passed during the nineteenth century, with the first Mines Act passing in 1842. Although it contained no provisions for housing or inspection. It represented a small step in the government taking responsibility for safety, age limits, and wage scales. In 1850, another version of the act required regular inspection in mines throughout the U.K. and gave the inspectors some authority in determining how the mines were run. They could fine owners, who violated the guidelines and report deaths. However, at the start, there were only two inspectors for the entire country.   In 1855, a new act introduced seven basic rules about ventilation, air shafts, and the mandatory fencing off of unused pits. It also established higher standards for signaling from the mine to  the surface, adequate breaks for the steam-powered elevators, and safety rules for steam engines. Legislation enacted in 1860 banned children under twelve from working underground and required regular inspections of the weighing systems. Unions were allowed to grow. Further legislation in 1872 increased the number of inspectors and made sure they actually had some experience in mining before they began. By the end of the nineteenth century, the industry had gone from being largely unregulated to having miners represented in Parliament through the surging Labour Party.

Writing About Dogs

Writing About Dogs Writing About Dogs Writing About Dogs By Maeve Maddox A question that appears frequently on language sites is, â€Å"How do you capitalize the name of a dog breed? For example, German Shepherd or German shepherd?† My answer is, â€Å"It depends on your intended audience.† If you are writing for a general readership, you may as well follow the recommendations of the AP Stylebook and capitalize only those parts of the name that derive from a proper noun, as in these examples: German shepherd Labrador retriever Boston terrier Dandie Dinmont terrier Chihuahua basset hound dachshund schnauzer shih tzu If you choose to follow a style guide based on the MLA (Modern Language Association) Handbook, you might reduce even more of the breed name to lowercase: chihuahua pekingese rottweiler weimeraner german shepherd If, however, you are writing for an audience of readers who know something about dog breeds, you will think twice about using the term â€Å"German shepherd.† As one journalist who writes about dogs points out, The official name of a particular herding dog is German Shepherd Dog. Capitalizing each word helps to make that clear. Saying German shepherd dog could refer to any German-bred herding dog. Or, a reader could wonder why the word dog was even included, as many people just say German Shepherd, leaving off the last word of the breeds official name. Susan Ewing, â€Å"AP Style doesn’t work for dog breeds,† The Post-Journal, Jamestown, NY. A journalist following AP style would not capitalize basenji or every word in â€Å"Australian cattle dog,† but here are two extracts from articles written for publications aimed at dog owners: Take Whisper, a 3-year-old Australian Cattle Dog. Her first owners had no idea she was deaf, so pegged her as a â€Å"stubborn puppy† for not coming when called. First, the Basenji needs companionship and will not be happy left to exist on the fringes of your family’s day-to-day activities. As might be expected, the AKC (American Kennel Club) capitalizes every word in the name of a dog breed. In writing for a general audience, there’s no reason not to put generic words like spaniel, terrier, retriever, setter, and collie in lowercase, but an across-the-board ruling against capitalizing any word that does not derive from a proper noun has its drawbacks. To be in strict compliance with AP style would I have to write, â€Å"black Russian terrier† and â€Å"west highland white terrier† instead of â€Å"Black Russian terrier† and â€Å"West Highland White terrier†? What about â€Å"Cavalier King Charles Spaniel†? Should that be â€Å"cavalier King Charles spaniel†? AP style regarding the capitalization of dog breeds provides a useful baseline, but writers need to be willing to temper the recommendation with judgment. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Using "a" and "an" Before WordsBetween vs. In BetweenThe Two Sounds of G

Animal testing is one of the most long-lasting and controversial questions. It even seems that this issue will remain unresolved forever. A lot of people are in favor of the idea that all the medical experiments should be conducted on animals. Scientists provide us with a long list of pros of animal testing, giving the examples of how it helped to heal serious diseases or even saved people’s lives. And it is hard to argue with that. Firstly, we all know that thanks to some researches on animals, the vital substance hormone insulin was discovered and it continues saving lives of diabetics until today. (â€Å"The Discovery of Insulin†). The cases of polio were reduced by a thousand times within only 20 years due to the positive results that were shown after testing this vaccine on our four-legged friends. (â€Å"Poliomyelitis†) Animal experimentation has also made a great contribution to the crucial progress in understanding and coping with such illnesses as cancer , brain injury, leukemia, fibrosis, malaria, multiple sclerosis, tuberculosis, and many others, and it also became an instrument for the development of pacemakers, cardiac valve substitutes, and anesthetics. If not for the chimpanzees, we would not have a vaccine for hepatitis B and C as well. (â€Å"Diseases & Research†). Of course, these results were gained at the expense of countless suffering animals. Unfortunately, there is no equal substitution for them so far, because the system of any living being is a thousand times more complex than the system of any computer. Only the animal body can react in a similar way to our body. The defenders of animal rights strongly disagree with this statement. They claim that the human body is very different from the body of the animal, and the drugs that are helpful for the mouse will not work for people. And all these tests, experiments and researches are only the waste of time, money and poor animals’ lives. Almost all drugs that were tested on animals had failed to be good for people. The large amount of money that was spent on feeding, housing and treating during all these experiments, could have been spent on medicines for people, who are in need. Get high quality custom written essay just for $10 Both sides have constructive arguments and are ready to defend their positions. Those, who support animal testing, claim that the absence of animal rights is a good thing; otherwise, we could not hunt and eat meat to stay healthy and strong and could not make clothes to protect ourselves during the winter and cold weather. The opposite side considers it to be inhumane. The stance of the church is also a bit vague. It states that the interests of the people are above all, but at the same time we have to be merciful to those, who are much weaker than we are. On the one hand, these tests are really very painful and cause suffering to defenseless animals. All the awful manipulations conducted during the experiments can never be justified. These tortures include immobilization of animals, irritation of their skin and mucous membranes, keeping them in the unnatural for them environment. On the other hand, it would be also cruel to use people for such experimental purposes. Taking into consideration all these facts, it is impossible to determine who is right in this so-called war. Recently, a new tendency has appeared. According to it, the scientists have to look for alternatives of animal testing and research. Some new inventions have already taken place. For example, the Harvard’s Wyss Institute   has created chips that reflect human organs and cells structure and function. New methods of skin and mucous cell growth are becoming popular and more productive as well. (â€Å"Organs-on-Chips†). It can be used for tests, because it does not have emotions and, therefore, will not be scared, frustrated and feel pain. The scientists have also revealed that the human blood can be used for medical tests, and there is no need to make animals consume toxic and poisonous substances and irritate their eyes with corrosive liquids. There are also researchers, who work on creating computer models that will show us the process of tissue and tumor develo pment, thus helping doctors indicate the causes and find the appropriate remedy. Despite the growing number of alternatives, there still is a large amount of experiments on animals. And we still suffer from new diseases that appear every day. It seems that there is no way we could find out how to be healthy and live forever. That is why we have to concentrate on how to live honorably and do only decent things without hurting the creatures that are left at the mercy of us. 1. â€Å"The Discovery of Insulin†.  Nobelprize.org.  Nobel Media AB 2014. Web. Accessed 7 Jan 2016. http://www.nobelprize.org/educational/medicine/insulin/discovery-insulin.html 2. â€Å"Poliomyelitis,† who.int,  World Health Organization. Web. Accessed 7 Jan 2016. http://www.who.int/biologicals/areas/vaccines/poliomyelitis/en/ 3. â€Å"Diseases & Research,† Animal Research.info, Web. Accessed 7 Jan 2016. http://www.animalresearch.info/en/medical-advances/diseases-research/ 4. â€Å"Organs-on-Chips†, Wyss Institute, 2014. Web. Accessed 7 Jan 2016. http://wyss.harvard.edu/viewpage/461/ Rely on professional writers with your college paper and take a load off your mind. Relax while we are working on your essay. Your peace of mind is just one click away

