Alexander the Great--Vision beyond Conquests Essay

Alexander the Great--Vision beyond Conquests - Essay Example During the years of his fearless and ferocious life span, Alexander conquered almost a quarter of the earth’s total land surface area in a very young age. The world knows him only to be the war heroic icon; however, the actions and initiatives he had undertaken for the battles and the strategies he had framed for them reflect the political structure of the then western countries and the subsequent changes in the trends of administrative as well as cultural aspects in the past. This essay will focus on the merits and influence of the Great Alexander’s imperial majesty through an evaluation of events and incidents and their positive effects on the world history of politics and culture consisting of ancient European and West Asian provinces centered by the Roman regime. A comprehensive study of his warfare tactics and military surveillance strategy hopefully gives the best effect of the required material literature. The Making of a Conqueror Alexander, who was born to King Philip II of Macedonia and Princess Olympia in 356BC, was much luckier than a normal prince to see his father’s consecutive victories and continuous strive for administrative excellence. An otherwise wise Alexander was a genius in all the fields he had been trained by Aristotle, the great Greek philosopher. In his early teenage itself, he became a scholar of science, medicine, literature and philosophy, which later helped him in turning to a complete military think-tank. The incredible achievement streak of Alexander’s imperial life had a rather fantastic inception with his successful undertaking of his father’s army against the rebels of Thrace through a swift and successful power demonstration. Alexander’s thirst for supremacy over the entire European provinces then led him through conquering Greece and Illyria before he set his aim on Asia Minor. All through the battles fought against the powers across the southern belt of Asia Minor, Alexander had to face the resistance of the Greek army and entered the invincible Gordium. It is said that, â€Å"Alexander knew the legend that the man who could untie the ancient knot was destined to rule the entire world† (Alexander of Macedonia). Based on this fundamental approach, Alexander captured the power of Persia and began the expedition to the Asian mainland with an invasion through the Issus pass in northwestern Syria. The major credits from his philosophical abilities and the definite levels of leadership skills helped him unite and raise the morale of soldiers of the armies of all the countries he conquered. Marching towards the Persian Empire was not easy for him as expected with Darius’ mammoth number of soldiers blocking his way, but at the end of the Battle of Issus, success turned the Macedonian way. From then, the path became easy for him to Syria and Phoenicia except for a considerable amount of resistance from the city of Tyre, which he eventually defeated and c ontinued the expedition towards Egypt. The Spiritual Line The entry to Egypt was in fact the most specific period of Alexander’s time, as he had a spiritual route to the Egyptian culture. The passionate natives even believed him to be the divine ruler descended as their God’s own son. According to certain findings, â€Å"Alexander no doubt won great popularity with the Egyptians by conducting proper,

Midterm Research Paper Example | Topics and Well Written Essays - 1000 words

Midterm - Research Paper Example In this latter particular then, I seem to have slightly the advantage of him.’ Socrates’ argument is therefore that knowledge is not about believing that one knows something, but instead about knowing that one, in fact, cannot know. Socrates is driven to those said to be wise, because he wants to consider the word of God. On this quest, Socrates finds that ‘I found that the men most in repute were all but the most foolish; and that others less esteemed were really wiser and better.’ Socrates will then go on to explain this apparent paradox. His argument is based around the idea that believing one has knowledge cheats one out of actually having knowledge. The only true posit of knowledge, in Socrates’ argument is God himself. So, following Socrates’ argument, God himself knows that his wisdom means nothing, which is precisely what makes him so wise. Socrates returns to the argument over knowledge later in the Apology at which point he discusses fear of death. He argues that this, rather than making a man wiser, fearing death shows a pretence of wisdom, because death is unknown and an unknown thing cannot be known and therefore feared. Man does not know if death is a terrible thing or not and it is therefore illogical to fear it. Following on from this logic, Socrates cannot know if his beliefs are true, because wisdom dictates that no knowledge is regarded as certain. Socrates’ discussion of knowledge in the Apology is an interesting one, since it centres on the idea that nothing can be truly known. It subverts the common view that a lot of knowledge is synonymous with wisdom and replaces it with the idea that wisdom is the having the openness of mind to understand that any amount of knowledge is never a lot. In the Republic, Plato reports Socrates’ notions on ethics, connected with idea of justice. These ideas are related to the debate over epistemology in the Apology since they rely

An evaluation of crime statistics

An evaluation of crime statistics Crime Statistics Evaluated. Crime statistics ought to be evaluated in light of a number of factors that can mislead social constructions of offending. Conclusions drawn from individual data sets are to be evaluated against the dark figure of crime and commonly held myths. Statistical data are mostly gathered and interpreted to suit political and corporate agendas (Chambliss, 2001; Croall, 1998; Rampton Stauber, 2001; Slapper Tombs, 1999). The criminalization/decriminalization of specific activities/behaviours, for instance, can considerably transform crime trends (Croall, 1998). Male homosexuality, for instance, wasnt decriminalized in Britain until the 1960s (Croall, 1998; Downes Morgan, 1997). Other issues stem from how the data is collected. Surveys conducted by household, for instance, dont include the victimization of homeless people (Kershaw et al., 2000). Furthermore, crimes in which offenders and victims are consenting parties (for example drug dealing) are largely unreported (Kershaw et al., 2000; M aguire, 1997). A lot has been done to refine the collection of crime data. The introduction of victims surveys in the British Crime Survey, for instance, has improved the quality of data collection on crimes that are not recorded by the police (Kershaw et al., 2000; Zedner, 1997). Nevertheless, the reliability of statistics on offending remains questionable. Public myths over the crime problem, combined with corporate interests, drive political activities, which in turn work to mould public perceptions. These are perpetuated by the media who tend to sensationalize street crime, for instance, in order to attract the readership (Chambliss, 2001; Reiner, 1997; Slapper Tombs, 1999). The proceeding lines will provide an account of current statistics and trends, following this line of reasoning. Looking at the shape of crime as it appears from the 2004 BCS summary of trends, it appears that rates of offending have consistently dropped in the past decade (Dodd et al., 2004). More in detail, since 1995 violent crimes have decreased by 36%. Acts of vandalism have decreased by 27%. Vehicle theft, theft from the person, other types of theft and burglary rates appear to have declined, respectively, by 51%, 9%, 36% and 47% (Dodd et al., 2004). Though the validity of these figures, to an extent, cannot be totally dismissed, particularly in sight of their statistical significance, they should be further investigated. Many of these crimes, including vandalism and theft, for instance, are assessed by household (Dodd et al., 2004). Therefore theft offences from homeless people may not appear in these figures. Crimes of violence, on the other hand, are statistically assessed against the overall number of adults in England and Wales (Dodd et al., 2004). In this case, illegal immigrants who do not appear in official registers are not included. The table published by the Home Office also contains a definitional bias. As it was acknowledged by the authors themselves: The BCS common assault definition includes minor injuries. From 2002/03 the recorded crime definition does not include minor injuries  (Dodd et al., 2004). This means that figures related to common assault included a larger variety of violent episodes in the years prior to 2002. This can account for the 43% drop in common assault since 1995 (Dodd et al., 2004).The monitoring of other types of offending, such as cybercrime, has been introduced by external agencies (Power, 2000), though the Home Office themselves have addressed the problem in current publications (Morris, 2004). Cybercrime refers to a variety of offensive activities, to include theft of proprietary information [ ¦], financial fraud [ ¦] [and the] creation and distribution of computer viruses  (Power, 2000: 4). According to the Computer Emergency Response Team (2000), there was a considerable increase in the reporting of internet alerts between 1988 and 1999. It should be noted that this could be largely due to the limited access and technological tools available in the 1980s, compared to the 1990s. Internet alerts, however, fell by the year 2000 (Power, 2000), maybe due to more advanced preventative measures. Financial fraud can currently be denounced as a type of cybercrime, in that it often employs a network of internet transactions, involving large amounts of money and large scale victimization, internationally and over long periods of time (Levi, 1987; Rampton Stauber, 2001; Slapper Tombs, 1999). Corporate and internet offending tend to be largely undetected due to their complex nature (Levi, 1987; Rampton Stauber, 2001; Slapper Tombs, 1999). Because of this, corresponding data tends to be scattered between a variety of agencies (Power, 2000; Slapper Tombs, 1999). A strategic and more advanced model, therefore, should be developed to effectively address the emerging new trends of offending. References Chambliss, W. J. (2001) Power, politics and crime, Oxford, Westview Press.Croall, H. (1998) Crime and society in Britain, London, Longman.Dodd, T., Nicholas, S., Povey, D. Walker, A. (2004) Crime in England and Wales 2003/2004, http://www.homeoffice.gov.uk/rds/pdfs04/hosb1004.pdf Downes, D. Morgan, R. (1997) Dumping the Hostages to Fortune? The politics of Law and Order in Post-War Britain, in: Maguire, M., Morgan, R. Reiner, R. (eds.) 1997, The Oxford Handbook of Criminology, Oxford, Oxford University Press.Kershaw, C., Budd, T., Kinshott, G., Mattinson, J., Mayhew, P. Myhill, A. (2000) Home Office Statistical Bulletin: the 2000 British Crime Survey, London, Home Office.Levi, M. (1987) Regulating Fraud, London, Tavistock.Maguire, M. (1997) Crime statistics, patterns, and trends: changing perceptions, in: Maguire, M., Morgan, R. Reiner, R. (eds.) 1997, The Oxford Handbook of Criminology, Oxford, Oxford University Press.Morris, S. (2004) The future of netcrime now: Part 2 -respon ses, http://www.homeoffice.gov.uk/rds/pdfs04/rdsolr6304.pdfPower, R. (2000) Tangled Web: tales of digital crime from the shadows of cyberspace, Indianapolis, Que.Rampton, S. Stauber, J. (2001) Trust us, were experts, New York, Penguin/Putnam.Reiner, R. (1997) Media made criminality: the representation of crime in the mass media, in: Maguire, M., Morgan, R. Reiner, R. (eds.) 1997, The Oxford Handbook of Criminology, Oxford, Oxford University Press.Slapper, G. Tombs, S. (1999) Corporate Crime, London, Longman.Zedner, L. (1997) Victims, in: Maguire, M., Morgan, R. Reiner, R. (eds.) 1997, The Oxford Handbook of Criminology, Oxford, Oxford University Press.

W.E.B. Dubois: His Vision For Freedom Essay -- Racial Relations, Afric

African Americans during the 1900s lived lives full of uncertainty. They were no longer slaves, but still looked upon by many as inferior to the white race. However in this period of tension, there were men who sought to bring their race to new heights. One of these men was W.E.B Du Bois. Few have influenced the lives of African Americans in such a way as W.E.B Du Bois. The vision he had for African Americans was one that many found great hope in. He sought for the day that his race for finally have civil equality in every aspect of life. In the time of Du Bois, African Americans may have been considered free but still lacked many civil liberties, that the whites were easily granted. One of the biggest civil liberties they lacked was voting rights. To Du Bois voting for African Americans was one of his greatest hopes, he believed that â€Å"with the right to vote goes everything† (NMS 1). If African Americans could gain this right, the doors to other civil equalities would then open. However this was not such an easy tasks, there were so many â€Å"flagrant...political scandals that reputable men began to leave politics alone† (Son of Masters 5). The African American men and women had been so put down by the whites, that voting to them became too much of a hassle. Even though views toward voting seemed hopeless and a great hassle, Du Bois spoke out the with the biggest question of them all â€Å"It is possible, and probable, the nine million of men can make effective progress in economic lines if the y are deprived of political rights† (Du Bois 5)? How could African Americans build their lives, if they had no say in any of it? It was clear to Du Bois that voting was essential, without it his people would not be able to live equally among th... ...he separation and how these ugly vision that the races had of each other, made Du Bois realize that if African Americans could again regain the direct contact they once had with whites they may also begin to see the good in each other, and with this would come the general civil right they so desperately needed. They would be able, to choose who â€Å"to walk, to talk and be with (.NMS 2), where they wanted to watch a show, even how they got to that show. The general freedoms of everyday life is what Du Bois wished to see. African Americans in the 1900s may have not reached complete freedom just yet, but thanks to the men like Du Bois who took a stand, all hope was not lost. Du Bois brought a vision that with small victories in voting, education, and overall daily freedoms, the African American people would finally be seen as equal to their white brothers and sisters.

