The Sepoy Mutiny Of 1857 Essays - British East India Company

The Sepoy Mutiny of 1857 As with any conflict or controversy there are always two sides to the debate, and the events in India during 1857 are certainly no exception. Given the situation in India during the nineteenth century it is hardly surprising that such a polarisation of opinion exists regarding the context of the rebellious events during that year. The British being in control of the subcontinent and their sense of superiority over their Indian subjects, would naturally seek to downplay any acts of rebellion. While the Indian subjects on the other hand would arguably wish to exaggerate and over emphasise the importance of these events, as a means of promoting the nationalist cause for self determination. The truth of the events themselves, does it lie towards the British account or the Indian pro nationalistic side, or could there be a certain amount of truth in both sides of the debate. Metcalf in his account cites three indisputable factors behind the outbreak of rebellion in 1857. Primarily he sees `accumulating grievances of the Sepoy Army of Bengal' as the most important factor. The reasons behind this `deterioration of morale' amongst the army lay with several reasons. Much of the Sepoy army was comprised of `Brahmins and other high caste Hindus' who assisted in promoting a `focus of sedition'. The `generally poor ezdard of British officers', plus the lack of improvement to the overall position of those men serving in the army also increased the level of tension. At this point it should be remembered that the `Bengal Army differed from those of Bengal and Madras', as the Bombay and Madras armies took no part in the rebellion of 1857. But the more pronounced military factor was the lack of British troops in the `Gangetic plain' meant that many areas were `virtually denuded of British troops'. These military grievances which although significant were not themselves enough to incite rebellion, as it took a perceived attack on the Sepoy religious institutions to trigger of the rebellion. The first of these perceived threats was that the British government was preparing to dismantle the caste system and `convert them forcibly to Christianity'. Although not based on fact the actions of some `pious British officers did nothing to dispel' the rumours to the contrary. Added to this British lethargy was the Brahmins who tended to be `peculiarly watchful for potential threats to their religion and caste'. Secondly, the introduction in 1857 of the `new Enfield rifle' with its distinct ammunition, which required the bullet to be `bitten before loading'. Rumours that the grease used on the bullets was either from the fat of cattle or pigs, which either proved `sacred to Hindus' or `pollution to Muslims', was interpreted as attacking at the core of the Hindu and Muslim religious beliefs. These rumours unlike those regarding the conversion to Christianity and dismantling of the caste system, did prove to have a factual basis, as the British government `withdrew the objectionable grease'. This belated action proved futile as the damage had already been done. However this only accounts for the military aspects of the uprising which display the version of events `accepted in official circles [as] basically army mutinies'. This version preferred by the British fails to acknowledge the level of `widespread unrest among the civilian population', who saw much of the British government's actions as amounting to interference and contempt for the `long established rules and customs'. Disraeli saw the causes of the uprising as not being the `conduct of men who were ... the exponents of general discontent' amongst the Bengal army. For Disraeli the root cause was the overall administration by the government, which he regarded as having `alienated or alarmed almost every influential class in the country'. Yet other British saw the overall social situation and government administration as having no effect in causing the uprising. For officials like Sir John Lawrence the `immediate cause of the revolt' was the concerns held by Sepoys over the new ammunition for the Enfield rifles. However, he sees this as just the trigger incident, with the root cause being the long term reduction in discipline in the army and the poor ezdard of officers in command. The British ezdpoint is to regard