Building Services Essay Example | Topics and Well Written Essays - 750 words

Building Services - Essay Example Thermal: If rooms are too hot or too cold the occupants obviously feel uncomfortable and their performance efficiencies are diminished. Excessive cold or heat may also create health problems. Since all the rooms have controlled mechanical ventilation systems it is advisable that, if the climate is too cold, a heat recovery system be installed. Convectional loss can be reduced by having windows with glass panes so that heat loss is contained while natural lighting is made available. The rooms should also be otherwise airtight and the fenestration performance of the building envelope should also be highly efficient. Air change per hr at 0.25 cfm/sq ft of building envelope measured at 50 Pascal is recommended for the building envelope to assure comfortable indoor thermal ambiences. Visual: Inadequate lighting may create eye problems over extended periods of time and headaches and visual problems over shorter ones. Natural lighting of spaces, as for the rooms with external walls, should be considered prior to specifying electric illumination systems. Acoustics: Noise is specifically the most distracting influence on occupants. It can cause undue stress and loss of performance efficiency, especially in a delicate learning environment like the lecture room. The general office will also be susceptible to high noise levels. Noise irritates in two ways - it impairs hearing and it deprives of speech privacy. The second is more irritating than the former. The following ways can reduce noise pollution, specifically in relation to the lecture and general office rooms: Maximum unoccupied noise levels should be kept down to 45 dBA. 0.6 sec reverberation time maximum for unoccupied areas should be maintained. Exterior noises from sources like

Google is a Successful Organization Essay Example | Topics and Well Written Essays - 750 words

Google is a Successful Organization - Essay Example From this paper it is clear that  Google is an international worldwide organization that is ranked world’s third biggest and valuable organization. The extraordinary work force with passionate and commitment to work environment, sound management practices and peoples analytics approach are some other determinants of success for Google. Google has incorporated the concept of continuous innovation and considering new talent screening the marketplace to the top. Google has taken a strategic shift to strengthen its workplace by great people management. Innovation is a product of new retainers and new people and Google accepts this fact for success. The managers are enabled to produce advanced business outcomes only when they are managing people decisions, accurately.  This study outlines that  people analytics approach is applied here. Pursuing long term relationships with the personnel, reward and recognitions, growth and opportunity, securities are yet other determinants o f success. The analytical based models for producing great results, enhancing workforce productivity and growing dramatically is given out by Google that has gained enough recognition and acceptance by the executives of other firms.   Google largely depends on data and analytics for driving decisions. Technology is a great breakthrough and coping up with the ultra high tech standards for maintaining and provoking it also call for Google’s success.

The Aspect of Violence in the World of The Hunger Games Assignment

The Aspect of Violence in the World of The Hunger Games - Assignment Example The Hunger Games conceals the issue of violence by using a form of language that deters the audience to know the real meaning of it. Orwell defines this as â€Å"staleness of imagery† or â€Å"the lack of precision† (2). Seneca Crane, the game-maker, has been presented with such a vague language that mitigates the level of tension despite its nature. The film commences without tackling the mechanics of the game, neither how it is being played nor how it continued that long in their nation. As a matter of fact, the film itself is a paradigm of a dying metaphor. According to Orwell, there are modern metaphors that are â€Å"technically dead,† concealed â€Å"being an ordinary word,† which can â€Å"generally be used without loss of vividness† (2). The Hunger Games, as an example, is by far presenting a metaphor about the aspect of hunger, but the mere fact that the plot offers only two pathways, death or survival, it has to be something vague but is v ivid. Therefore, even if the audience sees the violence of the movie, they are moved along the side of temporal unconsciousness. However, as they went through viewing the movie, they will realize the issue of violence that is concealed in the title of the movie, may it be a game of death. In the lens of the â€Å"verbal false limbs or operators,† some contemporary works have â€Å"trouble of picking out appropriate verbs and nouns,† simultaneously providing â€Å"each sentence with extra syllables† resulting it to appear symmetric (Orwell 3). For instance, Katniss and Peeta, as the protagonists in the movie, have been portrayed with such an ineffective and unsoundly utterances, such that their moves in every act posit a very interesting motion, but their lines pose no strong connection with it. This is a clear manifestation that their roles have been presented with an utterance that consolidates the â€Å"elimination of key verbs† (Orwell 3). Eliminating key verbs by replacing or complementing with another word in a sentence will deter the strong meaning of the word. Selena Crane’s role is also depicted as one with an utterance that replaces â€Å"simple conjunctions and prepositions,† which Orwell described as a tool to appear symmetric (3).