The Presidio San Elizario

The Presidio of San Elizario In 1598, the Spanish nobleman, Don Juan De Onate from Zacatecas, Mexico was leading a group of Spanish colonists from Mexico to settle the newly discovered province of New Mexico. The group traveled for weeks across the desert until it reached the banks of the Rio Grande River near the San Elizario area. Soon afterward, Onate proclaimed possession of this area in the name of his King, Phillip II. The small town of San Elizario is named after the French Saint Elcear, the French patron saint of the military.It is one of the oldest communities in the El Paso Area. The community was established during the late 1700’s. A presidio was built in the area in order to protect the Spanish settlers from the attacking Apache and Comanche Indian raiders. The exact date of when the presidio of San Elizario was first built remains a debate between many local historians. One well known area historian, Metz, writes, â€Å"The original presidio was built around 1773 and that the original chapel was built of mostly adobe and some wood, and took approximately 40 years to construct. Most of the work was done by prisoners, some of them Indian, mostly Apache. (254). As noted by an online source, the presidio itself was surrounded by a double wall of adobe measuring 13 feet tall by seven feet wide. Inside were barracks for soldiers and special officer quarters. Also within the fort were family residences, corrals, store rooms, and a small chapel. This small chapel was built in a box pattern reflecting the early â€Å"European colonialism. † (San Elizario). The chapel has gone through major changes throughout its history, yet still remains close to its original location to this day.As historian John O. West notes, the San Elizario Presidio is often mistaken as a mission. However, the presidio of San Elizario was not created to convert the local natives to Christianity, but in fact was created as a fort or presidio to protect the Camino Real an d other area settlements from Apache and Comanche Indian raiders. (19). An online source also notes that the presidio was involved in numerous military engagements and natural disasters which forced its movement many times throughout it’s early history. (Reyes).According to another historian, Douglas Kent Hall, â€Å"The presidio was moved 37 miles up the Rio Grande in 1780 to its current site. † (131). According to another internet source, â€Å"During the early 1830’s the unpredictable Rio Grande River changed course, virtually isolating San Elizario and its surrounding communities as an island in the middle of the Rio Grande. † (San Elizario). After the US-Mexico War of 1846-1848, the Treaty of Guadalupe Hidalgo was signed, establishing the Rio Grande River as the boundary between Texas and Mexico.This left San Elizario to become part of what is now the state of Texas. San Elizario is steeped in both Texas, and Hispanic history. Still remaining today, the San Elizario presidio and chapel has moved many times and gone through many changes since its original construction. One online source notes, in 1829, the Rio Grande flooded completely destroying the â€Å"Chapel at San Elizario. † (San Elizario). A different Website points out that the chapel that stands in the same location today was rebuilt in 1882. (Kohut). Another online source notes, the exterior has changed little from its original construction.The main difference was in the change of the front â€Å"facade,† as this added to the, â€Å"early European colonial,† influence on the contemporary construction of the time. A fire destroyed much of the interior of the chapel in 1935. The inside has undergone dramatic changes since then, again reflecting the influence of â€Å"European architectural style. † With â€Å"pressed-tin† covering the original ceiling covers and beams. Several additions have also been made to the exterior of the chapel . For instance, an orchard has been added to the east side of the chapel and the surrounding plaza.More adobe structures have also been added to the surrounding area in order to add to the formality of the area. The formal rectangular patterned streets and building orientation â€Å"reflects the elements of early Spanish colonialism. † In 1944 the chapel was repainted in order to honor the local soldiers who fought overseas in World War II. (San Elizario). A local college student writes in the Borderlands Website that a â€Å"major restoration of the chapel† began in 1993, however much work still needs to be done to the exterior walls of the structure.The Mission Trail Association, which was formed in 1986, has done much work to uphold the heritage of the chapel at San Elizario and other local Missions. Through their hard work, the Socorro and Ysleta missions, along with the San Elizario chapel have retained their beauty and strength through hundreds of years of faith and devotion. (Reyes). With the help of the Mission Trail Association and donations from tourists and local interest in its preservation, the San Elizario chapel can be a monument for many more generations to enjoy. Works Cited Hall, Douglas Kent.Frontier Spirit: Early Churches of the Southwest. New York: Abbeville Press, 1990. Print. Metz, Leon C. El Paso: Guided Through Time. El Paso, Texas: Mangan Books, 1999. Print. West, John O. â€Å"Presidio Chapel San Elceario: San Elizario, Texas, USA. † The Mission Trail: El Paso/Juarez. Ed. Laura Jusso. El Paso, Texas: Sundance Press, 1996. Print. Reyes, Blanca et al. â€Å"Area Missions are Part of Living History. † Borderlands. Web. 22 Jan 2009. â€Å"San Elizario Walking Tour. † El Paso County History. Web. 18 Dec 2009. Kohout, Martin D. â€Å"San Elizario Presidio. † Handbook of Texas Online. Web. 23 Apr 2009.

Cultural baggage and Cultural tourism by Dr Jim Butcher, an evaluation Essay

Dr Jim Butcher, the author of the article above, has researched on its various facets of tourism such as its moralization, innovations, and cultural, ethical, ecological and anthropological aspects and also as a tool for sustainable development. He has several publications to his credit (www. canterbury. ac. uk). The article under review authored by Dr Butcher appears as a book chapter in the Book â€Å"Innovations in Cultural Tourism†(2001) edited by him. Key issues of the article are the positive and potential aspects of cultural tourism which some critiques discount it as antidevelopment and prone to cause conflicts between the host and the tourist. The author is of the view that cultural tourism has its roots to the man’s craving for alien cultures and the need for relief from monotony of modernity and as such it has naturally come as a blessing to the economically backward regions. He has found three aspects of culture as a function, as a past and as a difference overshadowing the goodness of cultural tourism. The main aim of the author is to dispel the negative impression created by these aspects in the minds of the critics. The book chapter under evaluation is not in layman’s language. Even a discernible student of tourism would find it difficult to distinguish between cultural baggage and cultural tourism or relationship between the two terms. Whatever Dr Butcher says about cultural tourism has been in one aspect or another touched upon by his peers. That the cultural tourism has come of age and is capable of benefiting the economically weaker nations or places within nations and that it promotes cultural exchanges, fusion of culture, that it simply promotes or creates awareness of host’s culture and that it has been gradually making countries sans boundaries with only natural barriers by creating a feeling of oneness, have all been also discussed by other authors on the subject if one happens to visit the website of the UNESCO on cultural tourism. (unesco. org) and many others. His unique findings are that the ‘over functional culture’, its ‘past’ character and its â€Å" difference† outlook overshadow the real creative character of cultural tourism. He has taken pains to explain all the three in almost four pages out of hardly six, which is an indicator of his serious concern towards Cultural Tourism. His conclusion that cultural tourism results in economic development is indeed true. Man is basically gregarious and therefore cultural tourism with its benefits is unstoppable. The cultural tourists and the hosts are the actors and we are the audience. It means differently to each one of them. If the actors are allowed to have their own way, the inevitable result will be what the author Dr Jim concludes with, that is development. There is no doubt cultural tourism is growing segment of the travel market â€Å"Mass marketing is giving way to one-to-one marketing with travel being tailored to the interests of the individual consumer. A growing number of visitors are becoming special interest travellers who rank the arts, heritage and/or other cultural activities as one of the top five reasons for travelling†(nasaa-arts. org). It has been said that mass tourism has had its detrimental effects but there are advocates for mass tourism for its own benefits. Certain undesirable conflicts of cultures are just harmless side effects and are not to be taken seriously for the sake of larger benefits cultural tourism. On the whole Dr Jim’s contribution in this chapter leaves the reader more informed and makes him act responsibly as an audience whether as a policy maker or whoever, in order to preserve and promote the goodness of cultural tourism markedly different from mass tourism. REFERENCES Butcher, J. (ed) (2001), Innovations in Cultural Tourism, ATLAS, Tilburg http://www. canterbury. ac. uk/business-sciences/sport-science-tourism-and-leisure/staff/dr-jim-butcher. asp accessed on July 12, 2006 http://www. nasaa-arts. org accessed on July 13, 2006 http://portal. unesco. org/culture/en/ev. php-accessed on July 13, 2006

Health Hazard of Noise Pollution

Health Hazard of Noise Pollution Introduction Noise can be defined as a sound that is not agreeable with musical quality. Noise can also be described as an unwanted sound. Most of the noise is generated from almost all opencast and underground mining operations and from various fixed mobile and impulse sources.Advertising We will write a custom essay sample on Health Hazard of Noise Pollution specifically for you for only $16.05 $11/page Learn More Noise pollution can be attributed to the increase of mechanization that results into the increase in the use of voluminous and complicated machinery and equipment. Other major sources of noise are produced from transportation. Other good examples of noise include motor vehicles, airplanes, and trains, among others. Noise is rapidly becoming an increasing source of discomfort in mines, factories and other industries that produce excessive noise (Agarwal 2009). Prolonged exposure of workers in noisy environments (90 dBA) is harmful. This is because it can result into noise induced hearing loss and other effects that are not auditory but are related, in one way or another, to the hearing system. For instance speech system can be interfered with when one is exposed to excessive noise. The other effects of noise are that it can affect a person’s sleep and reduce working efficiency. The high intensity of noise is what causes detrimental effects to a person. In addition, the frequency of sound, duration of exposure, intermittence or continuation of sound, the age of a person and their health can affect the acuteness of the effects of noise pollution. It is essential to undertake noise surveys through environmental impact assessment. This will help in identifying the sources of noise. It will also help to quantify the exposure risk of workers (Tripathy Not Dated). Sound is a form of energy that gives an auditory sensational hearing. Sound is transmitted by oscillation of atoms and molecules in matter. The intensity of sound depends upon the amplitude of the waves. Thus, higher than normal amplitudes are the ones responsible for noise pollution.Advertising Looking for essay on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is tricky to determine the level of noise that can be considered as causing noise pollution. However, sound that adversely affects wildlife and human activity can be considered as noise pollution. Sound that is capable of damaging physical structures can also be considered as noise pollution. However, the damage must also be on a repeated basis (What is what.com 2011). Noise pollution is difficult to control. This is because noise is transient and localized. It usually is temporary and not inherently dangerous. It does not accumulate in our bodies or the environment. Also, the impacts of noise to human beings and animals are subjective. This is because the impact of less damaging sound is harder to determine . It is also difficult to disentangle offending noises from background noises (Wolf Stanley 2011). The Occupational Safety and Health Administration (OSHA) came up with regulations that aim at reducing noise levels so that people are not affected (Wang et al. 2005). The organization has implemented a rating system in which levels of noise in a work place are regulated. Employers are therefore required to protect their employees against noise pollution through these regulations (Demand Media 2011). The organization has come up with a system that regulates the amount of time and the noise levels. Therefore, an employee must not be exposed to a sound equal to or exceeding 85 dB for more than 8 hours (United States Department of Labor 2011). Reference List Agarwal, S. (2009). Noise Pollution. New Delhi, APH Publishing Corporation. Demand media. (2011). OSHA Requirements for Noise. Web. Tripathy, D. (n. d.). Noise Pollution. New Delhi: APH Publishing.Advertising We will write a custom essay sample on Health Hazard of Noise Pollution specifically for you for only $16.05 $11/page Learn More United States Department of Labor. (2011). Occupational Safety Health Administration. Web. Wang et al. (2005). Advanced Air and Noise Pollution Control. Vol. 2. Totowa, Humana Press Inc. What is what.com (2011). What is Noise Pollution? Web. Wolf, S., Stanley, N., 2011, Wolf and Stanley on Environmental Law. New York, Routledge.