buy custom The Right to Defend Oneself essay

buy custom The Right to Defend Oneself essay Human rights are general, basic rights as well as freedoms to which individuals are entitled. Proponents of the human rights concept usually assert precisely that all humans are endowed linearly with certain entitlements because of merely being human. Human rights are henceforth, conceived in an egalitarian and Universalist fashion (Scott 134-143). Such entitlements actually exist as shared norms of human moralities as moral justified norms or precisely as natural rights that have the support through strong reasons. They also thrive as legal rights at a national level or relatively within the proponents of international law (Michael 156). However, there is no accord as to the exact nature of what particularly should be termed as a human right. The right to defend one-self is a component of human rights. It is clear from the clause under Self-defense in the human rights chapter (David Joanne 43178). Scott defines it as a countermeasure involving defending one-self, ones well-being or one's property from any form of physical harm (134-143). Using the right of self-defense legally for justification forcefully in times of danger is present and acknowledged in many jurisdictions (Michael 156). However, there are varying interpretations of each definition with the respective jurisdictions. Being acquitted of any form of physical harm-related crime for instance battery and assault with the use of self-defense justification requires one to prove legal provocation (John 17-54). It means that one should prove that they indubitably were in a position that warranted self-defense and the situation they were in would most probably lead to serious injury to limb, life, or loss of property. Charles argues that personal self-defense is a precisely well established as a human right in the limelight of the international law (213). He also argues that it is an indispensable foundation actually in the writings of international law. The United Nations since the 1990s has been putting a prime focus on the increasing attention on principles behind international firearms control, as a means of self-defense (David Joanne 43178). UN-backed programs promoted as well as funded the confiscation and surrender of citizen firearms in the majority of nations around the world therefore, contradicting the rights to defend one-self (Shute Hurley 38). The United Nations made subsidies on the proponents of a referendum in national gun confiscation on October 2005 in Brazil, (Michael 156). A sub commission from the same United Nations to the Human Rights Council department declared that there is literally no human right to defend one-self and that tremendously strict gun control should be a human right that all governments are mandated to put into effect immediately (John 17-54). The Human Rights Council in full is projected to take up the whole issue and disseminate similar orders regarding the right to defend one-self. The declaration puts into effect a report for the HRC from Rapporteur Barbara Frey (Scott 134-143). Regarding to the Frey standard adopted lately by the United Nations, all restrictive gun laws in many countries including the United States, for instance those in Washington, D.C., are violations literately of the human rights law released lately, because they are inadequately stringent (Todd 145). For instance, an individual in New York City obtaining a permit to possess a gun may use the gun for a several purposes, for example, shooting or collecting clay pigeons, home-defense or bird hunting whereas the UN would require that a legal license enumerate particular purposes for the gun use (Michael 156). Charles says that additionally, every jurisdiction globally is in violation of human rights law including the right to defend one-self (213). This he explains that the countrys laws allow officials of law enforcement to directly use deadly force for instance a handgun in prevention of certain crimes namely rape or sexual assault even in cases where the law enforcement officer actually has no reason to prospect that the victim might end up being killed or injured (Forsythe 18-27). The anti-firearms and anti-self-defense mandates from the UN are unlikely to be adopted directly as law by many jurisdictions across the globe or by the respective state legislatures. Nevertheless, there are many ways, discussed infra that purported international law gives the mandate and imposes on the individuals without legislative consent (Shute Hurley 38). John contemplates that in most jurisdictions across the globe, defense of self is an affirmative defense to all types of criminal charges (John 17-54) for an act of violence. It provides thorough enlightenment when the degree or level of violence used is proportionate or comparable to the faced threat, so intense force would only be in excuse in situations of "deadly" danger, (Todd 145). The defense would ultimately fail, for instance, if a defendant intentionally killed a trivial thief who did not literally appear to be a kind of physical threat (Shute Hurley 38). Similarly, when an assailant finally ceases to be a form of a threat, for example, by being tackled or even restrained, fleeing, or surrendering, the defense fails if the party presses on to the immediate attack (Michael 156). A somewhat less noticeable application of this type of rule is that accepting the use of force in an attempt of disabling rather than killing the assailant can relative in construction as total evidence, which the defendant was not enough danger justifying lethall force preliminary (Forsythe 18-27). Robertson John argue that sometimes there is a duty for retreating that makes the defense problematic in application to abusive relationships and in other brutal or burglary situations given the castle exception (76-79). The exception argues that an individual cannot be expected to in any way, retreat from one's home. In other words, it explains that walking away would be the ideal approach to defend one-self under such circumstances (David Joanne 43178). John reflects that in some countries mainly the U.S. states, the "pre-emptive" concept self defense is limited through a requirement that the pertinent threat be imminent (17-54). Therefore, lawful "pre-emptive" right to defend one-self self-defense is merely the act of landing the initial-blow in a situation, which has reached a no hope point for de-escalation or even in the escape (Todd 145). Many self-defense experts and instructors believe that if the pertinent situation is as clear-cut as feeling certain violence being unavoidable, the respective defender has a better chance of survival in such a situation by landing the first blow gaining the upper hand immediately to stop the risk (Scott 134-143). Charles adds that justification for right to defend one-self usually cannot be eloquent in application to particular actions committed after a definite criminal act has already taken place (213). For instance, a rape victim cannot justify defense after the actual act of rape is committed and then the rapist leaves. The victim cannot justify the right to defend one-self after subsequently finding the rapist later and shooting him (Shute Hurley 38). Most other victims particularly of assaultive offenses are quite similar not entitled to the right to defend one-self if they literally act in revenge (Forsythe 18-27). In many global jurisdictions apart from U.S. jurisdiction, the use of deadly force against robbers or any type of burglar attempting to escape with individual property is also not justifiable as the right to defend one-self (Robertson John 76-79). The issue of right to defend oneself has had substantial developments over the years. Since the Cold War, many activists on disarmament have turned their prime focus from the control of government-owned arms especially of mass destruction to the prohibition of civilian firearms stipulated to defend one-self (Todd 145). Increasingly, advocates for firearms prohibition contend that firearms prohibition is crucial in the protection of human rights even if they are keen perpetuators of the right to defend one-self (Michael 156). The theory posited by the respective disarmament community is that generally, fewer firearms lead to relatively fewer human rights abuses (Robertson John 76-79). Buy custom The Right to Defend Oneself essay

Assessing the Potential Risk of Earthquakes, Volcanoes, and Tsunamis Essay

Assessing the Potential Risk of Earthquakes, Volcanoes, and Tsunamis - Essay Example The reason behind the occurrence of earthquakes is noted to be the excessive energy that has been accumulated within the layers of earth. Notably in the case of Dallas, Texas, it could be said that the energy has been releasing through the occurrence of earthquake every year which makes the probability of the earthquake predictable but with relatively lesser magnitude. Considering the four seasonal-geographical conditions of Dallas, it can be said that the delocalization of crust is less accumulating. The occurrence of earthquakes at Dallas has projected the duration of thunderstorms much longer. Also, the hurricanes and snowstorms are predictable at Dallas mainly because of the occurrence of earthquake that releases energy off the earth surface displaying disturbance of the earth crust to minor extent (Resources for Environmental Literacy, 2007). The generation of Tsunamis is due to the disturbance of the large amount of water waves underneath. This may happen due to the eruption of volcano, land sliding or the contact of tectonic plates of the earth. This may affect the waves of water which may travel 600mph. Considering the case of Tsunami in Dallas, Texas, there has been no activity on the active tectonic layer of Dallas which makes Dallas a less vulnerable region for the generation of Tsunami. The active tectonic plates in Texas in whole is considered as an out of alert zone for tsunami as per the predictions. Tsunami’s generation is more likely to take place at the active tectonic layer of Mexico and the near coastal areas of United States (Hasiholan, 2007). The eruption of volcano takes place when about 17 layers of earth are dismantled and or broken. The layers of earth are then set beneath the ground usually on the hotter layer of the earth crust. Earth mantle is the hottest temperate area which makes the stones and other earthy elements to