Evaluation analysing. developing management capability Essay

Evaluation analysing. developing management capability - Essay Example (Leech, 2004). The overall structure of the argument is really vague and presenter has not clearly formulated a better version of this extract. Generally, this extract indicates the use of AIDA model to get the attention of the audience by mentioning how much the market for DVDs in the educational sector is lucrative. (Yeshin, 1998). However, other elements such as preparation for presentation i.e. handling of overhead projector etc during the presentation clearly indicates that the presenter has not probably rehearsed his presentation before actually delivering this presentation. This fact also indicates the potential non-verbal behavior of the presenter as setting overhead during the presentation clearly reflects the fact that eye contact must have been lost with the audience. Further, the use of â€Å"I† is rather frequent than the use of â€Å"You† indicating a lack of rapport building and indicates more of an introvert type of personality presenting to an educated audience. This extract is also indicating a more use, of â€Å"I† rather than the â€Å"You† whereas this also seems to be an unorganized piece of presentation. Further, a business plan is always lengthy and details all the information about a potential product to be sold however, there is a clear indication of the lack of facts and information about the potential product but rather presenter is attempting to provide a completely different picture of the product by associating it with an entirely different example. Further the overall attitude of the presenter is probing in nature i.e. presenter is attempting to further probe something in order to make his case stronger i.e. develop interest however; the exact wordings clearly indicate the lack of confidence and interest of the presenter. This paragraph seems to be influencing in nature i.e. presenter is trying to sell the idea for new product by outlining the potential

The adoption of common language poilcies in companies Essay

The adoption of common language poilcies in companies - Essay Example It tends to spawn behaviors and emotions resulting to inefficiencies and poor collaborative efforts hence, leading to poor performance and low company productivity. These inefficiencies tend to be overlooked since the companies direct their attention to the benefits of linguistic integration in order to fit in the globalizing market. The main reason English is being adopted fall under the pressure from the external global players who seem to be well equipped with the English language and its application in the business field. In addition, there is too much diversification of tasks related to a company among countries. If the corporate goals rely on departments within different countries that are working harmoniously, language becomes a significant element. Implementation of language mandate has revealed challenges in the transition from diverse languages to a common language2. The experience that employees have had when working using another language or engaging with a non-native speaker has proved difficult. GlobalTech, FrechCo, Global Moves, Carco and ChipCo are some of the companies that have tried or rather have implemented the language mandate. All of the companies are from different countries of origin; Germany, French, Japanese, United States and United States respectively. The language mandate was put into test, and the impact analyzed that shows that it resulted to psychological and emotional impacts to the employees3. GlobalTech introduced English to the German Employees, and this resulted to ineffective communication. FrenchCo had employees who were non-native speakers who were originally from France, but experienced challenged in having to communicate in English since some lacked sophisticated language skills. The same case is evident for GlobalMoves, Japanese Company where much time was wasted in a task that could have been done easily. For

The Aspect of Violence in the World of The Hunger Games Assignment

The Aspect of Violence in the World of The Hunger Games - Assignment Example The Hunger Games conceals the issue of violence by using a form of language that deters the audience to know the real meaning of it. Orwell defines this as â€Å"staleness of imagery† or â€Å"the lack of precision† (2). Seneca Crane, the game-maker, has been presented with such a vague language that mitigates the level of tension despite its nature. The film commences without tackling the mechanics of the game, neither how it is being played nor how it continued that long in their nation. As a matter of fact, the film itself is a paradigm of a dying metaphor. According to Orwell, there are modern metaphors that are â€Å"technically dead,† concealed â€Å"being an ordinary word,† which can â€Å"generally be used without loss of vividness† (2). The Hunger Games, as an example, is by far presenting a metaphor about the aspect of hunger, but the mere fact that the plot offers only two pathways, death or survival, it has to be something vague but is v ivid. Therefore, even if the audience sees the violence of the movie, they are moved along the side of temporal unconsciousness. However, as they went through viewing the movie, they will realize the issue of violence that is concealed in the title of the movie, may it be a game of death. In the lens of the â€Å"verbal false limbs or operators,† some contemporary works have â€Å"trouble of picking out appropriate verbs and nouns,† simultaneously providing â€Å"each sentence with extra syllables† resulting it to appear symmetric (Orwell 3). For instance, Katniss and Peeta, as the protagonists in the movie, have been portrayed with such an ineffective and unsoundly utterances, such that their moves in every act posit a very interesting motion, but their lines pose no strong connection with it. This is a clear manifestation that their roles have been presented with an utterance that consolidates the â€Å"elimination of key verbs† (Orwell 3). Eliminating key verbs by replacing or complementing with another word in a sentence will deter the strong meaning of the word. Selena Crane’s role is also depicted as one with an utterance that replaces â€Å"simple conjunctions and prepositions,† which Orwell described as a tool to appear symmetric (3).

The adoption of common language poilcies in companies Essay

The adoption of common language poilcies in companies - Essay Example It tends to spawn behaviors and emotions resulting to inefficiencies and poor collaborative efforts hence, leading to poor performance and low company productivity. These inefficiencies tend to be overlooked since the companies direct their attention to the benefits of linguistic integration in order to fit in the globalizing market. The main reason English is being adopted fall under the pressure from the external global players who seem to be well equipped with the English language and its application in the business field. In addition, there is too much diversification of tasks related to a company among countries. If the corporate goals rely on departments within different countries that are working harmoniously, language becomes a significant element. Implementation of language mandate has revealed challenges in the transition from diverse languages to a common language2. The experience that employees have had when working using another language or engaging with a non-native speaker has proved difficult. GlobalTech, FrechCo, Global Moves, Carco and ChipCo are some of the companies that have tried or rather have implemented the language mandate. All of the companies are from different countries of origin; Germany, French, Japanese, United States and United States respectively. The language mandate was put into test, and the impact analyzed that shows that it resulted to psychological and emotional impacts to the employees3. GlobalTech introduced English to the German Employees, and this resulted to ineffective communication. FrenchCo had employees who were non-native speakers who were originally from France, but experienced challenged in having to communicate in English since some lacked sophisticated language skills. The same case is evident for GlobalMoves, Japanese Company where much time was wasted in a task that could have been done easily. For

