Resource Conservation and Recovery Act Essay Example | Topics and Well Written Essays - 750 words

Resource Conservation and Recovery Act - Essay Example 2008). Wellstar produces xylophine, an anti depressant drug. The company had been accessed recently by ‘Pollution Control Agency’ and the results tended to meet the state requirement. This is a good aspect in relation to environmental conservation. This aspect indicates a fact that the company does not pose any threats to the indigenous people around it. A recent access of the company indicated that Wellstar produces 500kilograms of nickel catalyst as production resultant wastes each month. The company has a policy of preventing the deposition of the catalyst product into the atmosphere but apparently, the nickel substances end up into the soil resulting to the killing of vegetation in the region. Nickel does not have an immediate impact on human pollution however; it accumulates in the soil as well as aquatic plants and animals such as fish. A high concentration of nickel leads to formation of compound as it is highly reactive with various gases in the atmosphere. These compounds are carcinogenic and mostly result to lung cancer infection. These notion violets Resource Conservation and Recovery Act 40CFR part 268, which provides regulation of waste disposal thus prohibiting the disposal of hazardous waste on land without prior treatment. Excessive nickel in plants also affects their growth thus leading to statured growth in plant. This decreases the production level of farms produce as well as raw materials for production and manufacturing industries. Minnesota is a leading Agricultural state in the United State of America and thus the resultant effects of the environmental pollution posed by Wellstar Company may in turn affect neighbouring states negative impacts to the eco nomic systems of these states. Low production of farm products might lead to the rise of food prices in the market. The old Waste Management act

Athena Research Essay Example for Free

Athena Research Essay Athena is the goddess of wisdom and warfare. She is the favorite daughter of Zeus. There are many different versions of how Athena came to be. The most accepted version is that Athena was born a child of Zeus by his first wife, Metis, a goddess of wisdom. Zeus feared that Metis might bear him a son who was mightier than himself, so he swallowed her. According to some stories, Zeus had every right to fear this because Mother Earth had prophesied that Metis first child would be a girl, but her second child would be a boy that would overthrow Zeus as had happened to is father and his grandfather. Zeus took this warning to heart. This is why he swallowed Metis. It is believed that this is where Zeus gained his wisdom. Before swallowing his wife he was said to have had no brains. Little did Zeus know that Metis was already with child. While trapped inside Zeus, Metis began to make a helmet and robe for her unborn daughter. All that clanging and pounding caused Zeus to suffer terrible headaches, so he called for his son Hephaestus. Hephaestus split his fathers skull open to relieve the pain, and out popped Athena, fully grown and dressed in her new robe and helmet. The great Athena was the first to teach the science of numbers and all ancient womens arts, such as cooking, weaving and spinning. She was the goddess of wisdom and war, but, unlike the god of war Ares, she took no pleasure from battle, preferring instead to settle conflict through mediation. When Athena was moved to engage in battle she never lost, even against Ares himself, for she was a far superior negotiator than he was. She bears no arms in times of peace and will usually borrow weapons from Zeus when needed. Since she was his favorite daughter and such a mighty warrior, he allowed her to borrow is fearsome Aegis, and his devastating thunderbolts. Indeed Athena was a brave warrior and she was the lone deity to stand her ground when Typhon attacked Olympus. Typhon was the largest, most dangerous, and most grotesque of all creatures. He was so frightening and that when he attacked Mount Olympus all of the gods ran off to Egypt and hid themselves by taking the forms of various animals. Only Athena stood firm, and she shamed and motivated Zeus into action. Zeus struck Typhon with a thunderbolt and used Uranus castrating sickle to wound the enormous creature. Typhon retreated to Mount Casius, where he and Zeus resumed heir struggle, hurling mountains at one another, which resulted in Typhon being crushed beneath what is now known as Mount Aetna. Mount Olympus and the reign of Zeus were saved thanks to Athena. Even though she was as modest as Artemis and Hestia, the other virgin goddesses, Athena was far more generous. A man called Tiresias chanced upon Athena while she was taking a bath and she was startled to realize that he had entered the room and seen her. Not wanting to kill Tiresias for his foolishness, she laid her hands over his eyes and blinded him, but gave him inward sight so that Tiresias became one of the most well-known oracles in Greece. One of the few times that Athena showed irritability was in her weaving contest against the mortal named Arachne. Arachne thought she was the best weaver there Athena felt very disrespected and took on the appearance of an old woman and showed up at Arachnes house to give her some friendly advice to respect the gods. Arachne was too vain to listen and told the old woman to be gone. Let the great Athena try her skill against mine, and if I lose she can do whatever she pleases with me, she boasted. Thats when Athena dropped her disguise and revealed her true identity. All the bystanders fell to their knees in reverence except for Arachne, who was unmoved. The two began their weaving contest, and for a while Arachne held her own against Athena, even poking fun at the gods through the tapestry she crafted, but finally Athena had enough and touched the presumptuous mortal on the forehead, making her feel her shame. Horrified at the realization of her vanity, Arachne ran off and hung herself from a tree. Feeling sorry for the hanging of Arachne, Athena brought her back to life, but so that mortals learn that it doesnt pay to compare themselves to the gods, she changed Arachne into a spider. There she its, her and her descendents, forever weaving their web, testament to the folly of vanity. Athens was named after Athena and she became its protector after a dispute with her uncle, Poseideon, the god of the sea. Both Athena and Poseidon really liked a certain city on the coast of Greece, and both of them claimed ownership. Finally, to solve the dispute, it was agreed that whoever could present the city with the best gift would forever be patron. Athena and Poseidon went to the Acropolis, where Poseidon struck the cliff side with his mighty trident. A spring welled up, which amazed and impressed the citizens. However, the spring was salt ater, so it wasnt really of much use to anyone. Athena then presented the people with a simple olive tree. Although it wasnt as impressive as a spring, it was far more useful, because it presented the people with oil, food, and even wood. In thanks, they named the city Athens. Some people in Greece still worship Athena and pay homage to her at the Acropolis. Athena was the virgin goddess. She was also called Athena Parthenos. Parthenos meant virgin. This is where the Parthenon came from. The Parthenon temple was built to honor the virgin goddess. Although she was a virgin there are stories about her son, Erichthonius. Erichthonius was born of the sperm of Hephaestus, Athenas brother.