Reflect on Challenges and Successes Assignment Example | Topics and Well Written Essays - 1250 words

Reflect on Challenges and Successes - Assignment Example How they would overcome the challenges to boost the learning process as a whole. Modifying of the curriculum to fit the learners’ best interest was part of the research. This paper was prepared from materials and articles obtained in the library. Other data collected was direct to the field study at near local schools where I attended their full-time curriculum and interacted with the learners as well. I also used books on education to relate to my field study. Through the interaction with students, also had questionnaires that were both oral and others were in written form to those who wanted confidentiality. Most of the learners came out freely and told their mind of what they thought education was like (Hopkins 2008). According to, Philpott, a Masters student from the University of Edinburgh, she comes out clearly and explains the challenges that are facing the school system. Also from the researching policy, I found that despite the existence of the comprehensive structure of roles and responsibility, several policies do advocate for educational issues of health and HIV/AIDS and biased gender. Subsequently, there is seen to be the lack of effectiveness of the communication flows, monitoring of the learners, training of the teachers and overall evaluation of the education curriculum system (Radin, 2006). Lack of trained personnel and lack of essential learning equipment to both teachers and the students due to increased poverty level that has resonated the entire school environment. Most institutions lacked qualified trained personnel. Scarcity of reading and learning materials by the developing nations is seen to be a challenging factor as well (Radin, 2006). Socio-cultural practices are also witnessed to paralyzes the education system where in some ethnic groups do not offer education to the girl child terming it a misuse of finical resources. Cases of school dropout are amongst the most

6 Seperate 1 page Reading Summaries Article Example | Topics and Well Written Essays - 1500 words

6 Seperate 1 page Reading Summaries - Article Example The author attempts to prove this point by examining the available literature on the topic. This begins with a lengthy quote from Hobbes in which it is argued that virtues and vices are a product of â€Å"the different constitution of the body and partly from different education† (445). As the author points out from this passage, Hobbes held that the primary motivation for the development of these vices or virtues was a man’s desires or passions. Other thinkers examined include Ralph Waldo Emerson, who suggests that the lazy man simply accepts what comes his way while the man with passion will seek to discover the truth, and John Dewey, who explores the concept of ‘reflective thinking.’ To conclude her argument, Zebzewski suggests that there isn’t a significant difference between the concepts of intellectual virtue or moral virtue because they both tend to lead one in the same direction. Actions, thoughts and behavior all tend to run along the same lines. There is a distinction, though, between ‘virtues that lead to certainty’ as compared with ‘virtues that lead to understanding’ as what it takes to know something is definitely true is not typically the same thing as figuring out what it takes to understand something as it is – the sum is not always equal to the parts. Stewart Cohen, in his article â€Å"Contextualist Solutions to Epistemological Problems: Scepticism, Gettier and the Lottery,† argues against previous claims made by David Lewis regarding solutions to the three epistemological problems listed in the title. Cohen’s main contention is that Lewis’s contextual approach to these problems, in which he applies â€Å"certain mechanisms of context-sensitivity – what he calls ‘rules of relevance’† (706), overreaches it bounds and is therefore not able to solve the Gettier problem. To make his