The Pain The Mockingbirds Endure In To Kill A Mockingbird Essay Example for Free

The Pain The Mockingbirds Endure In To Kill A Mockingbird Essay The pain the mockingbirds endure in To Kill a Mockingbird is quite sensational in that we pull a strong reaction through the readers eyes. Mockingbirds in this novel have quite the figurative meaning, as well as a very literal one. I will take you through both, as we explore the main character Scout, and the four lessons she learns, and attains throughout To Kill a Mockingbird. These very useful, and challenging lessons are: Put yourself in others shoes, dont kill mockingbirds, keep fighting even if you know youll loose, and the world is very unfair. Atticus (Scouts father) is the one who teaches his daughter these lessons, and although the lessons took much time to learn and be fully appreciated, Scout sees the world in a whole new way because of them. In a way I guess we could say, she was blind, but now can see. First, Id like to analyze the first lesson that Scout was taught- put yourself in others shoes. Now to fully examine this lesson, we must jump back in forth in this book, since this is the longest lesson Scout takes to determine. This lesson is centered around Scouts relationship with Arthur Radley, aka Boo. Boo is one of Scouts neighbors, however she has never seen him. There have always been many rumors circulating around Maycomb county about Boo, which I assume started when he was an adolescent. In his youth years Boo had gotten in trouble with the law numerous times. His father didnt want his child staying anywhere else but home, so when his father passed, Boo was left in the house with his brother. Since Boo was very reclusive, it was easy to target him as the weird, creepy man across the street. Scout, and her brother Jem find much interest and curiosity in Boo. They like to sneak around the house, and try to lure Boo to come out. Atticus scolds Scout that she should stop messing with the poor man, but Scout cannot help herself. Through the story, we see Boo do nothing but kind things toward the Finch children. Although it takes Scout much time to realize the good he has done for her, she sees that she was so quick to judge and believe the rumors that everyone else had told. She never thought to think how Boo felt about the whole situation. At the end of the novel when Boo practically saves the lives of both Jem and Scout, we start to come to terms with the selflessness Arthur Radley had put forth toward the children. Secondly, the next lesson that Scout learns is to not kill mockingbirds. Now this is so vague because of both the figurative and literal means it plays in the book. In my interpretation I see the two most true mockingbirds are Boo, and Tom Robinson. You see, the rule in society is not to kill a mockingbird because all they do is make pretty music, and they never do any harm. We see this shine through in both Boo, and Tom. Boo is isolated in the community of Maycomb because everyone wants to believe easy lies over the hard truth. Boo doesnt like to be noticed, as we see through the novel, and thats why it is easy to target him. Now later on we see that Boo is of course not who the whole town makes him out to be, and thats why he is a mockingbird. Now onto Tom Robinson. Tom is probably the most emotional, heart-wrenching character in TKMB. He is a black man accused of raping a white women. Tom is innocent, and was proven so. However since he is a black man, the color of his skin had already set a prerequisite to the trials outcome. He was accused of the crime and said to be guilty. Tom was later killed, and we truly see in a million and one ways that killing a mockingbird is just as bad as ending an innocent mans life just because the color of his skin. Furthermore, this brings me onto the next lesson: Keep fighting even if you know youll loose. Atticus teaches this extremely important lesson to Scout in Tom Robinsons trial. Although we see that all the facts point to Tom being innocent, his skin color has already determined the outcome of the verdict. Atticus has one of the biggest hearts in this novel, and a very open-mind. He hopes that the justice system will have a change of heart, and that is why no matter how stacked the odds were against Tom, and how much the community turned their backs on Atticus, he treated his case with Tom just as fair and equal as any other. Even when the jury declared Tom as a guilty man, Atticus went straight to work on finding a possible solution to freeing this man. Scout seems to not understand why Tom was declared guilty at first, but soon she realizeswhich brings us to the fourth lesson. The last lesson Scout learns is that the world is unfair. Not everything will turn out the way you want, even if you do everything right, or put your life at risk. Most outcomes are never what we can predict, and the earlier we learn this lesson, the better. Scout sees that Tom Robinson was said to be guilty simply because he was black. Id say this lesson was the most difficult for Scout to understand because it doesnt make much sense, and possibly never will. The world is cruel, and unfair. Tom was a dead man, and he had never done anything even close to hurting someone, much less raping a woman. We are so closed minded in the way we see the world. One quick look at something and weve made up our mind on whether or not its worth it. The world will chew you up and spit you back out even if you are a saint. There is no explanation to why bad things happen to good people, but Scout understands that these things do happen. With this she learns not to take life for granted, and matures in a way that only Harper Lee can explain. In conclusion, TKMB has such a historical, geographical, cultural, and social impact on any reader. We see that the time frame of the book is during the great depression, and how we viewed the world in such a limited way back then. Today we are so much more advanced, and civil towards all kinds of cultural groups. There is no escaping the disease of racism, but as a world we have come a long way since the 1930s. Also, we see how killing a mockingbird has such an influential effect on the making and shaping of this novel, but also the lesson a reader can take away with them after reading the book. Why would you want to end such a beautiful thing when there is so much evil else where in the world? Maybe, because the world is very unfair.