Body Image of Women in America Essay -- Self Image Eating Disorders He

Eleven million women in the United States suffer from eating disorders - either self-induced semi-starvation (anorexia nervosa) or a cycle of bingeing and purging with laxatives, self-induced vomiting, or excessive exercise (bulimia nervosa) (Dunn, 1992). Many eating disorder specialists agree that chronic dieting is a direct consequence of the social pressure on American females to achieve a nearly impossible thinness. The media has been denounced for upholding and perhaps even creating the emaciated standard of beauty by which females are taught from childhood to judge the worth of their own bodies (Stephens & Hill, 1994). To explore the broader context of this controversial issue, this paper draws upon several aspects on how the media influences young women’s body image. This paper examines an exploration of the prevalence and the source of body dissatisfaction in American females and considers existing research that presents several important aspects regarding the nature o f the connection between advertising and body dissatisfaction. From these distinctions, it will be shown that the media has a large impact on women’s body image and that the cultural ideal of a thin body is detrimental to the American female’s body perception that often results in poor eating pathologies. Body image can be defined as an individual’s subjective concept of his or her physical appearance. Body image involves both a perceptual and attitudinal element. The self-perceptual component consists of what an individual sees or thinks in body size, shape, and appearance. A disturbance in the perceptual element of body image is generally reflected in a distorted perception of body size, shape, and appearance. The attitudinal component reflects how we feel about those attributes and how the feelings motivate certain behavior (Shaw & Waller, 1995). Disturbances in the attitudinal element usually result in dissatisfaction with body appearance (Monteath & McCabe, 1997). Perceptions about body images are shaped from a variety of experiences and begin to develop in early childhood. It has been shown that children learn to favor thin body shapes by the time they enter school (Cohn & Adler, 1992). Gustafson, Larsen, and Terry (1992) reported that 60.3 percent of fourth grade girls w anted to be thinner, and the desire for less body fat was significantly associated with an increase occurre... ...ge something about themselves. For many people, the desire to change involves something about their physical appearance. Body image is something that influences everyone. Body image affects people of all ages, both males and females. However, in the United States females are in particular, more conscious about looking good. For some their happiness and self-worth are largely determined by their body image. Whether or not their body size, body shape, measurements, and so on match society’s ideals determine how satisfied they are with themselves. In many cases, appearance becomes more important to the female than one’s health and well being. The media has been responsible for promoting a standard of beauty that in most cases is unattainable to many woman and unhealthy to most people. However, due to the effect of poor body image influenced by several factors women fall prey to this cultural ideal of thinness. The impact that the media has on women’s body image is generally poor and often detrimental to their perception of their body image. This poor perception can cause several vulnerabilities in woman including the need to create poor eating pathologies to achieve this ideal.

Language Modes Essay

Language arts is the term typically used by educators to describe the curriculum area that includes four modes of language: listening, speaking, reading, and writing. Language arts teaching constitutes a particularly important area in teacher education, since listening, speaking, reading, and writing permeate the curriculum; they are essential to learning and to the demonstration of learning in every content area. Teachers are charged with guiding students toward proficiency in these four language modes, which can be compared and contrasted in several ways. Listening and speaking involve oral language and are often referred to as primary modes since they are acquired naturally in home and community environments before children come to school. Reading and writing, the written language modes, are acquired differently. Although children from literate environments often come to school with considerable knowledge about printed language, reading and writing are widely considered to be the school’s responsibility and are formally taught. A different way of grouping the language modes is according to the processing involved in their use. Speaking and writing require constructing messages and conveying them to others through language. Thus they are â€Å"expressive† modes. Listening and reading, on the other hand, are more â€Å"receptive† modes; they involve constructing meaning from messages that come from others’ language. (For those who are deaf, visual and spatial language modes–watching and signing–replace oral language modes. When one considers how children learn and use language, however, all of these divisions become somewhat artificial. Whatever we label them, all modes involve communication and construction of meaning. In effective language arts teaching, several modes are usually used in each activity or set of related activities. For example, students in literature groups may read literature, discuss it, and write about it in response journals. In 1976 Walter Loban published a study of the language growth of 338 students who were observed from kindergarten through grade twelve. He found positive correlations among the four language modes both in terms of how students developed competency in each, and of how well students ultimately used them. His study demonstrated the inter-relationships among the four language modes and influenced educators to address and more fully integrate all four of them in classrooms. Models of Language Arts Instruction Many changes in language arts instruction have taken place in American schools since 1980. To understand these changes, one must be conversant with the three basic models that have given rise to variations in language arts curriculum over the years: the heritage model, the competencies model, and the process or student-centered model. Each model constitutes a belief system about the structure and content of instruction that leads to certain instructional approaches and methods. The heritage model, for example, reflects the belief that the purpose of language arts instruction is to transmit the values and traditions of the culture through the study of an agreed-upon body of literature. It also focuses on agreed-upon modes and genres of writing, to be mastered through guided writing experiences. The competencies model, on the other hand, emanates from the belief that the chief purpose of language arts instruction is to produce mastery of a hierarchy of language-related skills (particularly in reading and writing) in the learner. This model advocates the teaching of these skills in a predetermined sequence, generally through use of basal readers and graded language arts textbooks in which the instructional activities reflect this orientation. The majority of adults in this country probably experienced elementary level language arts instruction that was based in the competencies model, followed by high school English instruction that primarily reflected the heritage model. Instruction in both of these models depends heavily on the use of sequenced curricula, texts, and tests. The third model of language arts instruction, the process model, is quite different from the other two models. The curriculum is not determined by texts and tests; rather, this model stresses the encouragement of language processes that lead to growth in the language competencies (both written and oral) of students, as well as exposure to broad content. The interests and needs of the students, along with the knowledge and interests of the teacher, determine the specific curriculum. Thus reading materials, writing genres and topics, and discussion activities will vary from classroom to classroom and even from student to student within a classroom. Authentic† assessment is the rule in these classrooms, that is, assessment that grows from the real language work of the students rather than from formal tests. Clearly the process model leads to more flexible and varied curriculum and instruction than the other two models. While the heritage and competencies models have come under criticism for being too rigid and unresponsive to student differences, the process model has been criticized as too unstructured and inconsistent to dependably give all students sufficient grounding in language content and skills. In actuality, teachers of language arts generally strive to help their students develop proficiency in language use, develop understanding of their own and other cultures, and experience and practice the processes of reading and writing. Thus it seems that the three models are not mutually exclusive. They do, however, reflect different priorities and emphases, and most teachers, schools, and/or school systems align beliefs and practices primarily with one or another model. Focus on Outcomes From a historical perspective, marked shifts in language arts instruction have taken place. In the early twentieth century, textbooks and assigned readings, writing assignments, and tests came to dominate the language arts curriculum. Instruction was characterized by a great deal of analysis of language and texts, on the theory that practice in analyzing language and drill in â€Å"correct† forms would lead students to improved use of language and proficiency in reading, writing, and discourse. Instruction was entirely teacher-driven; literature and writing topics were selected by the teacher; spelling, grammar, and penmanship were taught as distinct subjects; and writing was vigorously corrected but seldom really taught in the sense that composition is often taught today. In the 1980s a shift toward the process model emerged in the works of many language arts theorists and the published practices of some influential teachers including Donald Graves, Lucy M. Calkins, and Nancie Atwell. In 1987 the National Council of Teachers of English and the Modern Language Association sponsored a Coalition of English Associations Conference. Educational leaders from all levels came together at the conference to discuss past and present language arts teaching and to propose directions and goals to guide the teaching of language arts in the years leading up to and moving into the twenty-first century. The conference report specified the ideal outcomes of effective language arts instruction, in terms of the language knowledge, abilities, and attitudes of students. These outcomes were largely process oriented, as illustrated by the following examples of outcomes for students leaving the elementary grades, as reported by William Teale in Stories to Grow On (1989): * They will be readers and writers, individuals who find pleasure and satisfaction in reading and writing, and who make those activities an important part of their everyday lives. * They will use language to understand themselves and others and make sense of their world. As a means of reflecting on their lives, they will engage in such activities as telling and hearing stories, reading novels and poetry, and keeping journals. Principles to guide curriculum development evolved from the conference participants’ agreed upon student outcomes, and, like the outcomes, the principles were broad and process-focused. For example, two of the original principles are: Curriculum should evolve from a sound research knowledge base and The language arts curriculum should be learner-centered. Elaborations on these and other curriculum goals deviated from earlier recommendations in that they included classroom-based ethnographic research, or action research, as well as traditional basic research in the knowledge base that informs the teaching of language arts. There was also agreement that textbooks serve best as resources for activities, but that the most effective language arts curricula are not text driven; rather they are created by individual teachers for varying communities of students.