Social and Emotional Well Being

Social and Emotional Well Being Social and Emotional Well Being Introduction Social and emotional well-being has been the area of interest for people belonging to different walks of life but still it remains the least researched area in relation to the nursing profession (Health I, 2010). Nurses play a valuable part in patient care as they interact directly with the patient and are also involved in decision making about the treatment at various instances. Therefore the ability of a nurse to understand different elements influencing social and emotional well being of a person is of critical importance (Litwin, 2011). Though current bio-medical practices have provided enough facilities and now treatment has become much easier but still human beings have specific emotional demands. Nurses while taking care of their patients must understand and care for various SWEB perspectives. They must also take into account the cultural values, family dynamics, relationship conflicts and communication barriers a patient faces. Without having complete understanding of a patie nt’s emotional and social situation it is impossible to ensure environment facilitating appropriate healthcare delivery. In the present literature there are different opinions about the importance of social and emotional well-being perspectives and their role in assuring suitable environment for healthcare delivery. The coming paragraphs will discuss opinions of various authors in relation to these perspective and then a conclusion will be drawn as to how understanding of different dynamics of SEWB becomes imperative for a nurse. Bio-medical model says that health is a condition wherein a person does not face any kind of disability or disease. Proponents of this model are deeply obsessed by the concepts of biochemical and pathogenic origin of the disease (Kobau et al., 2011). While on the other hand, there are many scholars (Wang et al., 2010, Latwin et al. 2010 etc) who believe that social and emotional wellbeing is as important as the physical health of a person. In simpler words well-being can be called as existence of satisfactory condition. According to bio medical journal (2011) a person aspiring to create the environment of complete social and emotional well-being must be able to satisfy the needs by coping with the environmental pressures. Social and personal resources and physical capacities of a person all can be brought under the umbrella of social and emotional well being (BMJ, 2011). Here it is important to distinguish between the concept of social and emotional well being amongst indigenous and the idea of mental health amongst non-indigenous settings. In indigenous settings the idea of social and emotional well-being comes more from the culture, land, spirituality, family values and how all these elements affect health and life of a person. While on the other hand, mental health amongst non-indigenous people focuses more on clinical perspectives and the level of functioning of a person in social environment (Larson et al., 2009). Marmot (2010) says that in the culture of aboriginals and Torres Islanders the so cial and emotional well-being cannot be achieved solely by achieving physical health instead there is a need to cover a wide range of issues including trauma, violence, abuse and domestic conflicts. Wang et al. (2010) favors the concept of social and emotional well-being of aboriginals saying that complex, multi-dimensional model of healthcare cannot work without appropriate understanding and communication. Each and every person should work according to the clear lines of responsibilities. They must show capability and capacity to support and assume the responsibility of joint care in health management system (Wang et al., 2010). It means that Nurses and doctors should try to fond various social factors that affect the physical and mental condition of a patient. Wang et al. (2010) also argue that the entire system cannot work in isolation and here is a need to boost linkage amongst all the players through communication and understanding. For healthcare providers it is critical to understand different perceptions of health because they cannot facilitate a diverse range of people one by utilizing stereotypic principles. Here it is also important to note that there cannot be one model to cater the needs of all patients instead an integrated approach should be developed based on human understanding. Each model can prove be suitable to one condition for which it has been developed and not for every patient facing different health issues (Kobau et al., 2010). Thomas et al. (2010) believes that the indigenous concept of social and emotional well-being is more effective because it works on the basic principles of human health. It takes into account community, family, spirituality and ancestry. All these elements provide a person with a unique reservoir of recovery when he has o face adversity (Thomas et al., 2010). In the above context, in order to bring social and emotional well-being in a community it is critical to understand cultural and behavioral dimensions of a person’s well-being. But in contrast to the above proponents of the Medical Model and Mental Health Plan believe that mental health is all about achieving condition wherein a person is able to interact socially. He must be able to cope with the social stress while working in a productive manner and having optimum opportunities for development. For instance Helliwell et al. (2010) oppose the concept of SEWB as presented by the aboriginal community saying that this is a broader concept that puts emphasizes on changing society instead of changing the condition of the person who is ill. In most of the cases it is possible to reshape the entire society and the effort can become a time waste. On the other hand, if focus is maintained on reshaping the health condition of a person, good results can be obtained (Helliwell et al., 2010). Huber et al. (2011) also reinforce the above standpoint saying that extreme focus on the social and emotional well being of a person withdraws attention from the basic principles of diagnosis. More attention is given to changing the society instead of reshaping the health condition of the patient. This is an extreme approach according to which the person who is affected must not be dealt for his illness and the entire society should be forced to change. Yoon et al. (2008) also strongly criticize the social and emotional well being concept saying that this idea is disruptive as it brings a lot of confusion and shifts the attention of the healthcare provider from the basic principles of medicine to completely a different approach that is also impractical. This approach does not help anyone understand the cause of disease or disability (Yoon et al., 2008). Yoon et al. (2008) also believe that the concept of SEWB denies the diagnostic criterion that is set to identify the origin and cause of a disease. Existing definitions of physical and mental ailments do not fit to this concept. According to him this idea is also unrealistic because if society could play a strong role to change one person then everyone else living in the same society must change and experience the same symptoms. Conclusion Torres Islanders and Aboriginals favor the concept of social and emotional health and well-being and while working with them it becomes even more important to take care of what they believe in. Many scholars also favor this idea saying that this is the perspective that shows positive and holistic approach to the physical and emotional well being of a person. According to them social, emotional, physical well being cannot be achieved without a holistic approach that focuses on the life of families, communities and individuals. A nurse working on the basic principles of social and emotional well-being can participate in the integrated care plan very effectively. She can also participate in the healthcare programs designed for patients coming from a diverse range of backgrounds and cultures. Through such practices patients are also empowered and a range of needs and problems of these people who come to find treatment are addressed. Though there are opposing views as well and many believ e that extreme focus on these dynamics can withdraw attention of the healthcare provider from the actual matter. However, in my opinion the social and emotional well being should be taken into account while finalizing the medical approach for treatment. It helps the medical practitioner to identify the cause and origin of a specific health condition and then suitable treatment options such as medication, change of environment, counseling and other remedies can be suggested. This the only way to appreciate the role of society that it plays in changing the physical and mental state of a person. Without appropriate diagnosis of a patient’s state and origin of his disability or disease cannot be identified and finally suitable treatment options can also not be selected. References Heath, I. (2010). Conceptual Explorations on Person-centered Medicine 2010: Person-centered prevention and health promotion.International journal of integrated care,10(Suppl). Helliwell, J. F., Wang, S. (2010).Trust and well-being(No. w15911). National Bureau of Economic Research. Huber, M., Knottnerus, J. A., Green, L., Horst, H. V. D., Jadad, A. R., Kromhout, D., Smid, H. (2011). How should we define health?.BMJ-British Medical Journal,343(6), d4163. Kobau, R., Seligman, M. E., Peterson, C., Diener, E., Zack, M. M., Chapman, D., Thompson, W. (2011). Mental health promotion in public health: perspectives and strategies from positive psychology.American Journal of Public Health,101(8). Litwin, H., Shiovitz-Ezra, S. (2011). Social network type and subjective well-being in a national sample of older Americans.The Gerontologist,51(3), 379-388.. Larson, A., Gillies, M., Howard, P. J., Coffin, J. (2009). Its enough to make you sick: the impact of racism on the health of Aboriginal Australians.Australian and New Zealand journal of public health,31(4), 322-329. Marmot, M. (2010). Social determinants of health inequalities.The Lancet,365(9464), 1099-1104. Thomas, A., Cairney, S., Gunthorpe, W., Paradies, Y., Sayers, S. (2010). Strong Souls: development and validation of a culturally appropriate tool for assessment of social and emotional well-being in Indigenous youth.Australian and New Zealand journal of psychiatry,44(1), 40-48. Yoon, E., Lee, R. M., Goh, M. (2008). Acculturation, social connectedness, and subjective well-being.Cultural Diversity and Ethnic Minority Psychology,14(3), 246.