Rules And Behavior In Class And Halls English Language Essay

Rules And Behavior In Class And Halls English Language Essay Rationale: I chose this theme because it is an essential part of the school year. How you teach students to act in the beginning of the year will carry out throughout the rest of the school year. I have never had the opportunity to be in a classroom for the first couple weeks of school, so I would like to create a literature unit that focuses on this valuable unit that students need to learn. Summary: In this unit, I go through procedures that the students should know how to go through with ease. The classroom and school rules start off the unit, so that all students know what to do in the class in order to be respectful to the teacher and others. I then move into common procedures such as going to the bathroom, getting on a school bus, doing fire drills and intruder drills. I thought all of these procedures are very important to go over in the first few weeks of school. Often these drills are done during these weeks as a test to make sure the students will be safe in case of an emergency. Materials: Parish, Herman, Amelia Bedilias First Day of School, Greenwillow Books Carlstrom, Nancy, Its Your First Day of School, Annie Claire, Abrams Books for Young Readers Bloch, Serge, Butterflies in My Stomach and Other School Hazards, Sterling Thomas, Pat, Do I have to go to School, Barrons Educational Series Meiners, Cheri, Know and Follow the Rules, Free Spirit Publishing Shannon, David, David Goes to School, Blue Sky Press Kraus, Arthur, Leo the Late Bloomer, HarperCollins Modesitt, Jeanne, Sometimes I Feel Like a Mouse, Scholastic Inc. Jacobs, Paul, Fire Drill, Henry Holt and Co. Feldman, Heather, My School Bus: A Book About School Bus Safety, PowerKids Press I will also need the use of a bus for a day. Goals/Objectives/Assessments of the Unit: Goal: I want the students to be able to recite the rules of the school. Objective: Students will recite the rules of the school. Assessment: I will listen and observe students as the recite the school rules before the pledge everyday. Goal: I want the students to respect other classes when walking through the halls of the school. Objective: Students will quietly walk through the halls in a single file line with their hands at their sides and facing forward. Assessment: I will observe students as they walk in the hall. Goal: I want the students to follow the classroom rules. Objective: Students will create and follow the classroom rules. Students will then sign our contract when they fully understand the rules and consequences to the rules if they are not followed. Assessment: I will observe students on a daily basis to make sure the rules that they created are being followed not in the classroom, but school wide. Goal: I want the students to be able know the proper route to get out of the building in case of a fire drill. Objective: Students will recite and quickly escape the building according to the proper route designed by the school. Assessment: I will monitor and practice with the students to make sure they are using the right procedures. Goal: I want the students to know the proper behaviors to use on a bus. Objective: Students will perform the correct rules as said by the bus driver. Assessment: While the teacher is going over the rules I will go through and monitor to make sure students are listening and practicing the rules. Goal: I want the students to know what to do in case an intruder is in the building. Objective: Students will perform the procedures in case an intruder is in the room. Assessment: I will monitor students to make sure they are following the rules during this time. Essential Knowledge/Skills/Dispositions Outcomes: Upon completion of this unit, students will be able to recite the school rules, recite the classroom rules, and respects others while they are in the hall. This will allow for a well behaved class when the teacher is there or in case the teacher will not be able to be there for a day. Relationship to Standards: Students will meet the first and fourth standard of the NYS ELA standards. Standard 1.1 they will read, write, listen, and speak for information and understanding. They will meet this standard by writing the classroom rules and reciting these rules every morning. They will also recite the school rules every morning before the pledge. Standard 4.1 they will also read, write, listen, and speak for social interaction. Students will meet this standard by cooperating with their peers to create a set of rules for the classroom. They will have to listen to their peers for ideas. They will then write these rules with the help of the teacher. They will then all read the rules on a daily basis. Lesson Plans Lesson Plan 1 Date/Times: September 1st; 8:45-9:45 Grade Level: 1st grade Theme: First day of school rules; Standard 1.1,4.1 Title for the Days Lesson: First day of school Goals/Objectives: Goal: I want the students to follow the classroom rules. I want students to make connections between their first day of school and Amelia Bedilias first day of school. Objective: Students will create and follow the classroom rules. Students will then sign our contract when they fully understand the rules and consequences to the rules if they are not followed. Students will list how their day and Amelias day were similar and different. Materials: Amelia Bedelias First Day of School, clay Introduction to the Lesson: Today in class, we are going to be reading a book about Amelia Bedilias first day of school. Then we are going to create our own set of classroom rules. Language Arts Activities: I will read the book Amelia Bedilias First Day of School by Herman Parish. I will have the students reflect on items going on in the story as I read it. Amelia gets lost and confused in this story a lot. Did you get lost or confused this morning? I will write down the similarities and differences about Amelias and the classs experiences with the first day of school. After doing this we will follow up the book by using clay just like in the story to create images of the students favorite animals. We will then display these so that parents will be able to see these after school. Now we will move back to the reading rug and create a list of classroom rules. The students will be the creators of these rules, I will be there as a guide to help students write down the rules. After forming the rules, I will ask students to recite the rules together. Students will be asked to review the rules and will be asked to sign the document, only when they are ready to, to make sure they have full understanding of the rules. Review and Summary: Just like in real life we may get lost in the school, but there is always an adult willing to help you. You just need to ask them for help. We also created a list of rules. In our daily lives we have rules to follow. Can you tell me some of the rules that you have to follow at home? Assessment: I will turn the rules paper over. I will ask students to raise their hands and tell me the rules we had just created. Lesson Plan 2 Date: September 2nd Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1 Title for Todays Lesson: Review of Classroom Rules and Introduction of School Rules Goal: I want the students to be able to recite the rules of the school. Objective: Students will recite the rules of the school. Students will problem-solve to create rules for making students feel comfortable. Materials: Its your first day of school, Annie Claire and Sometimes I Feel Like a Mouse Introduction: Today we are going to learn the school rules. We will also read a story about a little girl who was nervous to come to school because she didnt know what to expect. We will learn how our school rules will help the girl to realize she will be okay in school. Language Art Activities: I will begin by bringing out a poster of the school rules. These may include rules about respecting others. Once I have read over the rules I will have the students read the rules along with me twice. I will then read the book Its your first day of school, Annie Claire by Margaret Wise Brown. As I read through this story, I will ask students to predict what she will worry about next. After reading the story we will go over the book and relate it to the school rules. So what happens if Anne Claire colors worse than you, what would you do? What if Anne Claire snores during nap time? Would you say anything? Do you see why it is good to have rules to follow? Why is it good to have these rules? We will then create another chart that represents what our class worries were about school. Think back to when you were going into pre-k or kindergarten. What were you worried about? After the first couple of days were you worried anymore? We will put the school rules in a spot where everyone can see them. The location will be decided by the students. Lets practice one more time. I will then end the class with Sometimes I Feel Like a Mouse. Review and Summary: How was what we learned today important for us in life at home? Could you use these school rules at home as well? How would you make sure that others feel welcome in the school? Assessment: I will observe the students while reciting the school rules to make sure they are participating in this daily reading. Lesson Plan 3 Date: September 3rd Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1 Title for Todays Lesson: Bathroom Procedures Goal: I want the students to follow the classroom rules. Objective: Students will act out using bathroom manners after using the bathroom. Materials: Leo the Late Bloomer Introduction: Today we are going to go over the proper bathroom procedures. Language Arts Activities: Using the bathroom is something everyone will have to do during school. If you have to go to the bathroom you do not need to raise your hand, you may just go to the bathroom in the classroom. There is an occupied and unoccupied sign on the door. Can anyone tell me what these words mean? So if the bathroom is occupied should we get up and leave a lesson to wait in line or just wait until the person ahead of us is done? What should you do directly after using the bathroom? Thats right! Wash your hands. How long do you wash your hands for? You should put soap on one hand and turn on the faucet with the other hand, and then you should count to ten in your head. Make sure to wash the fronts and backs of your hands. Then you need to dry your hands off. I will visually show students with picture cards at this time. Now we will all practice washing our hands in groups of five. The classroom aid will assist with washing the students hands, while I read the book Leo the Late Bloomer by Arthur Kraus. This story emphasizes how being different is not weird its just different. I think this will be a good eye opener for students and this will help to make sure our classroom is a respectful one. Review: Do you wash your hands at home after you go to the bathroom? You should do this at home as well to make sure that germs are not spread around the house. Assessment: I will have the classroom aide monitor the students during this lesson to make sure they are being thorough and washing their hands properly. Lesson Plan 4 Date: September 4th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1, 4.1 Title for Todays Lesson: Rules in the Hallway Goal: I want the students