ATHENS VS SPARTA essays

ATHENS VS SPARTA essays Athens and Sparta were two major civilizations. Each had their own beliefs, morals, traditions, and things that set them apart. They each lived in different areas of the world. Sparta was very isolated, and Athens was a trade capital of the world. They each had their own battles, wars and problems within their respected countries. They both had different government systems as well as intellectual beliefs. In the end it was this different beliefs and egotistical leaders that would bring both civilizations to their ultimate downfall. Sparta is a great unique nation. They sit inland quite a bit and are isolated from trade and from spread of other countries customs. Around 725 B.C.E. Sparta conquered their neighbors, the Messcenians. Then Sparta made them their slaves. The term they used for them were helots. The helots out numbered the Spartans 160,000 to 32,000. Since the helots outnumber the Spartans by so much, a revolt was inevitable, these revolts led to the emergence of a government called the Lycurgan laws. Lycurgeous came up with this idea of government. Basically, there were two kings, which were in charge of the military army. The kings had the power to veto each other, so this made it hard for them to commit to a war, unless both kings were in favor of it. Next we have the Ephors, there were five of them and they basically controlled the helots. They Ephors also were in charge of international affairs. The Gerousia were made up of 30 men, and they held all judicial power and decisions. The y could not propose or pass any laws. The Assembly consisted of all males over thirty. They were the final authority but in practice, debate was carried on by magistrates, elders, and kings alone, and voting was usually by acclamation. If you notice there is no real power with any of the executive offices. This was on purpose it factored in a bunch of checks and balances between all parties of...

3 Steps to Acing Your Upcoming Group Interview

3 Steps to Acing Your Upcoming Group Interview You’ve been asked in for a panel interview. Maybe you’re intimidated. Maybe terrified. Maybe you’re not even sure you know what that actually entails. Whatever your level of trepidation, here are three easy steps to getting through your panel interview calmly and in one piece. Step 1: BEFOREYou have the right to ask who will be on your panel. Do this. Then research each panel member to the best of your ability. You’ll be able to figure out quite a bit and prepare better for what each might be most keen to ask you. What does this particular group of people tell you about what the company is trying to assess?You can also ask how long (roughly) the interview should last. This will give you a good feeling for how much back-and-forth discussion will be possible, how much space you’ll be given to ask questions, how long your answers can be, etc.Step 2: DURINGTreat each person on the panel like a person- not just another nameless face. This is not an imper sonal wall asking you questions. Each interviewer on your panel is another opportunity to make a human connection and convince that many more people in the company what a great fit you would be.Be sure to take note of everybody’s name as they are introduced. Write each one down if that helps you remember. When answering questions, speak directly to the individual who asked, but then try and broaden your answer out to make the rest of the panel feel included in the discussion.Step 3: AFTERYou’ve learned their names and made an effort to connect with each panel member- now thank each one of them sincerely with  solid eye contact and a quality handshake. After that, it’s the usual post-interview follow-up procedure. But remember that you need to write one thank you note for each panel member. It seems like a pain, but it’s these little touches that will help set you apart.The panel interview: 6 tips for before, during, and after

How can leaders lead when they don't know what to expect Essay

How can leaders lead when they don't know what to expect - Essay Example Similarly setting a firm goal for the organization is one of the few essentials that must be adhered in practicing successful leadership. It is in this context that leaders, to be effective in implementing successful strategies, must obtain a succinct understanding of what to expect from their followers and benefactors of their leadership practices (Kerr & Jermier, 1978). Focusing on this argumentive statement, the aim of the essay is to evaluate the significance leader’s ability to make accurate expectations when defining goals and implementing strategies likewise. In order to accomplish this particular aim, the essay emphasizes conducting a literature review to gain an in-depth knowledge about the factors that determine leadership success in the 21st century context, followed by a case example analysis in respect to the Affordable Care Act policy enforced by the US President Mr. Barack Obama. Based on the information obtained through these sections, a critical discussion has been conducted in this essay to derive a brief conclusion directly implying on the argument statement; i.e. â€Å"How can leaders lead when they don’t know what to expect?† The Concept and Role of Leadership in the 21st Century According to Kaiser & Hogan (2005), although leadership has remained a topic of interest for many years, and many researchers have contributed in the study of leadership, it still lacks a firm definition that can replicate its multidimensional features in an all-inclusive manner. According to Judge & et. al., (2002), it is because of the fact that leadership practices depend on situational contexts, where the qualities of the followers and the availability of resources play a vital role in determining overall leadership effectiveness also involving value-based philosophical attributes as major influences, defining the concept in a scientific way as similar to other societal concepts, becomes a major challenge. Nevertheless, almost all the expla nations derived in the current phenomenon focus on one common feature of successful leadership that the effectiveness of these practices depend on the leader’s ability to understand or decode the change needs and define their expectations accordingly (Judge & et. al., 2002). It is in this context that Fry (2003) argued leaders to be attending both the task oriented and social or emotional issues through the directive and supportive behaviors, which further raises complexities in understanding the ability of the resources available and decide upon their expectations thereon. According to the House (1996), the contingency theory emphasizes that an effective leadership approach must have a link between the leader’s behavior and the situational conditions that further determines their accuracy of expectations. Expanding the contingency theory, House (1996) further argued that the path-goal theory of leadership joins the participative and achievement oriented leader’ s behaviors with their directive and supportive behavioral needs to focus on the association amid performance-reward and explain the follower about the importance of such associations in order to perform

Deregulation of the Financial Sector in Japan Essay - 8

Deregulation of the Financial Sector in Japan - Essay Example Thomas Friedman in his book, â€Å"The World is flat†, described this process as â€Å"Glocalization†. What this means is the marriage of globalization with localization or adapting global practices to local needs. In the case of ML, it means that its managers if they are to get a share of the 1.2 Trillion in household savings, they have to re-orient their strategies towards the local market. The strategic challenges that confront global managers are how to work around the complex set of laws that govern capital movement in the countries in which they operate. Though many countries have joined the WTO (World Trade Organization), they have not yet fully embraced the conditions that govern this trade organization. For instance, in many of the countries, full capital account convertibility is not allowed and only partial convertibility is allowed. Global managers in the global economy need to go beyond the straitjacket attitude towards business that proclaims â€Å"one size fits all† approach. Instead, they have to ensure that their companies make tailor-made products for each country and each region. This has been illustrated in the case involving ML when the company tried to set up branches in the retail space and had to withdraw them later in the face of mounting losses. This was a clear instance of a global company retreating in the face of sustained local regulations over which it had no control. One reason multilateral institutions like the World Bank and the IMF prescribe policies that guarantee uniformity of regulations is to ensure that the local economy benefits from competition. However, this has led to demands for level playing fields from local companies. Hence, global managers have their task cut out when they present their case for uniform regulations. The best strategy would be to convince the regulators to liberalize the financial sector while keeping the checks and balances in place. Another point that the case highlights are for global managers to be tuned to the changes in the country’s regulatory and financial environment.

Contrast and Comparison between Buddism and Islam Religions Thesis Proposal

Contrast and Comparison between Buddism and Islam Religions - Thesis Proposal Example On the other hand, Islam believes that a person has only one birth and he will get heaven or hell based on his activities in that birth. However, both religions have lot of similarities also. It should be noted that both Islam and Buddhism uphold the sanctity of good things and reject all kinds of sins. Both religions do believe that a human being will get salvation after his death if he does enough good things in his life. The fundamental beliefs and distinctions between Buddhism and Islam deal with a new way of life promoting freedom from confusion and disillusionment. While both religions require practice and faith in self, they worship in different methods but ultimately believe in similar facts. Islam believes in a superpower or God whereas Buddhists do not say much about the existence of God. Islam argues that everything in this universe, including human, is the creation of God. In their opinion, Allah the Almighty knows everything happening in this world. On the other hand, Buddhists talk about Karma or salvation. Buddhists argue that â€Å"If there were a creator of the world, he would be regarded as responsible for the suffering† (Harvey, p.36). In other words, Buddhists put the blame of human suffering upon the shoulder of the God. They argue that life itself is nothing but suffering and whatever the things we derive from this material world may bring sufferings ultimately. The activities in the previous birth may haunt a person in the present birth also and, hence, he may not be able to enjoy happiness until the salvation stage. They argue that human life will continue even after death but in different forms. In their opinion, the good or evil things done in th e humanly life decides whether the person get what kind of life after death. Buddhists argue that birth and rebirth continue until a person attains salvation. On the other hand, Islam opposes this view. In its teaching, happiness can be obtained

Health Risks Associated with VOC's and are Alternative Compounds Essay

Health Risks Associated with VOC's and are Alternative Compounds Readily Avaialable in Residential Building Use - Essay Example ompounds are gasoline, formaldehyde, benzene, and solvents such as toluene, xylene and tetra-chloroethylene, which is the main solvent used in drycleaning.(www.toxtown.nlm.nih.gov). Volatile Organic Compounds used in building materials are frequent indoor air pollutants. According to Meininghaus et al (2000), certain materials that are present indoors can function as buffers which may reduce the peak concentrations but prolong the presence of the compounds in the air. A two flow system was used in this study to allow direct observation of mass flow across materials. The results in this study showed that diffusion through materials can reduce the room air concentrations, which can affect ventilation requirements. However, VOC levels in indoor air is an important issue of indoor air pollution because most humans spend an average amount of 90% of their time indoors.(Klepeis et al, 2001). Studies show that concentrations of VOCs are typically higher indoors than outdoors and building characteristics can influence the relevant levels.(Wallace, 2001). VOCs are an important category of indoor and outdoor pollutant, although they do not last as long outside because they are easily broken down by microorganisms and sunlight. However, die to their ubiquitous nature, VOCs from indoor sources such as chloroform, p-dichlorobenzene, d-limonene, ÃŽ ±- and ÃŽ ²-pinene are associated with long term health risks.(Pratt et al 2000; Woodruf et al 1998). While the cumulative risks that accrue from long term exposure to multiple VOCs remains indeterminate, the Eleventh Report on Carcinogens which is published by the National Toxicology program identifies damages to the liver, kidneys and the central system in the long term (www.toxtown.nlm.nih.gov). Studies have also shown that several types of cancers as well as cardiovascular and neurological diseases have been reported as adverse health effects of exposure to VOC, either through inhalation or through the presence of VOC’s in