“Pandemic or Panic” (2010) by Brian Molloy Analysis

In the article â€Å"Pandemic or Panic† (2010) by Brian Molloy and the article â€Å"Hindsight is easy† (2010) by Erica Grove, they both discuss the way WHO response to the outbreak of H1N1 influenza and they present different perspectives on how the money was spent on and how the resource was distributed. Molloy is neutral about the WHO’s response of H1N1 influenza outbreak, while Molloy is highly skeptical. First, Molloy argues that WHO send everyone into a panic about H1N1, but it is not the threat people imaged it to be.Grove, however, states that it is necessary for the WHO and the government to take  the threat of H1N1 seriously. Next, Molloy claims that British government spend a lot of money on vaccine which makes two major pharmaceutical companies earn billions from swine flu, and there is a conflict of interest between the government and drug manufactures. He believes that this money should be spent on a right situation like helping disable instead of treating flu. Grove also believes that there is a mismanagement of the distribution of vaccine. Discussion: Molloy claims that the WHO and the government spends massive expenditure on doses of vaccine, while the death rate  for H1N1 is far low than for ordinary influenza.He criticizes the reports of H1N1 cases are exaggerated which send people into a panic about H1N1. By contrast, Grove states that the WHO did not overreact to the crisis. Rather, she feels grateful that the authorities took the threat of a pandemic seriously. She also points out that everything is always better to overprepare than to underprepare. Molloy appears to have overlooked that the powerful of virus can be. In fact, there are a couple of factors like infectivity, severity and lethality which can all affect the strength of a virus.Transmission is also a key factor to determine how the virus spread and be identified. As Molloy mentions that the death rate for H1N1 is relatively low than for ordinary pandemi c, it does not mean that H1N1 is a weak influenza. Perhaps the low death rate is due to early trace the source, infected people are well isolated from the rest of the community in order to control the spread of H1N1, or synthesis of a new vaccine by scientists in a short period of time. These could be one of the reasons of why the death rate for H1N1 is low. In this sense, Molloy fail to notice that.

Free Essays on Fitzgerald And The Great Gatsby

Fitzgerald and The Great Gatsby. The connections between Francis Scott Key Fitzgerald and his literary work, The Great Gatsby, are very distinct. In one of Fitzgerald’s most accomplished works, The Great Gatsby, he almost completely gives an analysis of his personal life. The Great Gatsby embodies much of Fitzgerald’s own life experiences. The Great Gatsby parallels settings, characters, and even specific events of Fitzgerald’s life. First, Fitzgerald’s choice in settings for his literary work The Great Gatsby was influenced greatly by his own observations. The time setting for The Great Gatsby is set during the Jazz Age (the nineteen twenties) also known as the Roaring Twenties. Hudson Gevaert, author of The Great Gatsby: A Beginner’s Guide, states that the twenties were called the Roaring Twenties because the economy was through the roof and people were at a perpetual state of partying. Moreover, there was a sudden rise in newfound materialism where individuals would spend and consume at unprecedented levels (SparkNotes 13). In The Great Gatsby, Jay Gatsby entertained luxurious parties open to the public (Anderson #). Gatsby’s parties would last from sunset to sunrise. Gatsby’s quests would range from politicians to movie stars. When Gatsby entertained these extravagant parties he would spend an extreme amount of money. Furthermore, Gatsby held these lavish parties in hopes to attract Daisy. Fitzgerald, like Jay Gatsby, also entertained parties. Fitzgerald’s parties were also very excessive. Fitzgerald’s parties where not as accessible as Gatsby’s parties; however, they were still luxurious. Parties and alcoholic bouts were quiet common after the birth of Fitzgerald’s daughter (Gotterba). Moreover, Fitzgerald lived a luxurious lifestyle in order to please his wife Zelda (Meyer 66). In The Great Gatsby, Fitzgerald also exemplifies his obsession with obtaining a high social status. Jay Ga... Free Essays on Fitzgerald And The Great Gatsby Free Essays on Fitzgerald And The Great Gatsby Fitzgerald and The Great Gatsby. The connections between Francis Scott Key Fitzgerald and his literary work, The Great Gatsby, are very distinct. In one of Fitzgerald’s most accomplished works, The Great Gatsby, he almost completely gives an analysis of his personal life. The Great Gatsby embodies much of Fitzgerald’s own life experiences. The Great Gatsby parallels settings, characters, and even specific events of Fitzgerald’s life. First, Fitzgerald’s choice in settings for his literary work The Great Gatsby was influenced greatly by his own observations. The time setting for The Great Gatsby is set during the Jazz Age (the nineteen twenties) also known as the Roaring Twenties. Hudson Gevaert, author of The Great Gatsby: A Beginner’s Guide, states that the twenties were called the Roaring Twenties because the economy was through the roof and people were at a perpetual state of partying. Moreover, there was a sudden rise in newfound materialism where individuals would spend and consume at unprecedented levels (SparkNotes 13). In The Great Gatsby, Jay Gatsby entertained luxurious parties open to the public (Anderson #). Gatsby’s parties would last from sunset to sunrise. Gatsby’s quests would range from politicians to movie stars. When Gatsby entertained these extravagant parties he would spend an extreme amount of money. Furthermore, Gatsby held these lavish parties in hopes to attract Daisy. Fitzgerald, like Jay Gatsby, also entertained parties. Fitzgerald’s parties were also very excessive. Fitzgerald’s parties where not as accessible as Gatsby’s parties; however, they were still luxurious. Parties and alcoholic bouts were quiet common after the birth of Fitzgerald’s daughter (Gotterba). Moreover, Fitzgerald lived a luxurious lifestyle in order to please his wife Zelda (Meyer 66). In The Great Gatsby, Fitzgerald also exemplifies his obsession with obtaining a high social status. Jay Ga...