to respect other classes when walking through the halls of the school. I want students to recite the meaning of common phrases. Objective: Students will quietly walk through the halls in a single file line with their hands at their sides and facing forward. Students will recite the common meanings of many common used phrases. Materials: Butterflies in my stomach and other school hazards Introduction: Today is our first day of specials. Today we will learn how to walk in the hallways so that we are respecting other classes while they are learning. Language Arts Activities: I will read Butterflies in my stomach and other school hazards by Serge Bloch. This is a short book that reviews the feelings of the first day of school. We will review page by page the sayings that were recited and I will make sure students understand each of these phrases. Do you know what this really means? If the students do not respond I will explain the sayings to the like put your best foot forward. After reviewing this, we will talk about the rules in the hallway. Can you give some ways to be respectful in the hallway? I will write these ideas on the board. Then we will practice these in the classroom. I will ask students to line up, now how did we say we should line up? Single file thats right. We will go through each rule before moving. I will then have students walk around the room the way that they had decided. Is there anything we forgot to put on here? If there is I will add this step to the board and we will practice again. Directly after reading, we will leave to go to a gym. Review: Do you think you will hear confusing sayings like this outside of the school? Why do you think that? Can you use any of the sayings we learned to talk to your parents at certain times? Give me an example. I will also review the hallway rules by having students list what they should do in the hallways. Assessment: I will monitor students on a daily basis to make sure that they are following our hallway rules. Lesson Plan 5 Date: September 5th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 4.1 Title for Todays Lesson: Review of Classroom Rules and Making Consequences to broken rules Goal: I want the students to follow the classroom rules and make consequences for actions if they rules are broken. Objective: Students will create and follow the classroom rules. Students will create a list of consequences for not following the classroom rules. Materials: Know and Follow Rules Cheri J. Meiners Introduction: Today we are going to review the school rules. Then we go over some consequences that can be made in case someone breaks a rule. Language Arts Activities: I will call on students to read the rules individually. I will do this until everyone has had a chance to read at least one rule. We will then think of some consequences to rules ranging from low to high. I will have some in mind so that this does not get out of control too much. Some consequences I have thought of are losing free time and getting warnings. If you get three warnings a letter will sent home to your parents. Are there any other consequences that you think should be added? I will then read the book Know and Follow Rules Cheri J. Meiners. This book lists four general rules. During and after reading the book I will ask students why we have rules, these are listed in the book so things are fair, we are safe, so we can learn, and get along. I will then ask students if the four rules provided in the book are in our general classroom rules. If one is missing we will add it to our list. Review: Why do we have rules? Can these same reasons be used at home as well? How were our rules similar to the rules in the story? Assessment: I will observe students behaviors in class to make sure they are following the classroom rules. Lesson Plan 6 Date: September 8th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom, School and Hallway Rules; Standard 1.1 Title for Todays Lesson: Review of All Rules Goal: I want the students to be able to recite the rules of the school. I want the students to respect other classes when walking through the halls of the school. I want the students to follow the classroom rules. Objective: Students will recite the rules of the school. Students will quietly walk through the halls in a single file line with their hands at their sides and facing forward. Students will create and follow the classroom rules. Materials: David Goes to School by David Shannon Introduction: Today we are going to read a story that reviews all the rules we have learned this week. Language Arts Activities: Read the story David Goes to School by David Shannon. As I go through the book students will raise their hands and tell me what rules are being broken by David. What consequences would David have in our classroom? What consequence did David face in his classroom? Do you think that consequence fit? Do you think David learned his lesson? Review: I will ask students to list the rules without looking at them. How can you use these rules at home? Assessment: I will monitor the students during the school year to make sure students are following along with the rules. Lesson Plan 7 Date: September 9th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1, 4.1 Title for Todays Lesson: Fire Drill Procedures Goal: I want the students to be able know the proper route to get out of the building in case of a fire drill. Objective: Students will recite and quickly escape the building according to the proper route designed by the school. Materials: Fire Drill by Paul DuBois Jacobs, bell Introduction: Today we will be reviewing the procedure for fire drills in school. Language Arts Activities: I will read the text Fire Drill to the class. What are some important rules you learned? Students: Stop what you are doing, Out the Door, Stay in Line, Stay in pairs, Stay quiet. Why is it important to immediately stop what you are doing? Why is important to go out the door, stay in line, stay in pairs, stay quiet? Once you are outside how should you act? Students: Stay in pairs, Dont Talk, Dont run, Stay with your class. We are going to practice this drill. First we need to look at our escape route. This is posted right next to the door. Where do we go first according to this chart? Where do we end up? Close to the school or far away? Lets bring our book with us to make sure we are doing this right. I will bring a bell with me to act as a fire bell. I will flip through the pages as students perform the drill. After coming back to the class I will have the students do an activity on safe fire procedures. They will then plan their own escape route for their house. We will repeat this during the day to make sure the students understand what is going on and how to get out of the building safely. Review: Which door do we use to get out of? If that door is blocked what do we do? What could you do at home with your family to make sure you all end up in the same place safely? Assessment: I will monitor the students during the practice runs to make sure they are following the rules and procedures. Lesson Plan 8 Date: September 10th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1, 4.1 Title for Todays Lesson: School Bus Rules Goal: I want the students to know the proper behaviors to use on a bus. Objective: Students will perform the correct rules as said by the bus driver. Materials: My School Bus: A Book About School Bus Safety by Heather Feldman, bus Introduction: Today we are going to learn about school bus safety when we go on field trips and ride them to school. Language Arts Activities: I will first read My School Bus: A Book about School Bus Safety. As I read the story, I will ask questions about the children in the book and what they are doing right. We will then go outside to get into the bus and practice rules. We will review the rules as we go along. For example, how to you get on the bus? How many people should be in a seat? We will then go back to the classroom and complete a worksheet where you have to circle hazards on the bus. Review: What are some of the rules used while we are on a bus? Assessment: I will assess students by observing them on the bus. Lesson Plan 9 Date: September 11th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1 Title for Todays Lesson: Rules in case of an intruder Goal: I want the students to know what to do in case an intruder is in the building. Objective: Students will perform the procedures in case an intruder is in the room. Materials: David Goes to School Introduction: Today we are going to learn what to do in case there is an intruder in the building. Language Arts Activities: First we will go over the word intruder. What do you think this means? I will make a semantic web up on the board in order to include all possible definitions. Next, I will tell the students what code name is announced when an intruder is in the building; his name will be Mr. Purple. I will then show students what to do when an intruder announcement is called. We will line up sitting on the floor in front of the cubbies. This way no one can see us. I will lock the door and shut the door and the lights off. It is very important to stay seated and quiet in the room. Okay lets practice, I will start to re-read David Goes to School and a classroom aid will say Dr. Purple is in the building. Students will then move to the designated area and I will lock and shut the door and turn off the lights. After performing the drill and we have waited five minutes I will call the drill off. Students will then be asked to move back to the reading rug. I will ask them what went well. What could we do next time to make sure this happened quicker and quieter? Review: What does the word intruder mean? Can an intruder come in to your house? What do we do when Dr. Purple is in the building is announced over the speaker system.? Assessment: I will monitor students to make sure they are following the rules during this time. Lesson Plan 10 Date: September 12th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1, 4.1 Title for Todays Lesson: Review of Rules and Procedures Goal: I want the students to be able to recite the rules as best as they can. Objective: Students will recite the bus, intruder and fire drill rules. Materials: Do I have to go to school? Introduction: Today we are going to review the bus, intruder and fire drill rules. Language Arts Activities: I will have drawn a bus, person and fire on the board and I will list the rules inside each of these forms. We have learned about some pretty important rules in the last couple of days. Who can tell me some bus rules? I will list these in the bus. Are we missing any? Now what are our intruder rules? Now what are our fire drill rules? I will then ask students if any of the rules in each of these categories is the same. I will circle similar rules in each form with a different colored marker. How does this help us to have similar rules in each set of rules? I will then read, Do I have to go to school? by Pat Thomas. This will review the reasons of coming to school and give the students a feeling of wanting to be at school. Review: I will cover up the board. Who remembers one rule that is similar in all three procedures? How can we use these same rules in our own life at home? Assessment: I will observe the students work on the board to make sure they encompassed all of the rules on the board.