Homework questions Essay Example | Topics and Well Written Essays - 500 words

Homework questions - Essay Example Scenario planning refers to an analytic model employed by a corporate organization for future predictions regarding corporate strategy (Schoemaker, 2005). Therefore, the process may be employed both locally and globally as a strategic management tool with regard to future trends. For instance, insurance companies may employ scenario planning so as to ascertain the occurrence of certain risks. Cultural values play a crucial role in the management process (Berrell and Wright, 2009). For instance, some leadership aspects may be as a result of the passing of cultural values from one generation to another generation. Other styles may be as a result of westernization processes. Thus, cultural values act as a link between various values such as education, technology and corporate culture. This, in turn, shapes the desired management style, thus, underlining the importance of cultural values in management processes. Through virtual team membership, in completing an Organizational Change Development Project, simulation analysis of the Blue Horizon Cruises allowed us to effectively analyze various cultures that often result in conflict (Berrell and Wright, 2009). This was in reference to the reaction towards capitalistic culture around the world. Thus, different cultural orientations towards this practice were analyzed and appreciated. Through coverage of course, the relationship between social science research methods and practical Organizational Change Development issues was emphasized. This was owed to the relationship between various cultural practices and Organizational Change Development issues (Berrell and Wright, 2009). Thus, we were able to employ various social science research methodological practices in relation to outlining Organizational Change Development issues while also paying attention to various ethical issues. Embracing of the ‘genius of and’ is crucial to the existence of any organization. However, western companies be hindered by

Business Policy and Strategic Management Assignment

Business Policy and Strategic Management - Assignment Example The employees are not binded by formalities and teams are cross-functional. Secondly, Southwest does not provide too much personalization in its services which keeps its cost low and also provides for standardization in services. Although high end facilities are not made available to the employees, but standard services and low cost is what makes Southwest an exceptional case amongst the airline competitors. Weaknesses Southwest suffers from certain internal management limitations which arise from leadership incompetency. Lately the organization had suffered dramatic shift in the way culture was managed by its leaders- from Herb Kelleher to Gary Kelly. Loss of relationships, affection and cultural match took place which was worsened by the externalities of increased safety demands, fuel prices and customer complaints. Recommendation Southwest has always thrived on the motto of providing services to the customers at rock bottom prices which its rivals could not. To sustain this feat, it is recommended that southwest should concentrate on its human resource development. Till date, its workforce strategies and strengthened human capital had garnered it the much needed reputation and profitability. In the future also, it needs to develop its employees by means of cross-departmental training and encouraging them to come up with greater innovation.

Homework questions Essay Example | Topics and Well Written Essays - 500 words

Homework questions - Essay Example Scenario planning refers to an analytic model employed by a corporate organization for future predictions regarding corporate strategy (Schoemaker, 2005). Therefore, the process may be employed both locally and globally as a strategic management tool with regard to future trends. For instance, insurance companies may employ scenario planning so as to ascertain the occurrence of certain risks. Cultural values play a crucial role in the management process (Berrell and Wright, 2009). For instance, some leadership aspects may be as a result of the passing of cultural values from one generation to another generation. Other styles may be as a result of westernization processes. Thus, cultural values act as a link between various values such as education, technology and corporate culture. This, in turn, shapes the desired management style, thus, underlining the importance of cultural values in management processes. Through virtual team membership, in completing an Organizational Change Development Project, simulation analysis of the Blue Horizon Cruises allowed us to effectively analyze various cultures that often result in conflict (Berrell and Wright, 2009). This was in reference to the reaction towards capitalistic culture around the world. Thus, different cultural orientations towards this practice were analyzed and appreciated. Through coverage of course, the relationship between social science research methods and practical Organizational Change Development issues was emphasized. This was owed to the relationship between various cultural practices and Organizational Change Development issues (Berrell and Wright, 2009). Thus, we were able to employ various social science research methodological practices in relation to outlining Organizational Change Development issues while also paying attention to various ethical issues. Embracing of the ‘genius of and’ is crucial to the existence of any organization. However, western companies be hindered by

Visual Perception Essay Example for Free

Visual Perception Essay Perception, as the word suggests itself, explains how and why a person understands the things the way he does. In terms of the utilization of visualization of the things seen by the eyes, psychologists are able to estimate the reasons behind the fact on how people understand things based upon what they see. The colors and other elements making up human vision help a person understand the said issues that are connected with his ability of using his sight for the meaning of things. The utilization of the body’s visual system, which includes the eyes and the brain as well, helps a person understand the things that he sees. Likely, the matter is more important in terms of explaining why a certain thing appears as it does and how the said aspects of visualization affect the meaning of things as they appear to the eyes. As for example, a tree may appear to be just a tree to a person in one look. While on the other hand, if the person examines the entire picture as it appears to his eyes, the picture may have a different effect to the person as it may sense an aura of relaxation and calmness that may bring a particular rest in the mind of a person. Likely, this perception is an inner description of what the eyes see as per described through the interpretation of the brain in connection to what the eyes see. In terms of the color spectrum, as the eyes see the rainbow to have different colors when actually the eyes could only recognize three colors, why is this so? The utilization of eye’s photo receptors makes it easier for the eyes to see the prism in a more complex collection of colors that produce the rainbow’s image in the mind. From this particular example, it could be understood that human vision does not only rely on what is actually seen but on what is understood by the brain as the eyes function as the mirror to the things that it sees. References: Nigel W. Daw (17 November 1967). Goldfish Retina: Organization for Simultaneous Color Contrast. Science 158 (3803): 942–944.Bevil R. Conway (2002). Neural Mechanisms of Color Vision: Double-Opponent Cells in the Visual Cortex. Springer. ISBN 1402070926. Conway, Bevil R (2001). Spatial structure of cone inputs to color cells in alert macaque primary visual cortex (V-1) Journal of Neuroscience. 21 (8), 2768-2783. John E. Dowling (2001). Neurons and Networks: An Introduction to Behavioral Neuroscience. Harvard University Press. ISBN 0674004620. McCann, M. , ed. 1993. Edwin H. Lands Essays. Springfield, Va. : Society for Imaging Science and Technology.

Presentation of War in Literature | The Man He Killed and Dulce Er Decorum Est

Presentation of War in Literature | The Man He Killed and Dulce Er Decorum Est The Man He Killed by Thomas Hardy (1840-1928), and Dulce et Decorum est, by Wilfred Owen explore the theme of war, they both take similar views on life during and after the treacherous times that war created, and its lasting effects. However, the poets choose to display these feelings through their poetry in different ways. In Hardys poem, the poet adopts the person of a war veteran in the Boer war. The poem is about his actions in this war and their lasting effects. In Dulce Decorum est, the poet prefers to take a step back, he is not as directly involved as Hardy, yet he continues to get his message across very effectively by describing the horrors he witnessed. Though the poems were written in different wars the messages they portray are very similar as the poems do not divulge into the actual wars they were based on, but, instead on the inner dynamics of war on a whole. Wilfred Owen is known as being one of the most famous poets of the First World War. He wrote Dulce et Decorum Est while he served as a soldier in the appalling conditions of the trenches. Dulce et Decorum Est gives a distressing account of the futility of war, generated from his own personal experiences. It was composed during the summer of 1917 when Owen wrote a series of poems about the war. The preface to this collection was My subject is War, and the pity of War. This shows Owens view to war and his purpose for writing the poems was to show the disgusting horror that war created to an ill-informed and uneducated audience back at home in England. Though the war made Owen famous it ultimately led to his demise a year later. The Man He Killed by Thomas Hardy was written to express Hardys beliefs. Hardy felt that war was inhuman, he despised the heartlessness atrocity between men. The poem is specifically addressed to the Boer War, which Hardy was passionately against. The poem may seem very simple at first but in fact it is a very skilful one, it is hampered with irony and Hardy makes interesting use of colloquialism (writing in a conversational style). Hardy titled the poem The Man He Killed, in the third person. However, the poem is narrated in the first person. The person in the poem, the he in the title and I in the poem, is clearly a soldier of the Boer war attempting to explain and perhaps clarify the reasons to kill another man in battle. The short lines, simple rhyme scheme, and colloquial language make the poem almost like pleasant nursery rhyme as it is so simple and easy to read, however, this is an ironic contrast to its less than pleasant subject. In Dulce et decorum est, Owen is showing how the press and public at home were comforting themselves in the belief that all the young men dying in the war were dying noble, heroic deaths. Owen on the other hand, shows how the reality was quite different; the young men were dieing horrible and obscene deaths in the trenches. I believe that Owen wanted to open the eyes of the reader to what was really going on in the war to illustrate how vile and inhumane war really is. The first line sets the tone for the rest of the poem Bent double, like old beggars under sacks. He uses the simile like old beggars to show how the average soldier was not being treated nobly or with respect but like someone the lowest class (a beggar). It also shows how the young, vibrant boys who signed up had the life taken out of them by the war and were becoming old well before it was their time. This put the reader in the right frame of mind about the war, it casts out any false pretences they had about the war and opens their eyes to the inhumane truth war created. He uses bitter imagery like coughing like hags and But limped on, blood shod. All went lame; all blind; Drunk with fatigue to show how these apparent youthful and strong men had been broken by the war and become prematurely old and weakened. Owen takes pity on these tired and weary soldiers as he describes them in the most unglamorous, inglorious manner. Similarly, in The Man He Killed, Hardy also banishes a common misconception about war, that killing a man was a dignified and noble thing to do. In the first stanza Hardy establishes that things could have been different in more favourable circumstances between him and his foe: Had he and I but met they could have had a drink together By some old ancient inn. However, in the second stanza, Hardy shows the true circumstances in which they did meet, which is in stark contrast to the first stanza. Ranged as infantry Hardy once again reemphasises the point that the men are not natural foes but have been ranged, which means that they have been set against each other by someone elses decision. The phrase as he at me indicates they are both in similar situations. This tells the reader how your foe may have been your friend in indifferent circumstances but because someone higher has said they are your enemy means you must kill them, in essence you must banish your own moral and personal view s on the person you are about to kill because someone has told you, falsely, it is your duty to kill them. Like Owen, Hardy takes pity on the soldiers, as it is not their fault, as he shows it is kill or be killed in war. In The Man He Killed, Hardy also exhibits the dark side of man, especially his capacity for violence and cruelty. He does this in the last stanza where concludes with a repetition of the contrast between his treatment of the man he killed and how he might have shared hospitality with him in other circumstances, Youd treat, if met where any bar is, or even been ready to extend charity to him Or help to half a crown. Before this he says that war is quaint and curious, as if to say war was is bit of a harmless puzzle. This may give the impression that war is undamaging and acceptable, but as the reader now knows from the events described in the poem and the knowledge he already has of war, make it clear that Hardy applies this phrase quaint and curious with great irony, knowing full well that this statement is far from the truth. It forces the reader, through Hardys irony, to divulge deeper into the ethics behind war and the brutality and inhumanity it creates, and to consider how human s are often victims of sheer circumstance and fate, which has lead them to take another persons life. Hardy has very cleverly through colloquial language and simple statements, made the reader think as though they have made a judgment of whether war is right or wrong on their own, when really Hardy has inconspicuously made that decision for them. Furthermore, Owen also shows how war has changed man into a killing beast. He concentrates on the use of mustard gas, a new devastating weapon used in the First World war. If inhaled without the protection of a mask, the gas quickly burns away the lining of the respiratory system. Owen shows this as he compares the soldier who has breathed in the toxic fumes with a man consumed in fire or lime. When you have breathed in the fumes, it is of often compared with drowning, as mustard gas effectively drowns people in the blood from their own lung tissues. Owen then skilfully uses a metaphor to tie into the drowning theme as he says As under a green sea, I saw him drowning. This was because Mustard gas had a green colour, he calls it a sea to show how it was impossible to get away from. Owen continues this aquatic theme as he views this floundring man as if through an underwater mask, Dim through the misty panes. This gives the impression that Owen was unable to fully access the situation through his gas mask, there is also a helplessness felt by Owen as there is nothing he can do, which adds to the surreal and nightmarish atmosphere of the poem, in all my dreams, before my helpless sight. This dream then becomes a harsh reality as the guttering, choking soldier plunges at the helpless speaker, seeking help, in an effort to escape his inevitable death, Owen uses triple emphasis to engrave this astringent image in the readers head. Owen can do nothing for the man; there is still a feeling of responsibility and guilt. This vivid imagery creates a bleak image in the readers mind, Owen is trying to make them question whether the suffering and torture created by war is really worth it. His despair at war and the loss of morals it results in are shown in phrase sores on innocent tongues, as Owen realizes that this soldier, though he is fighting in a war, is innocent and there was no reason for him to die in this way. Owen then uses alliteration to further emphasize the inh umanities man does to man by describing the soldiers slow death, he repeats initial consonant sounds in closely related words wagon, watch, white, writhing. Owen then continues to use bitter imagery combined with similes such as, Like a devils sick of sin to describe the soldiers dying face. This exceptionally dramatic imagery creates a lasting and distressing impression on the reader, as Owen reveals the true horrors that go on during times of war. In The Man He Killed, Hardy illustrates that the reason for killing a man because they are your foe is not good enough. This is shown in the third stanza. The colloquial style Hardy uses enables him to repeat the word because, when he is trying to justify the reason for killing the man, implying hesitation, and therefore doubt as he doesnt know why he killed him. He uses repetition of my foe and the of course this also shows that there is an element of doubt as the speaker tries to convince himself of his justification for the killing. Hardy has already made it clear that the men fighting each other because of an artificial hostility created by others. He adds at the end of the stanza Thats clear enough which is obviously ironic, as the reason for killing is far from clear to the reader because of the reasons above. The last word of the stanza although ultimately destroys the whole entire believability of the reason he has just given. I believe the main point of this poem is to show that there is never a good enough reason to kill another man. Hardy shows this through illustrating how these men would have been friends if they had met under different circumstances yet because someone has said they were there enemy this was a good enough reason to take the other persons life, thus showing how war is a pointless and frivolous act. On the other hand, in Dulce et Decorum est, Owen in not against the reasons why soldiers are killing each other but the fact that these young, innocent and possibly naive men were signing up based on the belief that it is sweet and fitting to die for your country (which is Dulce et decorum est the title of the poem in Latin). At the end of the last stanza, Owen sums up the poem. Owen speaks directly to reader calling the reader my friend, this draws the reader into the poem. He says you would not tell with such high zest, to say directly to the reader that if they had witnessed the horror that he had witnessed then the readers attitude towards the war would change. Therefore, the reader would not repeat patriotic slogans to make people sign up, To children ardent for some desperate glory. The title of the poem Dulce et decorum est is used with a certain sense of irony as the poem is all about how it is not sweet and fitting to die for your country. However, Owen abandons this irony a nd just says The old Lie, showing how more soldiers will die in the circumstances of the fallen soldier in this poem, if the reader continues to spread that lie to young men who have been blinded by this sense of patriotic duty to their country. The final line brings about the full chilling effect of the poem Pro patria mori: to die for ones country. Owen shows how people are signing up to the war on lies like Dulce et decorum est, however, this is far from the truth as nobody deserves to suffer the fate of the fallen soldier in the poem for their country. Within Dulce et Decorum Est the poet utilises a variety of powerful poetic devices in order to depict death in war as a brutal and horrifying experience. It is through the use of this simile that the poet arouses the sympathy of the responder as they witness the grotesque nature of such a death. In Dulce et Decorum est Owen masterfully uses a variety of potent poetic devices to depict the horrifying nature of death in a war to stimulate a response from the reader. He uses metaphors and similes to provoke sympathy for the people who were dying in the war, as the reader witnesses the grotesque death of the soldier who died in the poem. By doing this Owen portrays his message in a very bold and tasteful way. In The Man He Killed Hardy uses a colloquial style of writing combined with an ABAB rhyme scheme, this makes the poem very easy to read and long lasting. Hardy uses slang to get the reader involved in the poem, this allows Hardy to make a strong point in highlighting the irony behind how war can turn friend into foe simply by association and sway the reader against war. Both poems are against war and the reasons and ethics behind them. Though Hardy uses a more direct approach to get his point across, both poems successfully complete the objective that the poets had for them , which was to open the readers eyes to the true reality of war.