The History of Mechanical Clocks

The History of Mechanical Clocks During most of the Middle Ages, from roughly 500 to 1500 A.D., technological advancement was at a virtual standstill in Europe. Sundial styles evolved, but they didnt move far from ancient Egyptian principles.   Simple Sundials   Simple sundials placed above doorways were used to identify midday and four tides of the sunlit day in the Middle Ages. Several types of pocket sundials were being used by the 10th century one  English model identified tides and even compensated for seasonal changes of the suns altitude.   Mechanical Clocks In the early to mid-14th century, large mechanical clocks began to appear in the towers of several Italian cities. There is no record of any working models preceding these public clocks that were weight-driven and regulated by verge-and-foliot escapements. Verge-and-foliot mechanisms reigned for more than 300 years with variations in the shape of the foliot, but all had the same basic problem: The period of oscillation depended heavily on the amount of driving force and the amount of friction in the drive so the rate was difficult to regulate. Spring-Powered Clocks   Another advancement was an invention by Peter Henlein, a German locksmith from Nuremberg, sometime between 1500 and 1510. Henlein created  spring-powered clocks.  Replacing the heavy drive weights resulted in smaller and more portable clocks and watches. Henlein nicknamed his clocks Nuremberg Eggs. Although they slowed down as the mainspring unwound, they were popular among wealthy individuals because of their size and because they could be placed on a shelf or table instead of hung from a wall. They were the first portable timepieces, but they only had hour hands. Minute hands didn’t appear until 1670, and clocks had no glass protection during this time. Glass placed over the face of a watch didn’t come about until the 17th century. Still, Henleins advances in design were precursors to truly accurate timekeeping.   Accurate Mechanical Clocks   Christian Huygens, a Dutch scientist, made the first pendulum clock in 1656. It was regulated by a mechanism with a natural period of oscillation. Although Galileo Galilei  is  sometimes credited with inventing the pendulum and he studied its motion as early as 1582, his design for a clock was not built before his death. Huygens pendulum clock had an error of less than one minute a day, the first time such accuracy had been achieved. His later refinements reduced his clocks errors to less than 10 seconds a day.   Huygens developed the balance wheel and spring assembly sometime around 1675  and it’s still found in some of todays wristwatches. This improvement allowed 17th-century watches to keep time to 10 minutes a day. William Clement began building clocks with the new anchor or recoil escapement in London in 1671. This was a substantial improvement over the verge because it interfered less with the motion of the pendulum.   In 1721, George Graham improved the pendulum clocks accuracy to one  second a day by compensating for changes in the pendulums length due to temperature variations. John Harrison, a carpenter and self-taught clockmaker, refined Grahams temperature compensation techniques and added new methods of reducing friction. By 1761, he had built a marine chronometer with the spring and a balance wheel escapement that had won the British governments 1714 prize offered for a means of determining longitude to within one-half  a degree. It kept time aboard a rolling ship to about one-fifth of a second a day, nearly as well as a pendulum clock could do on land, and 10 times better than required.   Over the next century, refinements led to Siegmund Rieflers clock with a nearly free pendulum in 1889. It attained an accuracy of a hundredth of a second a day and became the standard in many astronomical observatories. A true free-pendulum principle was introduced by R. J. Rudd around 1898, stimulating the development of several free-pendulum clocks. One of the most famous, the W. H. Shortt clock, was demonstrated in 1921. The Shortt clock almost immediately replaced Rieflers clock as a supreme timekeeper in many observatories. This clock consisted of two pendulums, one a slave and the other a master. The slave pendulum gave the master pendulum the gentle pushes it needed to maintain its motion, and it also drove the clocks hands. This allowed the master pendulum to remain free from mechanical tasks that would disturb its regularity. Quartz Clocks   Quartz crystal clocks replaced the Shortt clock as the standard in the 1930s and 1940s, improving timekeeping performance far beyond that of pendulum and balance-wheel escapements.   Quartz clock operation is based on the piezoelectric property of quartz crystals. When an electric field is applied to the crystal, it changes its shape. It generates an electric field when squeezed or bent. When placed in a suitable electronic circuit, this interaction between mechanical stress and electric field causes the crystal to vibrate and generate a constant frequency electric signal that can be used to operate an electronic clock display.  Quartz crystal clocks were better because they had no gears or escapements to disturb their regular frequency. Even so, they relied on a mechanical vibration whose frequency depended critically on the crystals size and shape. No two crystals can be precisely alike  with exactly the same frequency.   Quartz clocks continue to dominate the market in numbers because their performance is excellent and they are inexpensive. But the timekeeping performance of quartz clocks has been substantially surpassed by atomic clocks.   Information and illustrations provided by the National Institute of Standards and Technology and the U.S. Department of Commerce.

Top 10 Questions NOT to Ask Yourself in a Job Search

Top 10 Questions NOT to Ask Yourself in a Job Search You Might Not Like the Answers I’m about to say something radical: If you are searching for a new job, the #1 most dangerous thing you can do is ask yourself questions about your job search. â€Å"What do you mean?† you may ask. â€Å"Are you crazy? All the job search guides tell me to answer questions like what my goals are and what my ideal job is. If I don’t ask myself questions, how will I get answers?† The problem with asking yourself questions is that it is really difficult to have a conversation with yourself. Asking yourself job search questions will get you only the answers that you can generate yourself. Those answers are necessarily limited. Your conversation might sound something like this: What do I want to do next?   Oh, I dont really want to think about that. Im confused. The economy sucks.   Maybe Ill never get a job again. I think I have to do the laundry. Wait, what was that question? Thankfully, theres an alternative to this mind chatter: Have someone ELSE – someone you trust – ask you the important job search questions. You might be surprised at the clarity you achieve when you bounce ideas off another human being. That person might be a job search coach or a relative or a friend. It MUST be someone who listens extremely well and asks good questions. 10 Job Search Questions Here are the top 10 questions to have someone ELSE ask you. Give this list to someone you trust and have him or her read it to you, one question at a time: What do you love about your current position (or last position)? What don’t you like about your current position (or last position)? What would be your ideal work schedule? Do you work best with people or alone? With a lot of supervision or little supervision? What size organization and corporate culture are the best matches for you? How much money do you want/need to make? Is there a job at your current company that you would want to do? And/or is there a way your current job could become your dream job? What’s your dream job? Who in your life can you talk to about what it’s like to do X job? What will you do to find out more about the day to day realities of X job? It doesn’t hurt to begin by answering these questions on your own. You might have some success in generating useful answers. But whatever you do, don’t stop there. I guarantee you that some new thought or clarity will come from having a conversation about these questions with someone other than yourself. If you have a conversation and have success, please report the results in the comments. I’d love to hear about your experiences! Category:Job SearchBy Brenda BernsteinApril 25, 2009 6 Comments Diane Kern says: September 6, 2010 at 10:59 pm What a great article with important and thought provoking questions. I imagine most people never consider half of them, especially #7. Log in to Reply Rosanne Dingli says: September 7, 2010 at 12:07 am It is possible to apply this strategy to other things apart from job seeking! A similar list of questions can be devised when deciding about pursuing a relationship with someone, starting to write a book, devising strategies when raising teenagers There are many varieties of situations where a list of questions like this, asked by another person, could weed out a number of hidden answers. Or answers you have the potential to make, but need to work on. Well done, Brenda! Log in to Reply The Essay Expert says: September 7, 2010 at 9:26 am Thank you Diane and Rosanne! Rosanne, you are exactly right. Conversations with ourselves are rarely as productive or creative as the ones we have with other good listeners, no matter what the topic! Log in to Reply Paul Novak says: September 7, 2010 at 9:54 am Good article. What youve done is set up a way to provide a critical assessment without the pitfalls of personal bias and preconcieved beliefs. Its helpful because so many of us are unaware of just how often we torpedo our own efforts with credulous beliefs and incorrect assumptions. Its why science has been built upon a core set of reasoning principles designed to eliminate bias and unfounded beliefs. Im much more critical than average by personal choice. Critical thinking skills are easily learned, the hard part is accepting what you learn when you use them. Workarounds to critical thinking like this are valuable because they allow a way to get a more comprehensive and objective assessment done without having to educate about the entire process of critical thinking. Log in to Reply Chris Paulsen says: September 7, 2010 at 11:44 am Brenda, This is a great list for anyone in the job market to consider. Answering these 10 questions should clarify the objectives of the job seeker. Thanks for sharing! Best, Chris Paulsen Log in to Reply Laine D says: September 8, 2010 at 5:41 pm Brenda, What a great way to reassess your needs and objectives the whole process of job hunting (whether you are in a job or not) gets too clouded with emotion and other issues. Your list of well thought out questions provides a great brainstorming and analysis tool whether for use by a third party (or if you have to by yourself) and is a wonderful idea. Wish Id had that when I was looking. Laine D. https://www.ThoughtsFromABroad.net Log in to Reply