Salvador Luria :: essays research papers

Salvador Luria   Ã‚  Ã‚  Ã‚  Ã‚  Salvador Luria was one of the founders of microbiology, as we know it. He emigrated from here from his native country of Italy in 1940. His work in the United States is his best known. His work on bacteriophage (bacterial virus) here brought up many new topics in bacteriology, biochemistry, and virology.   Ã‚  Ã‚  Ã‚  Ã‚  Born in 1912 in Turin, Italy Salvador Luria was born to David Luria and Ester Sacerdote. His father was a well-respected Jewish leader in his hometown. Salvador attended Liceo d’Azeglio high school. This was one of Northern Italy’s most highly recognized schools. After he finished high school he enrolled in medical school at the University of Turin. In medical school he studied with nerve tissue expert Giuseppe Levi. He met Ugo Fano who later taught him calculus and physics in an after school class using astronomy as a base.   Ã‚  Ã‚  Ã‚  Ã‚  The influence that Fano had on Salvador was so great that he decided to pursue basic sciences. He decided to go with Radiology, he believed this was the gap between physics and medicine. He received his medical degree in 1935. Although he had received his degree he was not happy. He believed Radiology was the most boring part of the medical world.   Ã‚  Ã‚  Ã‚  Ã‚  Salvador was drafted into the Italian Army as a medic. This proved he was not made for a medical career. He was discharged in 1937 and moved to Rome. In Rome he study at the Physics Institute of the University of Rome. He was shown the writings of Max Delbruck, who had boldly stated a gene, was a molecule. Salvador later said that Max’s writings were the â€Å"Holy Grail of biophysics.†   Ã‚  Ã‚  Ã‚  Ã‚  While living in an old broken down trolley car in the streets of Rome Salvador started a conversation with a microbiologist by the name of Geo Rita. Geo introduced him to bacteriophage, Salvador believed he could prove Max’s theory. He fled Europe in 1940 when the Nazi war machine was an approaching. He acquired an American visa and came to the United States.   Ã‚  Ã‚  Ã‚  Ã‚  Once he arrived in the United States he got a position at Columbia University. He got a hold of Delbruck and Delbruck agreed to help him in his experiments. They spent the summer of ’41 in Columbia University’s Biological Laboratory. Here Salvador rejoined his old friend Ugo Fano. In 1942-1943 he continued his bacteriophage studies. He was trying to prove the process or processes that caused bacteria mutation.

Magical Realism: A Fusion of Dream and Reality Essay -- Literature Ess

Magical Realism: A Fusion of Dream and Reality Franz Roh originally coined the term magical realism as pertaining to art, magical realism also evolved as a form of literary writing that began in the Latin and Central American countries. Magical realism is an amalgamation of the real and unreal, a fusion of dream and reality, and confusion within clarity. Magical realism became known for changing the way in which one thinks. Instead of seeing the ordinary and mundane, the Magical Realist brings a spark of life to the imagination that in turn enlightens the reader on a whole new level of thinking. As magical realism was defined as confusion within clarity, so is the world of probability. Magical Realism is a fusion of dream and reality, an amalgamation of realism and fantasy, and a form of expression that is reality based with several fantastic elements that are regarded as normal by both the readers and the characters. This definition is the simplest way in which Magical Realism can be described. Magical Realism is also known for showing a different viewpoint on life and the...