Chemistry Investigation :: essays research papers

Investigate A Factor Which Affects the Rate Of Fermentation Of Yeast This experiment is investigating one of the factors which affects the rate of fermentation of yeast. Several factors affect the rate of reaction:  Increasing the concentration. (See the lock and key theory.) If the substrate (glucose) is increased, then there would be more keys for the locks, therefore an increase in reactant concentration leads to an increase in reaction rate.  The surface area, the bigger the surface area, the faster the reaction time is, as the reactant can reach more parts.  The temperature, an increase in temperature leads to an increase in reactant rate. Generally, as the temperature is increased, the particles get more energy, so they bump into one another more, therefore speeding up the reaction time. This is called the collision theory, which I will discuss in greater depth later.  Whether or not there is a catalyst. A catalyst speeds up the rate of reaction and remains chemically unchanged by the end of the experiment. A catalyst lowers the activation energy. This is the energy needed to start a reaction. The variable that I have decided to change is the temperature. I have decided to alter the temperature of the yeast and time the amount of carbon dioxide that will be given off at different temperatures. I have decided to time how much carbon dioxide is given off in five minutes. Throughout the investigation, I will keep the temperature the same as I have specified for each reading. For example, if I am taking a reading in which the temperature must be 5 degrees, I will make sure that the yeast is kept at this temperature. When I am altering the temperature of the yeast, I will place it in a water bath of the specified temperature, which makes the temperature much more accurate. For example, if I heat up the yeast using a Bunsen burner, I could heat it up too much, thereby denaturing the enzymes and ruining the experiment. After the enzymes have been denatured, they can no longer react. It will also be important not to agitate the solution at all, because this would cause collisions between particles, speeding up the reaction time and making the test unfair. While doing an experiment such as this, it is vital to be safe at all times. You should stand up at all times, making sure that stools are firmly under desks.