Murder and manslaughter Essay Example | Topics and Well Written Essays - 2500 words - 1

Murder and manslaughter - Essay Example or in the event that the offender causes death in the process of carrying out an illegal act.2 According to Sir Edward Coke, murder is applied where a person of sound memory and age unlawfully kills in any country another human being under King’s peace with malice, which is premeditated as expressed by the party or implied by the law such that the wounded person dies within an year and a day out of the same. 3 To conclude that the person should be held under actus reus, there first of all has to be unlawful killing and the act of the offender must have been the established cause of death of the victim.4 The killing must be of another human being and under queen’s peace which means stipulates that killing of an enemy in war is not murder. However, the death after an year and day was removed in the law reform act of 1996.5 Under this, there is the malice afterthought. In R v Moloney (1985), the House of Lords concluded that nothing less than the intention to kill or cause bodily harm would be seen as malice afterthought. Just foreseeing the death of a victim as probable was not sufficient. There are two things to be considered under Mens Rea, first the intention to kill where murder is identified as a crime of specific intent.6 The intent in this case could be direct or oblique. In direct intent, the offender desired the death. In oblique, the death is foreseen by the offender as virtually certain, however, not desired for its own sake. Secondly, the intention to cause grievous bodily harm which was accepted under as sufficient mens rea for murder since if the offender was willing to inflict serious body harm, then he had no way of knowing certainly knowing the victim will not die. Intentional body harm is evidence that a victim could die. 7 In the case of Anthony the political activist who set up bombs in order to get attention for what he was lobbying against, genetically modified crops, a couple of considerations can be identified in this case. First, in

Sustainability in Food production and fair trade Essay

Sustainability in Food production and fair trade - Essay Example It also increases inequality in the distribution of wealth and income. Secondly, at the community level, discontinuing the food supply and food production expansion has varied effects such as loss of productive employment to the local communities in the agro ecological zones. Thirdly, national level suffers. The nutritional status of citizens may be affected, cut foreign exchange earnings from agriculture, divert country’s resources to import food and may frustrate a nation and prevent her from exploiting comparative advantage. In addition, it brings about uncertainty as the levels of agricultural investment decreases. According to Chadwick and Marsh (61), despite the increase in food production per person in the world, most countries especially those in the sub – Saharan Africa have in the recent decades faced the challenges brought about by production fall in foodstuff. The world food problem has been attributed to the changes of production, income, growth, demand and trade. Fair Trade Issues According to Zaccai (15), fair trade refers to partnership between traders and the producers wrapped under equality and fairness. In most cases, traders are based in the developed countries while the producers are in the underdeveloped or even developing countries.

Research on HIV Assignment Example | Topics and Well Written Essays - 750 words

Research on HIV - Assignment Example The refusal of HIV patients to face their illness is also another critical factor influencing the responses of people towards HIV patients and towards nurses being involved in the treatment of HIV. Statement of the Research Problem Current study focuses on the following research problem: Which has been the involvement of nurses in Mississippi delta in the treatment and the control of HIV among the local population. Purpose of the Study The study aims to show the potential value of nurses in controlling the expansion of HIV in Mississippi delta. At the same time, the study aims to show whether nurses can contribute in the improvement of treatment provided to people suffering from HIV. Other issues, such as the effectiveness of current policies would be tested using appropriate findings. Theoretical Framework The control of HIV in Mississippi delta, as also in other regions, is quite problematic mostly because local nurses are not able to face the needs of patients, who are continuousl y increased. Still, the measures taken by the state for the confrontation of HIV can be characterized as ineffective mostly because they do not refer to certain issues that are critical in terms of diseases’ expansion not only in Mississippi delta but also worldwide. ... Another research has revealed that the expansion of HIV in the Southern regions of America is highly related to the lack of education in regard to the implications and the consequences of the particular disease (Sternberg & Gillum 2011). The rapid expansion of HIV in South America can be made clear through the following fact: in 2005 the rate of HIV expansion in Mississippi Delta has been found to be high, about 28.0 per 100,000 (Rural America 2012). It has been also proved that the problems related to the access in HIV treatment are higher in rural areas of Southern America, compared to other regions of the particular country (Rural America 2012). Research Questions The study aims to provide appropriate answers to the following questions: A) which has been the role of nurses in the control of the expansion of HIV in Mississippi delta? B) Which are the challenges that nurses working in the above region have to face when being involved in the treatment of HIV? C) Which are the current trends in regard to the control and the treatment of HIV in the specific region? D) Which are the key practices used by nurses in Mississippi delta for managing cases of patients suffering from HIV? Assumptions It has been made clear that nurses can highly affect the control of HIV in Mississippi delta. Moreover, nurses can contribute in the improvement of existing policies, related to the control of HIV, not only in Mississippi but also globally. The research developed for this paper has revealed that the treatment of HIV can have a series of implications that need to be taken into consideration before starting such plan. Significance of Study As already explained,