The Ideology of Keynes Essay -- Keynes

The Ideology of Keynes There is a certain degree of irony in considering the iconic figure that Keynes has become. For a man who was so thoroughly iconoclastic, rejecting established ideologies always in favor of his own, that he has become nearly synonymous with a mode of government or at least a school of economic thought, seems to be the richest sort of irony. In his Essays in Pursuasion, Keynes wrote the short piece â€Å"Am I a Liberal?† that took on the established political system of the time and thoroughly rejected it. For those seeking a quick answer to questions about the politics of his enigmatic General Theory, â€Å"Am I a Liberal?† would seem to raise more questions than it answers. Nevertheless, Keynes makes it abundantly clear what he is not. He rejects the Conservatives and the Labour parties out of hand. While he seems to have contempt for the former, he cites the latter as a difference of class. The Labour party, for him, is one that is constructed around the notion of class conflict and class issues, which he cannot partake in from across the supposedly ...

Post Modernism and Architecture Essay -- Architecture Post Modernism A

Post Modernism and Architecture If one were to walk around and casually ask five people what post modernism was they would probably get five different answers or none at all. It is one of those indefinable academic terms that applies to many different fields of study. Most people seem to understand what it means individually but few agree collectively. To make matters even more complicated, it is often used in discussions about deconstruction. "To some Post Modernism is an excuse to pile together oodles of wild and crazy decor, to others it is another example of the weakness of standards and values. While some think that it is trangressive resistance to the sureness of categories, to others a handy way to describe a particular house, dress, car, artist, dessert, or pet, and to others it simply over already. Clement Greenberg defined post-modernism in 1979 as the antithesis of everything that he loved. The lowering of aesthetic standards caused by the democratization of culture under industrialism. Where most people agree though is that post modernism first started with architecture in the 1950’s. It occurred as a reaction against the international Style. So that is the aspect that I am going to concentrate on in my paper. As post modern applies to architecture it means The combination of Modern techniques with something else usually traditional building. First off Some of the most famous architects that concentrate on post Modern Design are Alvar Alto, and Robert Venturi. Alto is probably the most famous out of the three that I named. Alto was born 1898 in Kuortane on February 3. He received his diploma of architecture in 1921 from the Institute of Technology which is located in Helsinki. He had private architectural office in Jyvà ¤skylà ¤ from 1923-27. He was married to a fellow architect Aino Marsio in1924. She shortly after died in 1949. From the times of 1927 through 1933 he had another private architectural office this time it was in Turku. The last private office that he had was in 1933 it was in Helsinki. From the time period1943 to 1958 he was the Chairperson of the Association of Finnish Architects and Professor at Massachusetts Institute of Technology, which is in Cambridge USA. In 1952 he remarried to another architect by the name of Elissa Mà ¤kiniemi. In 1955 he became a member of the finish academy and... ...t Modernism can hardly be talked about without deconstructionism also being mentioned. Deconstruction is when the architects think that the design of societies' buildings should resemble societies present state. For example today’s society is chaotic, so the architecture should be chaotic too. For example the buildings columns and structure are crooked and the walls tilted. Deconstruction is a kind of post modern design. They seem to directly relate to each other. Deconstruction is post modern with a twist it is never straight and it is always crooked lines the walls can be tilted and the structures all crazy like. My opinion on the whole mess is that some of the architecture can be really beautiful but others can be extremely screwy. I personally have always had an interest in architecture so this assignment, after I figured out what I was supposed to do, was fun. I am not going to become an architect though, I like animals to much and I aspire to be veterinarian. My favorite piece that I saw was the Getty Museum. Just the way that it is set and designed to look old but has all the beautiful new stone and materials. It was just the first one to catch my eye.

Playgroups support and offer valuable opportunities Essay

Playgroups support and offer valuable opportunities for parents to meet and share their experiences and for children to play and socialise. They are coordinated by qualified community workers who give parenting tips and advice and provide information about other community services for families. Expert guest speakers are invited to talk about topics related to parenting or childhood development. Parents are encouraged to become involved in planning and running playgroup activities. Playgroups provide a range of learning experiences to stimulate children’s intellectual growth. They learn about interactions with other children and can develop their communication skills. The community workers can help parents with behaviour-management techniques, provide information for parents about topics such as child development, health, hygiene and child safety. They can also help with developing social networks for parents, and identify developmental problems and refer families to relevant services. BENEFITS FOR FAMILIES Supported playgroups bring a number of benefits to the communities in which they operate and to the people who take part. These benefits areThis is a service that lends toys, games, puzzles and educational aids to families. The items from the toy libraries must be returned at a certain time. At some toy libraries, children are allowed to attend the library to play with the toys there. Leisure library – this provides play materials for adults, especially for disabled adults and families from disadvantaged backgrounds, who have not known the joy of play. Teenagers can also benefit form these libraries, as there is challenging activities that could positively counteract effects of boredom, such as drugs and alcohol abuse. The libraries for children, the toys/resources that are lent, can help children to develop physically, mentally, socially and emotionally. They can learn through play by imitating, exploring, creating, solving problems and sharing with others, (brothers/sisters). Toy libraries promote ACTIVE LEARNING. The libraries also help low-income families who are not able to provide their children with adequate learning opportunities. The parents may not be able to send their child to any form of pre-school centres. Specialist toys and equipment, which can be very expensive to buy, can be available for children who have special needs. Many toys which can be bought at home, end up lying about the house, with the toy library, 1 toy is exchanged for another. Other benefits for having a toy library is that it can help parents learn about and are empowered to provide suitable stimulation for their child. Some may say that parents don’t want to get involved, but the fact is that the parent doesn’t know what to do or how to do it. The toy library could help the children and parents to play together, to share the activities, this would help to strengthen the family unit. Children who are ‘at risk’ can receive preventive stimulation, the toys at the library may be graded, this can help the child make steady progress on their development. The child’s self confidence may increase with each toy, when they master the activity. Therapists report that children receiving therapy and also belong to a toy library, generally improve faster with their development and social well-being. There can be additional services that can be offered by toy libraries, these are names of childminders, schools in the area. Leaflets giving information about organisations, nutrition and different workshops, that are available in the local area. Homestart This is a charity organisation, in which parent volunteers help families and children through rough patches in their lives. Volunteers help all types of parents, mums struggling with post-natal depression, young couples who don’t have any idea of what to do during their babies early years, professional women having difficulty coping with the switch from the structured work environment, to home life and late parenthood. The volunteers provide non-judgement support to allow the people to build on their own strengths. Homestart volunteers set out to end the isolation that parents with young children experience. It offers friendship, practical help and support. They are trained how to talk, encourage, when necessary to guide mums and dads. The parent volunteers create an atmosphere in which families can cope with the pressures they are facing, this can then reduce the potential, for family breakdown. The volunteers can also help families get their act together sufficiently so they no longer need the supervision of statutory social services. E. g. in 2003/4, 822 children whose families were supported by Homestart were removed form the child protection register. The volunteers work alongside parents, not telling them how to bring up their children, but may offer advice if asked. Sure start children’s centres These centres are in the most disadvantaged areas. The services they provide are:- Good quality early learning, combined with full day care provision for children, this could be effective for both child and parents. The child would make friends, learn and develop their skills and their developmental stage. The parents may be able to go out and find work. There are effective links with Jobcentre Plus for training or employment. Their would be support and services to parents and children who may need different services. I. e. special needs. The workers there, give information and advice to parents on a range of subjects, I. e.  childcare, looking after babies and young children, education services for 3 and 4 year olds. They have drop in sessions and other activities for children and parents, this can help parents socialise with other parents, make friends, look at other children and see other children playing, parents playing with their children and learning them to do the same. It can stop parents form being isolated in their home, getting them out and active, letting them discover new activities, learning about themselves and others around them, discovering new hobbies.