Experimental learning Essay

The group chosen is â€Å"B†. It has to do with Experimental learning (Constructivism). As the name suggests, experiential learning involves learning from experience. It builds a â€Å"bridge† from the known to the new by taking the learner’s perceptions and experiences as the point of departure for the learning process. The theory was proposed by psychologist David Kolb. According to Kolb, this type of learning can be defined as â€Å"the process whereby knowledge is created through the transformation of experience. Knowledge results from the combinations of grasping and transforming experience. † The experiential theory emphasizes how experiences, including cognitions, environmental factors, and emotions influence the learning process. In this model the teacher is seen as a learner among learners, his/her role is to facilitate the learning process and the students have an active participation (largely in collaborative small groups). This model puts the emphases on the process (learning skills, self-inquiry, social and communicative skills) and the learner (self-directed learning). Its motivation is mainly intrinsic and the evaluation is process-orientated (reflection on process, self-assessment; criterion-referencing) According to the view of knowledge, is a personal knowledge construction and identification of problem. The curriculum is dynamic; with looser organization of subject matter, including open parts and integration. Group B: Comprehensible input: Comprehensible input means that students should be able to understand the essence of what is being said or presented to them. This does not mean, however, that teachers must use only words students understand. In fact, instruction can be incomprehensible even when students know all of the words. Students learn a new language best when they receive input that is just a bit more difficult than they can easily understand. In other words, students may understand most, but not all, words the teacher is using. Making teacher talk comprehensible to students goes beyond the choice of vocabulary and involves presentation of background and context, explanation and rewording of unclear content, and the use of effective techniques such as graphic organizers. By using context or visual cues, or by asking for clarification, students enhance their knowledge of English. When input is comprehensible, students understand most aspects of what is required for learning, and the learning experience pushes them to greater understanding. Scaffolding and ZPD: â€Å"The Zone of Proximal Development is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance† The scaffolding teaching strategy provides individualized support based on the learner’s ZPD. The scaffolds facilitate a student’s ability to build on prior knowledge and internalize new information. The activities provided in scaffolding instruction are just beyond the level of what the learner can do alone. The more capable other provides the scaffolds so that the learner can accomplish (with assistance) the tasks that he or she could otherwise not complete, thus helping the learner through the ZPD. Vygotsky defined scaffolding instruction as the â€Å"role of teachers and others in supporting the learner’s development and providing support structures to get to that next stage or level. Play in the classroom: Cook points out that language play includes mimicry and repetition, the explicit discussion of rules and the linking for â€Å"form-driven rather than meaning –driven behaviour†. Play and language play is often a collaborative affair, playful mislabelling and puns often generated extended repair sequences that could be seen as informal â€Å"language lessons† focused on formal aspects of language. Finally, as Cook has pointed out, humour and playful activities occupy large amounts of our real-life existence. The formulaic jokes and dialogue of much ELT may be extremely useful for student language development. Focus on form: It occurs when students direct their conscious attention to some feature of the language, such as verb tense, a new word or structure) It can happen at any stage of a learning sequence as the result of intervention by the teacher, or because students themselves notice a language feature. Focus on form is often incidental and opportunistic, growing out of task which students are involved in, rather than being pre-determined by a book or a syllabus. Affective filter S. Krashen claims for the beneficial value of comprehensible input depends upon students being relaxed and feeling positive and unthreatened. If they are not, then their affective filter is raised and blocks the input from being absorbed and processed. But if, on the other hand, the affective filter is lowered-because students are relaxed- then the comprehensible input the students are exposed to will contribute far more effectively to their acquisition of new language. Noticing It describes a condition which is necessary if the language a students is exposed to is to become language â€Å"intake†, that is language he or she takes in. Unless the student notices the new language, he or she is unlikely to process it, and therefore the chances of learning it are slim. 1. Describe a teaching- learning situation in which all of these words occur. A successful teaching learning situation is when the atmosphere in the classroom is relaxed, happy, and well-ordered (affective filter). Success is a great motivator; both positive and negative feeling will affect the learning process. Therefore, try to make each child feel successful and praise their attempts enthusiastically. Errors need to be corrected, but use positive and tactful feedback so that children feel sure and confident and not be afraid of making mistakes. Games (play in the classroom) provide a natural context for language practice and are very popular with children. They promote the development of wider cognitive skills such as memory, sequences, motor skills and deductive skills. Another important element to take into account in a teaching learning situation is when the student is exposed to an activity where he/she can balance both the familiar and new language. Children develop the confidence to recognize and use the language they already know and the new information with the guide of a teacher (Scaffolding-ZPD) For example: (Presenting new vocabulary) to introduce new words in relation to a unit’s topic, the teacher can bring flashcards to present new vocabulary or posters which offer the learners a more complex visual stimuli. Teacher may also ask students if they know other words related to the topic. In that way, you are exposing children to their previous knowledge. With Flashcards and posters, a number of activities can be carried out: predicting and anticipating, descriptions, mind maps, re-order the stage, mime and point, label the pictures, try to remember (memory games), say as many words as possible about†¦, etc. These ranges of activities allow the teacher to interact with the students in the classroom. For example, use the same flashcards you have been using, and hold them facing you so children cannot see them, after that, show the card for a very short time and ask what’s this? And continue until you have practiced all the words. Besides this, you can teach grammar through examples rather than explanation. Say the student the word you had already taught so that he or she can try to make a sentence using the word given. Apart from that, teacher can use songs or chants where children can practise new target grammar structures or vocabulary. Melody and rhythm are an essential aid to memory. By singing, children are able to forget fears and shyness and practise the language in a joyful way together. Finally, the teacher can use worksheets that can be a great help for students to put into practice everything they have learned. Students are given the opportunity to make productions by themselves. Activities suitable for all edges. 2. Method: Total Physical Response: It is based on the coordination of language and physical movement. Students of any age, especially kinaesthetic learners, benefit from associating language with movement and actions. The more the body is involved in the learning process, the more likely the student is to absorb and retain the information. The majority of class time in TPR lessons is spent doing drills in which the instructor gives commands using the imperative mood. Students respond to these commands with physical actions. Initially, students learn the meaning of the commands they hear by direct observation. After they learn the meaning of the words in these commands, the teacher issues commands that use novel combinations of the words the students have learned. Activities for TPR lessons: Simon says†¦. A typical Total Physical Response lesson might involve the teacher introducing a situation in which students follow a set of commands using actions. For example, ask the children to stand at their desk. Then explain that you are going to give instructions. If the instruction begins with the word Simon says†¦, children must do as you ask. If not, they stand still and wait for the next instruction. Any child who gets this wrong is out of the game and has to sit down. Give tan instruction that is relevant to the unit’s language, e. g. Simon says†¦brush your teeth; Simon says†¦read a comic; Simon say†¦eat cereal. Intermittently insert an instruction which is not preceded by â€Å"Simon says†¦Ã¢â‚¬  to see which children are really paying attention. TPR Storyline: (script) Other ideas in a TPR lesson: Before reading a children’s story, the teacher select some action words and ask the students to perform these actions as you encounter them in the pages. After that, tell students to act out the story with simply drama activities. Play the recording. Pause after each line for children to repeat. Then, divide the class into two groups, with each child having a different role in the story. Each child says the lines of his / her assigned character. The teacher encourages children to perform actions as they speak. Drama, by appealing to the imagination, is an excellent way for children to lose themselves in the story, thereby increasing their communicative ability. Activities mainly use for children Teaching materials Usually props such as pictures, posters or real objects accompany the actions. Some actions may be real while others are pretended. Teaching materials are not compulsory, and for the very first lessons they may not be used. 3. Examples of text books for each method: Presentation, Practice and Production: Presentation – Practice – Production, or PPP, is a method for teaching structures (e. g. grammar or vocabulary) in a foreign language. As its name suggests, PPP is divided into three phases, moving from tight teacher control towards greater learner freedom. Note that some writers use the name to refer to a specific method that focuses on oral skills, but it can also be applied more broadly to a family of related methods which rely on the progression from presentation, through controlled practice, to free production Example taken from â€Å"Excellent† 1 Pupil’s book and Activity Book by Coralyn Bradshaw and Jill Hadfiled -Longman Communicative Language Teaching: Communicative language teaching can be understood as a set of principles about the goals of language teaching (communicative competence). How learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom. Examples taken from the course book: â€Å"Passages 2† Jack C. Richards and Chuck Sandy 1998 Cambridge. Task-Based Learning: Task-based learning focuses on the use of authentic language through meaningful tasks such as visiting the doctor or a telephone call. This method encourages meaningful communication and is student-centred. Characteristics: Students are encouraged to use language creatively and spontaneously through tasks and problem solving Students focus on a relationship that is comparable to real world activities The conveyance of some sort of meaning is central to this method Assessment is primarily based on task outcome. TBLT is student-centred Examples taken from the book: Lexical Approach: The lexical approach is a method of teaching foreign languages described by M. Lewis in the 1990s. The basic concept on which this approach rests is the idea that an important part of learning a language consists of being able to understand and produce lexical phrases as chunks. Students are thought to be able to perceive patterns of language (grammar) as well as have meaningful set uses of words at their disposal when they are taught in this way. In the lexical approach, instruction focuses on fixed expressions that occur frequently in dialogues, which Lewis claims make up a larger part of discourse than unique phrases and sentences. Vocabulary is prized over grammar per se in this approach. The teaching of chunks and set phrases has become common in English as a second or foreign language, though this is not necessarily primarily due to the Lexical Approach. Example taken from the book: â€Å"English in Mind† 1b by Puchta Herbert and Stranks Jeff 2nd edition. CAMBRIDGE UNIVERSITY PRESS.