Motivation Plays a Major Part in Second Language Acquisition Research Paper

Motivation Plays a Major Part in Second Language Acquisition - Research Paper Example As the paper outlines, there are some people who seem to patronize their own language so much that they refuse or find it hard to learn a second language. As every individual talk with ease in their native tongue, learning to communicate in a second language becomes more difficult particularly if the learner's environment is unsupportive. If the learner's family, workmates, and friends are not proficient at the new language the learning process would be hard to attain as the learner will not be able to apply the second language in everyday life.  Motivation is one of the keys to acquiring a second language. A number of students are motivated to learn a second language with their desire to travel and have a better future, or when a student has developed a particular liking in knowing about the customs and language of a country of interest. The educators also play a vital role in keeping the second language learner motivated.  Recently, discussion on the role that motivation plays in second language acquisition is prevalent. In this paper, I would like to present the arguments for and against the idea that motivation indeed plays a major part in learning a second language.  Motivation can lead to language acquisition when done in a manner which is higher than what would be the case when it would be inexplicably missing. In such circumstances, there is a need to inculcate the right kind of attitude and feelings in individuals who want to acquire a second language for their own betterment that they understand the need to be motivated at all possible times [Dornyei, Csizer & Nemeth, 2006]. It is for this reason that Gardner and Lambert (1972) opined that there are in essence a couple of different types when one talks about motivation in the related segments. These could be attributed to the integrative motivation and instrumental motivation. The difference between these is that integrative form of motivation is more inclined with the establishment of the secon d language within the environs of a particular individual; on the other hand, a learner who has an instrumental motivation aims to learn the second language due to the sound performance of a single function or reason for that matter. Thus, there is a huge difference as far as their overlapping methodologies are concerned. In the integrative form of motivation, the learner has generated positive vibes and feelings with the purpose; but in the instrumental sense of motivation, the feeling is just present to capture the functional basis than anything else. The role here is to integrate the language that is being learned rather than use it for a functional reason and then discard when the intent was consummated. The second language acquisition process thus becomes more significant when the need is to seek it from the integrative stance rather than the instrumental basis. The integrative motivation of second language learning does wonders to the learner than instrumental motivation since the individual's interest grows beyond the mere curiosity of mastering the new lingo; the student/learner also delves into the various cultural ideologies, the people, and the set of customs that surround the new language learned.

British Government Promises Essay Example | Topics and Well Written Essays - 500 words

British Government Promises - Essay Example This paper stresses that  French gained control of Lebanon as well as Turkish Cilicia with Britain gaining Palestine, Jordan as areas of Bagdad and Persian Gulf. The agreement however failed to indicate complete ownership of the territories, but rather a complete control; through governmental and administrative levels.From this study it is clear that each of the three agreements had conflicts with the McMahon-Hussein Correspondence agreement evidenced in that the real cause for Britain making the agreement was never disclosed. The real cause was to help defeat the Ottoman Empire in the war that had become an ally of Germany (MacQueen,  2013). Conflict in the Sykes-Picot Agreement is evidenced in the fact that the allies focused on means of dividing the previous Arab lands among themselves as opposed to granting independence and the lands back to Arabs as promised. The Arabs therefore were left in the dark of the planned actions. The Balfour Declaration conflict results from givin g the land previously owned by Arabs to the Jews. Palestine declaration as home to the Jews served in fulfilling the interests of Jewish Zionists as keeping the promise made between Britain and Palestines when the Palestines were encouraged to revolt against the Ottoman Empire.  The reasons behind the British making these promises were based on selflessness and individual gain. Britain was wary of Germany and Ottoman Empire support for Germany and thus involved the Arabs to help in the war.

Motivation Plays a Major Part in Second Language Acquisition Research Paper

Motivation Plays a Major Part in Second Language Acquisition - Research Paper Example As the paper outlines, there are some people who seem to patronize their own language so much that they refuse or find it hard to learn a second language. As every individual talk with ease in their native tongue, learning to communicate in a second language becomes more difficult particularly if the learner's environment is unsupportive. If the learner's family, workmates, and friends are not proficient at the new language the learning process would be hard to attain as the learner will not be able to apply the second language in everyday life.  Motivation is one of the keys to acquiring a second language. A number of students are motivated to learn a second language with their desire to travel and have a better future, or when a student has developed a particular liking in knowing about the customs and language of a country of interest. The educators also play a vital role in keeping the second language learner motivated.  Recently, discussion on the role that motivation plays in second language acquisition is prevalent. In this paper, I would like to present the arguments for and against the idea that motivation indeed plays a major part in learning a second language.  Motivation can lead to language acquisition when done in a manner which is higher than what would be the case when it would be inexplicably missing. In such circumstances, there is a need to inculcate the right kind of attitude and feelings in individuals who want to acquire a second language for their own betterment that they understand the need to be motivated at all possible times [Dornyei, Csizer & Nemeth, 2006]. It is for this reason that Gardner and Lambert (1972) opined that there are in essence a couple of different types when one talks about motivation in the related segments. These could be attributed to the integrative motivation and instrumental motivation. The difference between these is that integrative form of motivation is more inclined with the establishment of the secon d language within the environs of a particular individual; on the other hand, a learner who has an instrumental motivation aims to learn the second language due to the sound performance of a single function or reason for that matter. Thus, there is a huge difference as far as their overlapping methodologies are concerned. In the integrative form of motivation, the learner has generated positive vibes and feelings with the purpose; but in the instrumental sense of motivation, the feeling is just present to capture the functional basis than anything else. The role here is to integrate the language that is being learned rather than use it for a functional reason and then discard when the intent was consummated. The second language acquisition process thus becomes more significant when the need is to seek it from the integrative stance rather than the instrumental basis. The integrative motivation of second language learning does wonders to the learner than instrumental motivation since the individual's interest grows beyond the mere curiosity of mastering the new lingo; the student/learner also delves into the various cultural ideologies, the people, and the set of customs that surround the new language learned.

Relationship between Instant Texting and Language Decline Essay

Relationship between Instant Texting and Language Decline - Essay Example It is common to find people busy with their phones in workplaces, in vehicles, in school, and in homes. This does not exclude streets, in which one can notice individuals walking heads down; perhaps text messaging or reading texts. With the increased use of mobile phones, a sensitive issue has emerged which concerns the over-use of text messages. According to David Crystal’s Texting, people extensively use instant messages, for their conversations, using abbreviations for most words (Crystal 15). An analysis of David Crystal’s works can establish the controversies associated with the relationship between language development and the increased use of text messages, for communication. The emerging issue of concern is whether the increased use of text messages has resulted in the decline of language, or whether it affects literacy. With respect to David Crystal’s works, text messaging makes extensive use of coded language which may be unfamiliar to non-users. Substa ntial understanding of the code language is of the essence for a mobile phone user to converse with friends using the code language. In the practice of text messaging, users condense multiple and single words via a technique which sees them replace words or syllables with digits or single letters. In the development of the coded language, used in text messaging, cell phone users may also get full of whole words within common phrases. The process of developing SMS language tends to be progressive; this has the implication that some phrases and words have been modified with time. For example, the phrase ‘Thank you’ has gone through three transitions which are ‘thanks’, ‘tnx’, and ‘tx’. The language used in text messaging is unconventional and can fall under a number of categories. G-Clippings, for instance, involves the removal of the letter g at the end of such words as ‘Going’ to read as ‘Goin’. The coded language can also fall under the shortening category in which some letters are omitted; for example, the word ‘after’ can be written as ‘aft’. In other forms, users contract the middle letters of various words while others make use of acronyms (Crystal 18). Others include the use of letter homophones, number homophones, and such non-conventional words as ‘nite’ for ‘night’. To some extent, the use of text messages results to a decline in spoken language. This is because the development of spoken language has a direct relationship with social interaction. In the era of technology, texting diminishes children’s ability to have face-to –face communication with others, a trait which affects them throughout the other developmental stages. Self-expression is a technique best acquired via practice; hence its development faces a significant degree of limitation from the mobile technology. The effect of this aspect is more pro nounced in the younger generation than the old generation. The childhood stage of an individual serves as the most appropriate time for learning; therefore, with the extensive use of text messages, children and teenagers may not develop adequate skills of spoken language. Research indicates that, with the introduction of latest technology, only a small proportion of teenagers talk face-to-face with colleagues, as opposed to the percentage of young people that sends texts several times in a day. Ideally, over-reliance on text messages, for communication, promotes social anxiety and shyness among children, a trait which extends even to the adult stage (Crystal 20). The mode of texting, stated by David Crystal, can significantly cause a decline in language with respect spelling. Ideally, individuals have