Forecast of Aud/Usd:

In short term, Australia is facing higher inflation rate (2. 9%) than the United States (2. 1%), this can lead to the domestic market price increase but not much fluctuation for currency exchange rate. Moreover, Australia has higher GDP growth rate than United States (3. 5% vs 2. 4%) and lower unemployment rate than US, which are 5. 2% and 7. 9% in 2013. Therefore, the income will increase in Australia. Australia consumers would spend more on the US imports and the demand for US will increase. The supply of dollars will increase to buy more US products and the value of USD will increase relative to the AUD.In conclusion, we predict that the exchange rate of AUD/USD will decrease in the short term. In intermediate term, there will be almost a constant decline of inflation rate each year in Australia while that of United States remains fairly constant. The Inflation rate in United States is still lower than Australia. As a result, it is highly unlikely that the interest rate in Austral ia will increase by a large amount. On the other hand, the interest rate within the United States would be expected to remain quite low.In addition, according to the information from IMF, GDP growth of Australia will be stable at 3. 5% while that of United States will increase from 2. 4% to 3. 5%. Although there is a large reduction in unemployment rate in United States, it is still higher than Australia’s. Therefore, as long as the US Federal Reserve will not implement the monetary policy QE3 in the next few years, the currency of the United States will go up against Australia, but exchange rate of Australia will still be slightly higher than United States in the intermediate term.In the long term (greater than 5 years), the inflation rate of Australia will drop to 2. 4% in 2017 while that of United States will start to rise. On the other hand, GDP growth for both Australia and United States are similar at a stable pace of 4% and are hard to improve?In addition, the unemploy ment rate will continue to decline to about 4%. After 2017, inflation rates and GDP growth rate of both countries are expected to get closer and closer, achieving the stable coordination finally.At the same time, the Central Banks should not raise their interest rate to lower the inflation. Therefore, in conclusion, we predict that the exchange rate of AUD/USD will remain at a stable relationship with each other in the long term. Reference: IMF 2012, IMF Data Mapper, 2Executive summary This report focuses on forecasting the trend of exchange rate of AUD/USD and PHP/USD in short term, intermediate term and long term. The fundamental analysis is based on the changes in demand and supply of those three currencies.In terms of PHP/USD, for short term, the higher domestic interest rate in Philippine and the monetary policy (QE) will be implemented by United States will result in PHP/USD decreases. For intermediate term, as QE grows the GDP of United States, Philippines remain domestic pol icies and target, the supply of dollars increase faster than demand of pesos decrease, PHP/USD continue to decrease. For long term, those factors which affect the exchange rate will trend to reach an another equilibrium, PHP/USD increase.As for AUD/USD, due to the increased consumption of Australia on the US imports, the demand for US will increase. Consequently, AUD/USD will decrease in the short term. For intermediate term, Unit Stated will experience an obvious economic recovery while the major macroeconomic variables in Australia generally remain at a stable level, thus AUD/USD will continuous fall, but AUD will still appreciate slightly against USD. In the long term, the economy of both countries are expected to get a stable coordination, so it is likely that the USD will stop depreciating against the AUD and the exchange rate between the USD and he AUD achieve an new equilibrium.In recommendation, US dollar trend to depreciate against Philippines peso in short and intermediate term, purchasing pesos using US dollars now and exchange back to US dollar in the future which up to 5 years for gaining profit. US dollar trend to be appreciated against AU dollar in short and intermediate term, hence the top manager should hold a short position on the AUD and a long position on the USD, while for the long term the top manager just hold a short position on the USD.