Free Essays on Cortes

The Cortà ©s Expedition Grijalva returned to Cuba and relayed to Governor Velzquez the tales of a powerful and wealthy Native American empire located in the interior of Mexico. This news spurred Velzquez to authorize a third expedition, this time commanded by Hernn Cortà ©s. As Cortà ©s loaded his ships and recruited additional men in Cuba, some of his enemies complained that he was a poor choice to lead the expedition. They convinced Velzquez to cancel Cortà ©s’s commission to lead the force. Cortà ©s ignored the orders and set sail in February 1519 with about 600 men, as well as a few cannons and horses. On the Yucatn Peninsula, the expedition rescued a shipwrecked survivor, Jerà ³nimo de Agà ºilar, who had been held captive by the Maya for eight years. He would provide the Spaniards with a valuable translator of the Mayan language. The expedition sailed west along the Yucatn Peninsula and the Gulf Coast, engaging in a major battle against Tabascan warriors at the mouth of the Grijalva River. Cortà ©s quickly realized the value of horses in battling the Native American peoples- the Tabascans had never seen horses and many fled in fear. The expedition sailed north in search of a good harbor and established a town, La Villa Rica de la Vera Cruz, at what is now the city of Veracruz. Cortà ©s organized an independent government, renounced the authority of Governor Velzquez, and acknowledged only the supreme authority of the Spanish monarchy. In order to prevent any of his men from deserting because of these actions, Cortà ©s destroyed his fleet. When Cortà ©s started to march inland he had about 500 men remaining. The Spaniards soon encountered the Tlaxcalan people, who lived east of the Aztec Empire and resented Aztec domination. Despite this resentment, the Tlaxcalans initially battled the Spanish invaders. After two weeks of fighting and heavy native losses, the Tlaxcalans surrendered and became allies of the Spaniards agains... Free Essays on Cortes Free Essays on Cortes The Cortà ©s Expedition Grijalva returned to Cuba and relayed to Governor Velzquez the tales of a powerful and wealthy Native American empire located in the interior of Mexico. This news spurred Velzquez to authorize a third expedition, this time commanded by Hernn Cortà ©s. As Cortà ©s loaded his ships and recruited additional men in Cuba, some of his enemies complained that he was a poor choice to lead the expedition. They convinced Velzquez to cancel Cortà ©s’s commission to lead the force. Cortà ©s ignored the orders and set sail in February 1519 with about 600 men, as well as a few cannons and horses. On the Yucatn Peninsula, the expedition rescued a shipwrecked survivor, Jerà ³nimo de Agà ºilar, who had been held captive by the Maya for eight years. He would provide the Spaniards with a valuable translator of the Mayan language. The expedition sailed west along the Yucatn Peninsula and the Gulf Coast, engaging in a major battle against Tabascan warriors at the mouth of the Grijalva River. Cortà ©s quickly realized the value of horses in battling the Native American peoples- the Tabascans had never seen horses and many fled in fear. The expedition sailed north in search of a good harbor and established a town, La Villa Rica de la Vera Cruz, at what is now the city of Veracruz. Cortà ©s organized an independent government, renounced the authority of Governor Velzquez, and acknowledged only the supreme authority of the Spanish monarchy. In order to prevent any of his men from deserting because of these actions, Cortà ©s destroyed his fleet. When Cortà ©s started to march inland he had about 500 men remaining. The Spaniards soon encountered the Tlaxcalan people, who lived east of the Aztec Empire and resented Aztec domination. Despite this resentment, the Tlaxcalans initially battled the Spanish invaders. After two weeks of fighting and heavy native losses, the Tlaxcalans surrendered and became allies of the Spaniards agains...