History of English Literature Essay Example for Free

History of English Literature Essay 1.What role does the mead-hall play in Anglo-Saxon warrior culture? What is the proper relationship between a lord and his warriors? What examples can you find throughout Beowulf? 2.What is the role of women in the heroic culture of Beowulf? 3.Compare/contrast what constitutes a hero or the notion of heroism in the Old English and Middle English periods. Draw your examples from two texts: either Beowulf OR The Dream of the Rood 4.Drawing your examples from Beowulf and one Middle English work, compare/contrast the roles assigned to women in literature of the Old and Middle English periods. 5.Analyze the different ways in which English Renaissance poets contributed to or responded to the Petrarchan tradition of love poetry. 6.In what ways does the idea of the court and the life of the courtier affect Renaissance English literature? Identify poems or works in which court life is represented or commented upon and explain how those texts reflect Renaissance attitudes toward court life. 7.The concept of meditation in Wordsworth’s Tintern Abbey 8.The credibility of Pip’s character in Dickens’s Great Expectations 9.Discuss the Social critique in Dickens’s Great Expectations 10.Discus the concept of being a gentleman in Dickens’s Great Expectations 11.Ddiscuss the Reality and symbolism in Hopkins’s poetry 12.Discuss the concept of purity in Hardy’s Tess of the d’Urbervilles 13.Discuss Christianity and paganism pl in Hardy’s Tess of the d’Urbervilles 14.Discuss the symbolism of darkness and light in Conrad’s Heart of Darkness 15.Discuss the elements of postmodernism in British Contemporary Poems (take example from british contemporary writer) 16.Discuss the element of Romanticism in William Wordsworth’s Poems 17.Discuss The influence of Japanese Poetry in Modern Poetry by Ezra Pound 18.Discuss the portrayal of ideal women in Victorian Novel written by Women writers. 19.How did French Poetry influence the development of modern English Poetry? 20.Discuss various aspect of modernism in James Joyce’ Ulllyses† 21.Compare different attitude to war presented by the Poets William Butler Yeats, Sigfried Sassoon, and Wilfrid Owen in their poems. 22.How did Freud’s theory on human psyce influence the work of moden writer? Provide examples! 23.How did Asian Poetry influence the works of early modernist poets Eezra Pound and Richard Aldington?