Reality of Teaching and Learning Pronunciation Essay

Rationale of the study Nowadays, with the rapid pace of integration and globalization, English becomes a golden key to open the door of many fields such as commerce, communication, science and technology throughout the world. Therefore, to meet the demand of the society, it is very necessary to teach English in schools at all levels. And the highest target is to get well in communication. If one wants to get successful in communication, he must be good at pronunciation: â€Å"a threshold level of pronunciation in English such that if a given non-native speaker’s pronunciation falls below this level, he or she will not be able to communicate orally no matter how good his or her control of English grammar and vocabulary might be† (Celce-Murcia, 1987:5). In the field of language teaching, the role of pronunciation has varied widely from having virtually no role in the grammar-translation method to being the central focus in the audio-lingual method where emphasis is on the traditional notions of pronunciation, minimal pairs, drills and short conversations. The growing emphasis on communicative approaches for the teaching of English has placed higher demands for correct pronunciation. Despite this fact, at the upper-secondary school level in Vietnam, in language teaching and learning, compared with vocabulary, grammar and language skills, pronunciation has so far been paid less attention to. In the official textbooks used for teaching English at high school level, there are a few exercises for pronunciation practice. To make the matter worse, all important English exams at schools as well as the entrance exam to universities are always in written form so most teachers as well as students have little motivation to teach and to learn pronunciation. As a result, students are often shy and unconfident to speak in English. And that is the reason why the effectiveness of teaching pronunciation still remains one of the most widely problematic subjects in the field of language teaching. Coping with this pressing fact, as a language teacher teaching English at Quynh Coi high school (QCHS), the author always thinks of some burning questions: in language teaching and learning, what is the present situation of teaching and learning pronunciation at high school level in QCHS? What are the problems teachers and students face in teaching and learning pronunciation? How to find suitable methods to teach pronunciation? What should teachers do to teach pronunciation effectively? How should teachers make students become interested in learning pronunciation? The answers to these questions will help language teachers improve their students’ pronunciation as well as help them make progress in effective communication. For the above reasons, the author decides to carry out the study entitled: â€Å"The reality of teaching and learning pronunciation at Quynh Coi high school: problems and solutions†. 1. 2 Aims of the study The main purpose of this study is to discover the reality of teaching and learning pronunciation at Quynh Coi high school, especially to find out problems that teachers and students often have in pronunciation lessons. The writer also hopes to make some feasible solutions that can help the English teachers overcome those problems and improve students’ pronunciation. 1. 3 Research questions The above aims of the study can be realized by answering the following research questions: (1) What is the present situation of teaching and learning pronunciation at QCHS? (2) Which problems do the teachers and students at QCHS face in pronunciation lessons? (3) What teaching techniques can be used to improve teaching pronunciation for students at QCHS? 1. 4 Scope of the study As a case study, this study focuses on the reality of teaching and learning two aspects of English pronunciation: stress and intonation for the 12th form students at Quynh Coi high school. The subjects of the study are 12th form students those are familiar with learning pronunciation for two years at high school. Moreover, stress and intonation are two major aspects of pronunciation introduced in the official textbook used by the 12th form students. Other characteristics of English pronunciation would not be deeply investigated in this research. . 5 Methods of the study In order to fulfill the tasks mentioned above, both qualitative and quantitative methods are selected for this case study, involving the following instruments: survey questionnaires, classroom observations and interviews. Firstly, the survey questionnaires were delivered to both teachers and students to investigate the reality of teaching and learning pronunciation at QCHS. Then, some classroom observations and interv iews with some English teachers have been also conducted to get supplementary information. Finally, the results obtained from questionnaires, observations and interviews have been discussed and analyzed to with a hope for providing language teacher with some feasible teaching techniques to work successfully with their students. 1. 6 Significance of the study This study hopes to make contribution to teaching pronunciation at high school level in Vietnam and the result of the study is considered to be useful for teachers and students at school. Thus, this study will be an interesting reference material for any high school language teachers in Vietnam, especially for those who are in favor of improving their students’ pronunciation. This research will help teachers and students identify their problems in teaching and learning pronunciation and self- improve their pronunciation. 1. 7 Design of the study This thesis consists of six main chapters: Chapter one is the INTRODUCTION including the rationales, the aims, the scope, the research questions, the methods, and the design of the research. In the book â€Å"Pronunciation† published in 1994, Christiane Dalton and Barbara Seidlhofer (1994:3) consider pronunciation â€Å"as the production of significant sound†. They look at the word in two senses. First, it is used as part of a code of a particular language. That is the reason why English sounds are distinguished from sounds of other languages. In this sense, pronunciation can be told as the production and reception of sounds of speech. Second, sound is used to achieve meaning in contexts of use. Here the code combines with other factors to make communication possible. In this sense pronunciation is referred with reference to acts of speaking. In the scope of this study, the concept of pronunciation can be described as â€Å"a way of speaking a word, especially a way that is accepted or generally understood† (American Heritage Dictionary, 1992) or â€Å"may be said to conclude the sounds of the language or phonology; stress and rhythm; intonation; combination sounds; linkage of sound† (Ur, 1996). 2. 2 Features of pronunciation Gerald Kelly (2000) points out main features of pronunciation including phonemes and suprasegmental features, in which consonants and vowels belong to phonemes, intonation and stress are two main parts of suprasegmental. Phonemes are units of sound, they are known as segments. Suprasegmental features are features of speech which apply to groups of segments, or phonemes. The features which are important in English are stress, intonation, and how sounds change in connected speech. The following diagram shows a breakdown of the main features of pronunciation: Features of pronunciation (Kelly, 2000:1) As seen from the diagram, pronunciation is a broad subject with the boundaries of various items such as consonants, vowels, stress, and intonation. This study is intended to focus on two major features of pronunciation: intonation and stress are deeply investigated. According to Quirk R. and Greenbaun S. (1973:450), stress is the prominence with one part of a word or of a longer utterance is distinguished from other parts. This can be understood like this: when an English word consists of more than one syllable, one of these syllables is made to stand out more than the others. This is done by saying the syllable louder. For instance, in such words as â€Å"English†, â€Å"teacher†, and â€Å"student† the first syllables are stressed. Intonation is an important part that most teachers have to deal with when teaching connected speech, it refers to the way the voice â€Å"goes up and down in pitch† (Kelly, 2000: 86) when we are speaking. It plays a vital role in helping people express their opinions, and understanding thought of others. In short, the word â€Å"pronunciation† is like a big umbrella covering various sub-items as consonants, vowels, intonations, stress, etc. With such big boundaries of items, language teachers and learners have to think of how to master these key aspects, especially stress and intonation, to be successful in teaching and learning pronunciation. 2. 3 Teaching pronunciation 2. 3. 1 The importance of teaching/ learning pronunciation and a â€Å"paradox† 2. 3. 1. 1 The importance of teaching and learning pronunciation Pronunciation is as important as any other aspects of language like syntax and vocabulary. Some people may argue that speech is obviously much more significant than pronunciation. However, speech cannot exist without pronunciation. Correct pronunciation, in fact, is considered to be a prerequisite to develop the speaking skill. That is why teaching pronunciation should occupy an important place in the study of any language. According to Gerald Kelly (2000), pronunciation â€Å"involves far more than individual sounds† including word stress, sentence stress, intonation, and word linking. All of these influence the sound of spoken English. Sound is the core of the language. When teaching a language, the first and foremost thing teachers should do is to let learners have chances to expose themselves to the sounds of that language. That is the reason why more and more teachers pay much attention to teaching pronunciation to their students. Considering the importance of communication in general and pronunciation in particular, Gerald Kelly confirms â€Å"a learner who constantly mispronounces a range of phonemes can be extremely difficult for a speaker from another language community to understand. A consideration of learners’ pronunciation errors and of how these can inhibit successful communication is a useful basis on which to assess why it is important to deal with pronunciation in the class† (2000:11). Sharing the same ideas with Kelly, Martin Hewings (2004:10) adds â€Å"difficulties with pronunciation might mean that students fail to get their message across, even when the correct words are being used, or they might fail to understand what is said to them. † The inaccurate use of suprasegmetal elements, such as tress or intonation, can also cause problems. Errors in pronunciation can lead to a problem of reception, or comprehension of the meaning or function of an utterance, even worse, they can affect the perceived tone or mood of an utterance. Moreover, it is obvious that good pronunciation serves as a strong motivation for language learners. Most language learners show considerable enthusiasm for pronunciation as they consider it as a good way to show that they are competent in the language. Once they have obtained adequate pronunciation competence, they gradually build up strong confidence for themselves and are ready to learn new things without hesitation. 2. 3. 1. 2 A â€Å"paradox† As the matter of fact, the role of pronunciation in English learning process could not be negated. Regrettably, teaching and learning pronunciation has not received appropriate attention as expected and Gerald Kelly call this fact a name â€Å"a paradox† (Kelly, 2000: 1). It tends to suffer from being neglected. This may not be teachers’ lack of interest or motivation in pronunciation. The main reason comes from their teaching experience and confidence, â€Å"feeling of doubt as to hoe to teach† (Kelly, 2000:13). In spite of the fact that both teacher and students are keen on pronunciation, they often take grammar or vocabulary precedence over pronunciation for granted. If it is not neglected, â€Å"it tends to be reactive to a particular problem that has arisen in the classroom rather than being strategically planned† (Kelly, 2000:13). This is the most popular problem is pronunciation lessons. Teachers only deal with pronunciation when it comes to be problematic. There is no lesson plan, no strategy in teaching and learning pronunciation. Most teachers often prepare lesson plan for teaching grammar, vocabulary, but pronunciation. Yet pronunciation work can, and should, be planned for, too. Teachers should regard features of pronunciation as integral to language analysis and lesson planning. This paradox arises from both the nature of pronunciation itself, from the teaching staff as well as from the learners themselves. However, to deal with this problem, as language teachers, teachers need to have a good grounding in theoretical knowledge. Furthermore, in order to teach pronunciation successfully, teachers should be practically skilled in classrooms, and they need to have good ideas, approaches, techniques, as well as classroom activities. 2. 3. 2 Teachers’ roles in teaching pronunciation Mastering a foreign language pronunciation is not something impossible as far as the student and the teacher participate together in the total learning process. Thus, to succeed in a pronunciation program, the teacher plays an essential role. Kenworthy (1987), Nguyen Bang and Nguyen Ba Ngoc (2001), and Hoang Van Van, et al. (2006) shared the similar ideas about teachers’ roles in the teaching and learning pronunciation process, in which, teachers are responsible for:†¢Helping learners to hear: The teacher has a mission to provide appropriate input of the target sounds for learners to hear. Teacher needs to check that their students are hearing sounds according to the appropriate categories and help them develop new categories if necessary. †¢Helping learners to make sounds: It is true that some English sounds do not exist in the learners’ mother tongue. Some learners may be able to imitate the target sounds if they are provided models. However, for those who lack such an ability, it is teachers’ duty to explain the way those difficult sounds are made and provide aids to help learners produce correct sounds. †¢Providing feedback: Students need to be told where they are standing, how much they have gained and what they need to improve because sometimes, students themselves can not know whether they are making mistakes or not. The teacher must provide them with feedbacks on their performance. †¢Pointing out what is going on: In many cases, learners fail to realize what and how they are speaking, as speaking is for most parts unconsciously controlled, learners may sometimes make mistakes in the way they produce a particular sequence of sounds, or put stress in an incorrect place, leading to misunderstanding. It is the teachers’ role to specify the area that learners have to pay attention to so as not to cause miscomprehension. †¢Establishing priorities: Native-like pronunciation is not easy to achieve. Therefore, learners need a guide to tell them about what aspects they should master, what aspects they not need to be â€Å"perfect†. Inevitably, when learning a foreign language, it is dealt if learners master every aspect of it. However, as this is somehow unrealistic, learners should learn to satisfy at an accepted level of those aspects which are not vital. The level at which learners can feel satisfied at depends on different situations for different individuals. †¢Devising activities: It is not easy for teachers to cover all activities in a limited time. Thus, teachers need to identify what exercises will be suitable for their learners, what activities would bring them the best effect. In devising them, however, it should be accepted that certain activities are more suitable to some students than others. †¢Assessing progress: An important role of teacher is to assess progress. Learners need to know at what level they are in pronunciation. Tests allocated at appropriate times will serve as a strong motivation for students. When they look at their marks, they have a clear sense of how much they have gained. Judging learners’ pronunciation performance is very complicated. However, this should be done accordingly. 2. 3. 3. Approaches, techniques and activities in teaching pronunciation2. 3. 3. 1 Approaches in teaching pronunciation In the book â€Å"Teaching pronunciation† (Celce-Murcia M. , et al.1996: 2), the authors point out two general approaches to the teaching of pronunciation in the modern time, namely intuitive-imitative approach and analytic-linguistic approach. An intuitive-imitative approach depends on â€Å"the learners’ ability to listen to and imitate the rhythms and sounds of the target language without the intervention of any explicit information†. This means the teaching of pronunciation depends largely on the teac her’s turning on and rewinding a cassette player (or another instrument), and the main activities in the class are listening and repeating. In this approach, the teacher has no responsibility to explain how sounds are formed or produced and the learners do their main task of listening and imitating, and it is expected that learners will gradually gain pronunciation competence. Meanwhile, an analytic-linguistic approach â€Å"utilizes information and tools such as a phonetic alphabet, articulator descriptions, charts of the vocal apparatus and other aids to supplement listening, imitation, and production† (Celce-Murcia M. , et al. , 1996: 2). In this approach, learners are given explanation as well as training on how to form particular sounds of the target language. Between these two approaches, there is no scale on whether which one is better. Choosing to apply which approach into teaching pronunciation depends on teachers themselves and the level of learners. To do well with these two approaches, it is a need for both teachers and learners to fulfill knowledge of articulator system such as consonants, vowels, stress, and intonation, etc. In this study, the author considers the use of both approaches to gain best effect in teaching and learning pronunciation. 2. 3. 3. 