3 Examples of Erroneous Case Style

3 Examples of Erroneous Case Style 3 Examples of Erroneous Case Style 3 Examples of Erroneous Case Style By Mark Nichol In each of the following examples, a phrase employs incorrect treatment as to whether one or more words begin with uppercase or lowercase letters. An explanation, followed by a revision, points out each error. 1. Three of the children developed Hemolytic Uremic Syndrome, a potentially life-threatening condition with anemia and kidney complications. Names of medical conditions are not capitalized: â€Å"Three of the children developed hemolytic uremic syndrome, a potentially life-threatening condition with anemia and kidney complications.† (Exceptions include surnames, as in â€Å"Crohn’s disease,† or geographical terms, as in â€Å"Asian flu.†) 2. Smith didn’t endear himself to the Beehive state when he refused to participate in a debate scheduled for Monday. All key words in epithets such as state nicknames are capitalized: â€Å"Smith didn’t endear himself to the Beehive State when he refused to participate in a debate scheduled for Monday.† (The article the should be lowercased in such appellations; otherwise, the only state nickname that includes a lowercase word is that of New Mexico: â€Å"the Land of Enchantment.†) 3. Harvard University Accounting Professor John Smith was struck by the growing number of studies showing that most such transactions fail to deliver their intended value over the long term. Usually, when professor (or â€Å"associate professor† or â€Å"assistant professor†) immediately precedes a person’s name, it is treated as a specific job title and is capitalized; an exception, however, occurs when the title is preceded by modifying terms. Here, though â€Å"Harvard University† retains capitalization because of its status as an entity, accounting is also lowercased because the reference is to an academic discipline, not an academic department: â€Å"Harvard University accounting professor John Smith was struck by the growing number of studies showing that most such transactions fail to deliver their intended value over the long term.† (Many writers would also choose to unstack the unwieldy identifying phrase: â€Å"John Smith, a professor of accounting at Harvard University, was struck by the growing number of studies showing that most such transactions fail to deliver their intended value over the long term.†) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:How to Format a US Business LetterHow to Punctuate with â€Å"However†Artist vs. Artisan

Method for Business Essay Example | Topics and Well Written Essays - 500 words

Method for Business - Essay Example Interval estimates are often desirable because the estimate of the mean varies from sample to sample. Instead of a single estimate for the mean, a confidence interval generates a lower and upper limit for the mean. The interval estimate gives an indication of how much uncertainty there is in our estimate of the true mean. The narrower the interval, the more precise is our estimate (Snedecor and Cochran, 1989). Confidence limits are expressed in terms of a confidence coefficient. Although the choice of confidence coefficient is somewhat arbitrary, in practice 90%, 95%, and 99% intervals are often used, with 95% being the most commonly used. The first one, the 95% confidence interval, is wider. The intuition is the more the percentage of confidence interval, the wider the boundaries obtained. If we consider the Gauss bell or normal curve, as the point of analysis, when the limits are closer to the mean, the interval confidence is narrower (90% compared to 95%). There is statistical evidence to support that the average number of items processed is 10.5 per minute, with a significance level of 5%.

Friday project Assignment Example | Topics and Well Written Essays - 250 words

Friday project - Assignment Example make default crises more frequent; when a budget that is balanced at the start of the year falls out of balance during the year due to slower-than-expected economic growth or other factors beyond policymakers’ control, default could threaten if cuts large enough to restore balance can’t be passed swiftly and it proves impossible to secure a three-fifths vote to raise the debt limit. By the same token, the balanced budget amendment would not only undermine the automatic stabilizing function the federal government plays but would push in the opposite direction by requiring greater retrenchment when the economy falters. As a consequence, the constitutional amendment is likely to make recessions more frequent and deeper. The amendment also would increase the risk of a government default. It has often proved difficult to amass a simple majority in Congress to raise the debt limit so an impending default could be averted. The constitutional amendment also undermines majority rule, the basis for our democracy. The amendment would essentially enable minorities to engage in a form of extortion; they could threaten to plunge the nation into serious fiscal difficulty by refusing to help provide a three-fifths vote to waive the balanced budget requirement and raise the debt limit when a recession loomed, unless they were granted concessions on major policy issues as the price for their votes. A recent CBO study found that if deficits are held to two percent of the Gross Domestic Product through 2030, we will experience solid economic growth, and younger generations will be substantially better off than current generations. In fact, CBO found little difference in growth rates between such a policy and a policy of balancing the budget every year. It also is instructive that the goal Senator Bob Kerrey and former Senator Jack Danforth — both deficit hawks — set for the Entitlement Commission in 1994 was to limit the deficit to two percent of the Gr oss Domestic Product in