Johnson’s Dictionary and the language of learning Essay

Codification refers to the methods and process by which a language is standardized. These specific methods include the creation and the use of style and language guides, dictionaries and the grammar textbooks. It is important to realize that codification is an ongoing process. The most important period in the codification of English, is the 18th century that was characterized with the publication of hundreds of grammar and dictionary. These included dictionaries such as â€Å"Samuel Johnson’s Monumental Dictionary,† in 1755 among other dictionaries (Johnson & Lynch, 2003). History of English Codification in Dictionary and Grammar books Codification of English language can be traced back in Britain, in the 18th century. During that time, perspective norms were stipulated by authors such as John Walker and Thomas Sheridan. On the other hand, in the United States, the codification of English was mainly initiated and undertaken by Noah Webster, on an orthographic and lexical level. Britain attributes its present lexicographical work of Samuel Johnson (Hickey, 2011). When analyzing the English’s recent history, it is important to distinguish between the actual term standard and the notion of standard. It is important to understand that the earliest reference to the term Standard English in the Oxford English dictionary dates back in the year 1836 (Hickey, 2011). Standard English in the codified sense refers to the development of the 18th-century development. There are several reasons as to why the English could have risen then, however, there were precursors to the 18th-century notion of English. Some researchers argue that the earliest codification of English began in the 16th century via the publication of grammars and dictionaries most of which are intended to teach the English language to the rural squires mainly after the Union Act of 1536 between Wales and England. The Standard English was mainly codified between the 16th and 17th centuries. Ascertaining and improving the English tongue began in 1712, Bishop Lowth’s grammar in 1762 and the Samuel Johnson first appeared in 1755. The codification process was characterized with three main influences which were paramount (Kemmer, 2009). †¢ The kings English in the form of legal and administrative language. †¢ Literary English which was in the form of acceptable language that was mainly used by great literature and for the purposes of printing and publishing. †¢ The English of education and church or commonly referred to as â€Å"Oxford English†. There was no point in which the state was involved. The Codification process also greatly affected the spoken form of the English standard language. The Received Pronunciation was mainly codified through education influence especially that of nineteenth-century public schools, followed from the 20th Century by television, radio and cinema. It is perceived that about 3 to 5 percent of the British tend to speak Received Pronunciation today (Kemmer, 2009). Commissioning of Dictionaries The growing use of written language created the need for materials that presented the need for materials that portrayed the aspect of the language, in a way that could be looked up by all the individuals that desired information about the English language. This was initially meant for the non-native speakers, however, later on the English native speakers that wanted to know about the new and developed part of the language also looked for such materials. The initial dictionaries were mainly a list of hard words. This mainly involved, the list of new â€Å"loan† words that were from the classical language and the new British colonies overseas. By the eighteenth century, dictionary writing was mainly a recognized activity and the learned men and scholars were being commissioned by various publishers to write such materials (Kemmer, 2009). Other places in Europe, language academies were being established so as to codify and also normalize all the aspects of the language. However, this trend was not adopted in the English-speaking lands and there was never a recognized academy for standardization in either United States or Britain. The publication of Samuel Johnson’s Dictionary which was of the English language was a significant milestone in the development of a dictionary and other reference materials (DeMaria, 1986). The dictionary adopted more or less a descriptivist stance that is very modern and was at odds with the former prescriptive view of the earlier dictionary producers. Johnson recognized change as a normal process and refused to see change as a degeneration (Hitchings, 2005). By the time the Johnson dictionary was developed, the spelling system was already in place and recognizably the same as that of the modern English with relatively few orthographic peculiarities (Reddick & Johnson, 1990). On the other hand, political independence in the United States led to the push for distinguishing cultural factors. As a result, Noah Webster, came up with a dictionary that contained regional, American based definitions so as to distinguish it from the British English (Kemmer, 2009). Noah Webster went to the extent of creating his own dictionary which contained some American-dialect definitions. This provides the required orthographic distinction without changing significant mutual intelligibility. He mainly incorporates the use of â€Å"ize† instead of â€Å"ise† for the verbs and the elimination of suffix u in the suffix â€Å"–our† (Kemmer, 2009). The criteria for including words in the dictionary Every year, numerous English words and expressions develop and thus the major dictionaries do keep track of such words so as to determine those to add and those that are not acceptable. We are going to analyze how the Oxford dictionary carries out this initiative (Oxford University Press, 2014). The Oxford University Press has one of the largest and vast languages research program in the world (Oxford University Press, 2014). Their most important resource are the Oxford Reading Programme and the Oxford English Corpus. The Corpus mainly entails documents that have been sourced from the internet whereas the reading program refers to an electronic collection of extracts and quotations mainly drawn from a variety of popular fiction, songwriting and scientific journals (Oxford University Press, 2014). This is mainly based from the contributions of the network of readers based across the globe who are constantly on the lookout for new words and meaning and also other languages. The Oxford University Press, continually keeps track of the two programs so as to be able to track new words that come into the English language. Upon having evidence that a new term is used by various sources and not just by one individual or writer, the word therefore becomes a candidate for the inclusion into one of the Institution’s dictionaries (Oxford University Press, 2014). In the previous centuries, most dictionaries were confined to a list of words that most writers thought would be useful, even when there was no proof that individuals had used the words before. It is important to note that this does not work in the same manner in today. Personal inventions are not allowed in the modern dictionaries and only terms that have been utilized for a period of time and by a wide group of people, can be accepted into the dictionary (Oxford University Press, 2014). Distinction between Prescriptive and Descriptive Dictionary Prescriptivism refers to the enforcement and the assertion of a specific set of rules by an institution or a person. With regards to dictionaries, prescriptivism refers to the situation where the dictionary explains the language rules that should be followed and the norms and usages that should also be avoided (Barrett, 2012). Prescriptions and proscriptions are traditional and generally represent receipt of wisdom. On the other hand, descriptivism in a lexicographical context refers to the language usage and behaviors. The fact is that basically all the English language dictionaries are descriptive in nature. The main editors always refer to it as recording the language and how the words are spelled and used. Descriptive languages, thus describe the language and include words that are commonly used even those that are non-standard and often include non-standard spelling. Prescriptive dictionaries are more concerned about the standard or correct English. In other words, they prescribe the proper spelling and usage of words (Barrett, 2012). From the analysis above, it is right to state that the prescriptive dictionaries tend to promote Standard English, unlike the descriptive dictionaries which mainly describe the language. Conclusion The paper effectively analyses the codification of English, history of how English was codified in dictionaries and grammar books, reasons why the dictionaries were codified, and criteria used for including words in the dictionary and the extent to which dictionary is considered to be either descriptive or prescriptive. References   Barrett, G. (2012, September). Comparing and Arguing About Dictionaries. Retrieved from Way Word Radio: http://www.waywordradio.org/how-do-you-rank-dictionaries/ DeMaria, R. (1986). Johnson’s Dictionary and the language of learning. Oxford: Clarendon. Hickey, R. (2011). Standard English and standards of English. 1-31. Hitchings, H. (2005). Defining the world : the extraordinary story of Dr. Johnson’s Dictionary. New York: Farrar, Straus and Giroux. Johnson, S., & Lynch, J. (2003). Samuel Johnson’s dictionary : selections from the 1755 work that defined the English language. New York: Walker & Co. Kemmer, S. (2009). The History of English. Retrieved from Rice University: http://www.ruf.rice.edu/~kemmer/Histengl/spelling.html Oxford University Press. (2014). How do you decide whether a new word should be included in an Oxford dictionary? Retrieved from Oxford Dictionaries: http://www.oxforddictionaries.com/words/how-do-you-decide-whether-a-new-word-should-be-included-in-an-oxford-dictionary Reddick, A. H., & Johnson, S. (1990). The making of Johnson’s dictionary, 1746-1773. Cambridge: Cambridge University Press. Source document