2 Techniques and activities Pronunciation is never an end in itself, thus to receive expected result in teaching and learning pronunciation, teachers have made use of a great deal of techniques. It may be taught in isolation or in combination with language skills of speaking, listening, reading or writing. Supported by Kelly (2000:16); and Celce, et al (1996:8), some common techniques are:†¢Drilling: One of the main ways in which pronunciation is practiced in the classroom is through drilling. In its most basic form, drilling simply involves the teacher saying a word or a structure, and getting class to repeat it. †¢Listen and imitate† The pronunciation of the target language is provided by the teacher or tape recorders, language labs, etc. students are to listen to a sequence of sounds or sentences and repeat it. †¢Chaining: This can be used for sentences which prove difficult for students to pronounce, either because they are long, or because they include difficult words and sounds The above mentioned techniques are nearly similar; they usually take two forms, which are either all-class or individual. These two forms are actually the two phase of the same techniques. Normally, at first, the whole class repeats after certain sound and phrases. After a certain amount of class-drilling, individual students take turns and pronounce those items themselves. †¢Phonetic chaining: This technique makes use of articulator descriptions, articulator diagrams and a phonetic alphabet. Learners are provided with basic theoretical knowledge about how sounds are formed. They are also aided by the teacher to make genuine sound production. †¢Minimal pair drills: These relate to words which differ from each other only one phoneme. Normally, students are allowed to listen to the tape and distinguish between the two sounds. This type of activities is particularly useful to teach sounds which causes difficulties for learners or sounds that are mismatched. †¢Contextualized minimal pair: In this technique, the teacher establishes the setting and present key vocabulary; students are then trained to respond to a sentence stem with the appropriate meaningful response. When minimal pair drills seem a bit boring and too theoretical with separated sounds, the contextualization seems to be more useful because it is more practical. †¢Tongue Twisters: This technique rooted from speech correction strategies for native speakers. When other techniques look serious and sometimes put learners under pressure, tongue twisters provide a more delighting way to learn pronunciation. Sounds which are difficult to differentiate are put together to make meaningful sentences. †¢Reading aloud/recitation: Students are provided with a passage or scripts and then read aloud, focusing on stress, timing and intonation. This activity is often done with texts such as poems, rhymes, song lyrics, etc. †¢Recording of learners’ production. This technique can use audio-tape, video-tapes of rehearsed and spontaneous speeches, free conversations, and role plays. It needs the feedbacks of teachers as well as self-evaluation. †¢Practice of vowel shifts and stress shifts related by affixation: Base on rule of generative phonology, used with intermediate or advanced learners. The teachers point out the rule-based nature of vowel and stress shifts in etymologically related words to raise awareness; sentences and short texts that contain both number of a pair may be provide as oral practice materialsuch as:PHOtograph And phoTOgraphy 2. 4 Learning pronunciation 2. 4. 1 Factors affecting learning pronunciation According to Joane Kenworthy (1987), there are many factors affecting learning pronunciation, including the native language, the age factor, the amount of exposure, phonetic ability, attitude and identity. The native language: it is inevitable that learners’ native language has a great impact on their ability of pronouncing English. The â€Å"foreign accent† is therefore easy to identity. The age factor: it is often assumed that the younger a person starts learning a foreign language, the better he is at pronouncing it and he has a greater chance of having a native-like accent. The amount of exposure: people who live in the country where the target language is spoken and is surrounded by an English-speaking environment may have some advantages over some who do not. Phonetic ability: researches have shown that some people naturally have a â€Å"better ear† for a foreign language than others. Attitude and identity:results from many studies have shown that learners who have a positive attitude towards speakers of a foreign language tend to have a more native-like pronunciation. 2. 4. 2 Students’ roles in learning pronunciation It is essential that in order to learn a language, motivation plays a vital role. The same thing happens to learning pronunciation. If students really care much about their pronunciation, they will become more cautious about their speaking, and gradually build up good pronunciation. In teaching and learning pronunciation, if teachers play the roles of a â€Å"speech coach†, students themselves need to involve in this process as much as possible in order to get good results. According to Nguyen Bang and Nguyen Ba Ngoc (2001), students need to satisfy some demands. Firstly, they need to perceive the model as exactly as they can. Secondly, they need to response as much as and as well as possible to the recognition, the imitation and repetition activities. Lastly, beside the help of the teachers, students should do self-correction of their pronunciation mistakes. 2. 5 Teachers’ and students’ problems in teaching and learning pronunciation Both teachers and students encounter various problems in the process of teaching and learning pronunciation. These problems do not only arise from the nature of pronunciation itself, but from various subjective and objective factors. In the light of the previous and current studies, some major problems that teachers and learners face in teaching and learning pronunciation are:. The nature of pronunciation According to Nunan (1991), the problem of acquiring the phonology of a second or a foreign language presents a formidable challenge to any theory of second language acquisition. In teaching and learning pronunciation, the biggest problem that most of the English teachers and students complain come from nature of pronunciation. English pronunciation itself contains so many complicated factors and invisible rules. In the light of this problem, Doff A. (1988) listed some common problems that learners often make when they speak English. The first is difficulties in pronouncing sounds which do not exist in the students’ own language. The second is the problems with similar sounds that often cause learners’ confusion. The third is difficulties in pronouncing consonant clusters. And the last problem mainly comes from English stress and intonation. Students seem to have a tendency to give all syllables equal stress and â€Å"flat† intonation. Class setting A lot of problems in teaching and learning pronunciation come from class setting such as classroom size, quality of the teaching staff, teaching and learning equipment. Firstly, a large class causes difficulty in teaching pronunciation. At high school, on average, there are over 50 students per class. With such a high student-teacher ratio, it is impossible to make sure that the teacher could carry out successful teaching techniques and activities, and the learner is not able to listen and receive what the teacher is saying. The quality of teaching staff is also a big problem. Most teachers of English are non-native speakers, and a few of them can have a native-like pronunciation. As a result, the language input that students receive every day is from non-native people. Therefore, it is impossible to require students to achieve perfect pronunciation. Teaching model According to Kelly (2000), in the past, the model of teaching English pronunciation was â€Å"received pronunciation†, the pronounciation of people in the southwest England. Today, there are a vast number of English: American English, Australian English, etc. Thus, it is difficult for teachers to choose what model to teach. In fact, each teacher often cannot produce a â€Å"perfect† accent without being affected by his own language. This fact sometimes causes both teachers and students problems in teaching and learning pronunciation. Some teachers do not feel confident with their own voice and students do not know what input language is perfect to receive. Intelligibility Beside factors from the nature of pronunciation, class setting, etc, teaching and learning pronunciation involves in its own problem that Kenworthy (1987) calls it as â€Å"intelligibility†. He defines â€Å"intelligibility† as â€Å"being understood by a listener at a given time in a given situation†. This means that intelligibility is affected by a number of factors: the speaker, the listener, the time, and the situation. This also means that teaching and learning pronunciation depends on many factors, causing many problems for both teachers and students. In conclusion, in this chapter, some theoretical backgrounds relating to teaching and learning pronunciation have been pointed out. These factors are the pronunciation concepts and their features. Factors relating to pronunciation teaching and learning as the importance, the problems, techniques and activities have been also given. It cannot be denied that pronunciation and teaching pronunciation is an important part to conduct in any language course. It is even more important for those who are or will be teachers of the language. Methods of teaching pronunciation are various with different elements of pronunciation. What are the attitudes of teachers and learners towards teaching and learning pronunciation? The school has 36 classes with 90 teachers and 1,800 students. Each year, the school enrolls more than 600 new comers. 3. 1. 2 Description of the course At school, all students when pass the entrance exam to the school have to study English as one of the compulsory subjects. During the process of learning English at school, students use three English textbooks (English 10, English 11, English 12) focusing on four skills including reading, speaking, listening, writing and language focus part. The language focus comprises two major parts: pronunciation and grammar. Normally, students start learning pronunciation when they study English 10. However, at grade 10th, students only learn some vowels and simple consonants. At grade 11th, students continue to study complex consonants. And at grade 12th, students start to be familiar with stress and intonation exercises. That is the reason why stress and intonation are two major aspects of pronunciation chosen in this investigation. 3. 2 Subjects The subjects of this study comprised 10 teachers and 55 12th-form students at QCHS. All English teachers were invited to participate in this study. They are from 27 to 60 years old, and have taught English for more than 2 years. They graduated from both regular and in-service training. With those teachers who have taught English for many years, they have teaching experience, but were not well trained. They mainly graduated from colleges, even in-service training. With younger teachers, they graduated from many different universities: state and non-state universities. They are full of motivation, but lack of teaching experience. In general, these teachers are good at teaching grammar and do not feel confident to deal with speaking, listening, and pronunciation lessons. Thus, they often focus their lesson on grammar but the speaking and pronunciation. The class that the author chose to study consists of fifty-five 12th-form students. These students have had at least 6 years of academic English experience by the time they reach this course. However, their English proficiency is not good, especially at pronunciation. They may be good at grammar and can do these grammar exercises quickly, but can not speak fluently. Most of them do not feel confident to speak in class and express their ideas in English. These students have studied at high school for more than two years. Therefore, they have been getting similar with the teaching and studying methods, the conditions and the teaching environment, so it easy for the author to get their consent to participate in the research. 3. 3 Research methods As mentioned previously, the researcher chose a mixed-method approach to data collection, utilizing triangulation to measure a broad variety of variables in the research. Necessary data was gathered directly from the teachers and students participating in the research in several ways: Questionnaires: In order to collect reliable and comprehensive data, two questionnaires were designed: one for teachers and one for students. They are both open-ended and close-ended questions. Teacher questionnaire (Appendix 1): one survey questionnaire with 8 questions was designed for the teachers to get their ideas of pronunciation teaching and learning reality, problems faced by their students and some recommendations to improve learning pronunciation reality at school. To get this aim, the questionnaire is categorized into the following groups: †¢Teachers’ attitude towards present situation of teaching and learning pronunciation at QCHS; †¢Approaches, techniques and classroom activities used by teachers in teaching pronunciation;†¢Problems faced by teachers in teaching pronunciation; and †¢Teachers’ recommendations of techniques to improve students’ pronunciation. Student questionnaire Appendix 2): another survey questionnaire with 8 questions was designed for students including the following categories: †¢Students’ attitude towards learning pronunciation, especially stress and intonation; †¢Students’ problems in learning pronunciation; and †¢Students’ expectations in learning pronunciation. In-depth classroom observations: Six informal classroom observations during regular classroom sessions were used as an additional data source. The observations were carried out for two weeks during the course of the study to get more practical information about teachers’ and students’ attitudes towards teaching and learning pronunciation, and difficulties as well as techniques used in pronunciation lessons. During the process of observations, the author focused on some aspects taking in class as:†¢Teaching and learning materials used in class; †¢Students’ activities and their mistakes in producing pronunciation; and †¢Teachers’ approaches and techniques used in teaching pronunciation. Interviews and discussions (Appendix 3): after collecting data from the survey questionnaires and classroom observations, the author used the post interview in order to get the in-depth discussion about techniques used to improve students’ pronunciation. Because it is too difficult for the researcher to conduct long interviews with all teachers, the researcher randomly selected 5/10 teachers for interviews. They were willing to express deeply their opinions, and ideas about teaching techniques. 3. 2.Data collection procedures The study was conducted in the first term of the school year 2010-2011 (from September 2010 to December, 2010). At the beginning of the first term, two sets of questionnaires were given to the teachers and the students who agreed to participate in the research. After two days, these questionnaires were collected. The information from these questionnaires were then summarized and presented in the form of statistics. For the following two weeks, the author carried out some classroom observations. The observations during six English lessons including one in reading, one in writing, one in listening, one in speaking and two in language focus periods. At each session, the researcher took field notes on what happened when the students learned pronunciation. Finally, when the information from the survey questionnaires and classroom observations were collected and analyzed, structured interviews were carried out. The data collected from three different resources were read through to obtain a sense of the overall data. They were then analyzed both descriptively and interpretatively. The initial sorting-out process was writing findings in the form of reflective notes and summaries of field notes. The information was then displayed in forms of tables and figures while qualitative data from the open-ended questionnaire items, classroom observations and interviews were presented by quoting relevant responses from the respondents. CHAPTER FOUR: PRESENTATION OF THE DATA This part, the information from collected data was presented in accordance with the category of data collection instruments. 4. 1 Survey questionnaires 4. 1.Teachers’ and students’ attitudes towards teaching and learning pronunciation Assuming that the consideration of the teachers’ and students’ attitude towards teaching and learning pronunciation would be beneficial to the research, at the outset, these factors were surveyed. The results, shown in below, reflect that grammar is the most concerning aspect in learning English at high school. Surprisingly, only 10% of the tea chers think that pronunciation is the most necessary for their students. They always pay much attention and time and energy on grammar. In contrast, teaching and learning pronunciation as well as developing listening, speaking or reading skills do not receive enough attention to. 4. 1. 2 Students’ pronunciation level From the chart 2, we can see an optimistic reality of students’ level in learning pronunciation at Quynh Coi high school. Being asked about this, all the teachers said that students’ level is not equal, however; it is not good as expected. 60% teachers said that their students’ level at pronunciation is at average; and even 30% of the students get under average level. None of the teachers evaluate their students’ level at pronunciation is good or excellent. . 1. 3 Pronunciation teaching and learning time Chart 3 presents time that teachers and students spend on teaching and learning pronunciation. One more time teachers and students share the same ideas about the fact that too little time is on pronunciation. 80% of the teachers and 43% of the students said that they di d not have time to spend on teaching and learning pronunciation in one teaching session (45 minutes); 20% of the teachers and 32% of the students spend less than 20 minutes on teaching pronunciation. None of the teachers and a very small number of the students teach and learn pronunciation for more than 20 minutes. The overall results indicate that the reality of teaching and learning pronunciation at Quynh Coi high school is not positive as expected. Although both teachers and students are very optimistic towards teaching and learning pronunciation, students’ level is not good as well as time spent on teaching pronunciation is limited during one normal teaching session. 4. 1. 4 Teachers and students’ problems in teaching and learning pronunciation Chart 4 shows that both the teachers and the students face many problems during the process of teaching and learning pronunciation. The biggest problem that both teachers and students face comes from the nature of pronunciation. The next two factors preventing students from gaining good pronunciation are teaching time and students’ competence. 27% of the teachers and 22% of the students said that they do not have enough time on pronunciation. 20% of the teachers considered that their students’ competence in pronunciation is too low. 22% students also agreed with that idea. Class setting is the next factor that 20% teachers chose. It is clear that quality of teaching staff is not good enough to come over all the difficulties in teaching pronunciation. In contrast, only 1% of the students agreed with this. The smallest factor that both teachers and students think that causing problem in teaching and learning pronunciation is students’ motivation. 4. 1. 5 Teachers’ and students’ problems in teaching and learning intonation and stress From the chart above, most of the teachers (50%) and students (43%) think that stress is the most difficulty in teaching and learning pronunciation. the second is intonation: 30% of the teachers and 14% of the students think that intonation causes trouble. Meanwhile, none of the teachers meet any difficulties in teaching consonants and vowels. Particularly, chart 6 shows that 43% of the students cannot know the place of stress in a word; 20% said they cannot pronounce stress though they may be know place of stress in those words. Surprisingly, 27% of the students said that they do not know anything of stress. From the above chart, we can see that the reality of learning intonation is even worse than learning stress. 56% of all surveyed students understand nothing about intonation, causing a lot of difficulties in teaching and learning pronunciation.