Evidence Law Burden of Proof

Evidence Law Burden of Proof The legal or persuasive burden of proof is defined as the ‘burden of persuading the tribunal of fact, to the standard of proof required and on the whole of the evidence, of the truth or sufficient probability of every essential fact in issue’. In our scenario, the claimant will bear the legal burden of proving each element of his claim and this entitles him to call evidence first, giving evidence through witnesses, who will also be cross-examined. The legal burden of proof can only be judged in the light of all the evidence presented in a case, and this can only be done once the defendants have also presented their case. The prosecution has the legal burden to prove its case beyond reasonable doubt and to disprove beyond reasonable doubt the defences that an accused raises. In simple terms, there is an obligation of proving or disproving facts at issue. The burden is ‘legal’ in the sense that it is imposed by a legal rule and ‘persuasive’ in the sense that the party bearing the burden will lose on that issue if he fails to discharge the burden by persuading the tribunal of fact to the relevant standard. In Jayasena, Lord Devlin said that the prosecution discharges the evidential burden â€Å"â₠¬ . In Ching, reasonable doubt is described as a doubt to which you can give a reason as opposed to a mere fanciful sort of speculation. The evidential burden of proof is the burden of adducing evidence fit for consideration by the jury and there is the need to adduce sufficient evidence to satisfy a judge that the matter can be left to the jury to decide. There is an obligation upon both prosecution and defence to present sufficient evidence in support of their case. If the defence fails to discharge the evidential burden, the judge relieves the prosecution from the burden of disproving it. According to Lord Devlin, this requirement may be conveniently called ‘evidential burden’. The prosecution does not have to disprove every possible defence in advance, so if a party has an evidential burden, it does not mean that they actually have to prove anything. The prosecution discharges the evidential burden by establishing a prima facie case, that is enough evidence to entitle, but not compel, the tribunal to find in favour of claimant, had it been no further evidence. In this case, the claimant has thereby defeated a submission of ‘no case to answer’, while the defendant is not obliged to give evidence or call any witnesses. In established the principle of ‘golden thread’, according to which ‘throughout the web of the English Criminal Law one golden thread is always to be seen, that it is the duty of the prosecution to prove the prisoner’s guilt’. Where the accused pleads one of the exceptions, insanity, he bears the persuasive burden which is discharged on a balance of probabilities. However, if the defendant’s defence involves pleading issues, such as non-insane automatism, provocation or self-defence, the onus of disproving them rests on the prosecution. This formulation creates dif ficulties to juries as to the nature of reasonable doubt. As a result, a second formulation was put forward by Lord Goddard, the ‘satisfied so that you feel sure’. In Summers he stated ‘ if the jury told that it is their duty to regard the evidence and see that it satisfies them so that they can feel sure when they return a verdict, that is much better than using the expression ‘reasonable doubt’. When the defence bears the legal burden on an issue, they must prove it on balance of probabilities , as illustrated by Lord Denning in Miller. As the prosecution must disprove the defence ‘beyond reasonable doubt’, the defendant is required to demonstrate to a judge that a jury might have a reasonable doubt as to whether his defence will be disproved by the prosecution. The evidential burden will have been discharged if the defence was ‘a reasonable possibility’ worth leaving to the jury to consider, but not if ‘no reasonable jury, properly directed as to the law, could fail to find the defence disproved’. Therefore, the defendant must to call witnesses or give evidence to substantiate any defence and then it is for the prosecution to illustrate beyond reasonable doubt that the defendant did not act in self-defence and acted with the necessary mental element. Question 2 a confession is defined as inclusive of any statement that partly or wholly adverse to someone who made it, whether made to someone in authority or not, or made in words or otherwise. A confession may be oral, in writing, by conduct or in any other way of communicating information. As stated in, if the defendant accepts an accusation made by the victim of the crime, or by someone else who is on an equal footing, then to the extent that he has accepted it, the statement becomes his own. However, any breach of the procedure may be used as ground for excluding a confession. First, as soon a police officer has grounds to suspect that a person has committed an offence and wishes to question him, the necessary steps needs to be follow, including access to legal advice, as anything said is considered as evidence under. The admissibility and relevance of a confession are questions to be decided by the judge, whereas the weight to be given to the confession is a question for the jury. The defendant cannot be compelled to testify as this may be regarded as a breach of the legal procedure. If the witness is wrongly compelled to answer such a question, his answer may not be admitted as evidence against him at his later prosecution. Under the defence may represent to the court that the confession may to be obtained by suasion and should automatically excluded, even if it turns out to be true. As defined in the method of questioning may amount to oppression. For example, in the deliberate misuse of the truth about the defendant’s mother health by the police could amount to harsh or improper treatment and therefore oppression. Finally, the Court of Human Rights restated the importance of the right to silence and privilege against self-incrimination under Article 6 ECHR regarding access to justice and fair procedure. Pursuant, there is the legal advice privilege, according to which communications passing between lawyer and client, materials prepared for the purposes of litigation and advice given are privileged. To quote the words of Lord Taylor, ‘’, being sure that nothing will be revealed without his consent. It arises out of a relationship of confidence between lawyer and client. Thus, the privilege must prevail over purely procedural subordinate legislation. The only limitations imposed are in relation to the relevant legal context as held in Balabel and Three Rivers. Finally, it is submitted that no breach of confidentiality and no loss of privilege is involved when they are present during interviews or involved in preparing or transmitting communications with the client. Question 3 Opinion evidence is not admissible because it is for the tribunal of fact, and not for the witnesses, to form its opinion on the evidence. They must confine themselves to their personal perception of facts and not make any inferences from those directly observed facts. The opinion of expert-witnesses is helpful when the jury or the judge are unable to form an opinion based on bare facts and require additional expert assistance or when matters arise which concern other sciences or faculties. Although the ‘helpfulness principle’ of an expert witness has been criticized , expert opinion evidence to be admissible it must be able to provide the court with information which is probably outside of jury’s or a judge experience and knowledge, but it must also be evidence which gives the court the help it needs in forming its conclusions. There is no closed category where evidence cannot be placed before a jury, as ‘it would be wrong to deny to the law of evidence the advances to be gained from new techniques and new advances in science’ . An expert’s opinion in order to be reliable it have to be illustrated by admissible evidence. In Hodges was held that part of an expert’s experience and expertise might lie in his knowledge of unpublished material and in his evaluation of it. In R v Gilfoyle, the court suggested that if an opinion given by an expert may not be independently reconsidered by any criteria, this may to hinder its admittance. This is why provides that a jury shall not to make a determination [on unfitness to be tried]†¦except on the written or oral evidence of two at least medical registered practitioners. In our scenario, Dr. Khan’s opinion will not be admissible in evidence, because the method used is an innovative one, which cannot be independently reviewed yet and in any case it is essential that another registered medical practitioner confirms Dr Khan’s opinion. Question 4 (a)provides that ‘any person who without legal authority or presumable excuse and whereof the proof shoul lie on him, has into his possession any offensive weapon in any public area shall to be regarded guilty of violation †¦Ã¢â‚¬â„¢. In R v Williams , it was concluded that imposes a legal burden on the defendant and it was then for the prosecution to make the jury sure that the appellant was not aware and did no has any reason to be suspected that it was readily convertible. Pursuant toan imitation weapon is one that looks as a such weapon; and it can be easily be converted into a weapon which a shot may be discharged. S. 1(6) mentions ‘readily convertible’ as requiring someone without special skills to converting it and for the work involved no tools or outfit other than such as are in common use by individuals performing manufacture and maintenance works in their own homes. The burden of proof on the defendant relies on the plea of diminished responsibility, as per section William has the legal burden of proof and to establish, on the balance of probabilities, that he has not been aware that the imitation firearm could be converted to fire live ammunition and thus he had no intention to use it and thus he may be able to rely upon this defence at trial. (b)In Bowers , it was held that clearly allows an adverse inference to be drawn from silence at a police interview where an accused had not given evidence, as to hold otherwise would permit an accused to preclude the drawing of such inferences by choosing not to give evidence. permits conclusion to be assumed when a accussed remain silent at the time he questioned. , the defendants silent was inadmissible, but the jury had to conclude to an unfavorable conclusion because of defendants silence at charge according to section 34(1)(b). Subsequently, this section cannot be applied to William case. In criminal proceedings, the general rule is that everybody has to be regarded innocent until guilty is proven. The prosecution has to illustrate that the defendant committed an offence by establishing ‘beyond reasonable doubt’ all elements of the violation. permits the jury and the court to conclude to such presumptions as may be regarded proper from the defendant failure or refusal to give evidence and answer any question without good reason. Conclusion is not permitted when the court understands that the mental or physical condition of the defendant makes him undesirable to provide evidence. Based on the 5-step test established in Cowan , if jury’s conclusion show that the silence only can appreciably be ascribed to the defendants no answers or none that would stand up to cross-examination, they may conclude to an hypothetical presumption. Also in , it was held that a jury had not directed that reasons might be provided for not giving other evidence than the in ability to explain or answer the prosecution case. Therefore, ay be able to be applied in our case. (c)Where a suspect disputes identification, the prosecution will have to prove that the defendant is, beyond all reasonable doubt, the person who committed the offence. This is because it has not been clear so far whether the statement that the accused person was the person who committed the offence is admissible as evidence, or merely evidence confirming the evidence of the identifying witness at trial. According to the admissibility of a witness statement about identification is based on whether the evidence are given to the best of his belief and he states the truth. Building on that, the Court of Appeal in Turnbull provided guidance regarding disputed identification evidence and specified that a mistaken witness possible can be persuasive, but notice is required if the prosecution depends fully on the regularity of the identification of the defendant which the defense claims to be incorrect. Also the jury must take into account all the conditions in which identification was made, such as distance, light, impediments, witnesses’ previous accusations and the time between original observation and formal identification. In our scenario, given the circumstances at the night of the crime, William can argue based on Turnbull that there is a high probability that the witnesses’ statement may be not accurate as they cannot be absolutely sure about what they saw.

Charlemagne Essay examples -- essays papers

Charlemagne The two lives of Charlemagne as told by Einhard and Notker the Stammerer are very different accounts of the life of the great Emperor. Einhard gives us a historical overview of the life of Charlemagne who lived from 742 to 814 A.D. Charlemagne was also known as Charles the Great and the King of the Franks.Charles was one of four children born to Pepin the Short, A Mayor of the Palace of the Carolingian Empire. He had one brother, Carloman and two sisters, Gisela and Pepin.Since women at the time didn’t inherit power, when Pepin the Short died, the kingship of the Carolingian Empire was divided and shared by Charlemagne and his brother, Carloman. Unfortunately, Carloman died early and unexpectedly as a young man and the entire land of the Franks was given to Charlemagne. This kingdom was vast and covers what would today include parts of the countries of Germany, Holland, Belgium, Switzerland and France. Charlemagne took very good care of his mother who lived with him at the palace and died at a ripe old age. His brother Pepin died as a child and his sister Gisela spent her entire life as a religious in a nunnery. Charlemagne had four wives and four concubines. From these relationships he had fourteen children. He insisted on educating all of his children both the boys and the girls. The boys leaned how to hunt and use arms while the girls learned womanly things like weaving. Charlemagne was a devoted father and when he wasn’t fighting a war and was at home, he insisted on eating dinner with his children and also took them with him on many of his journeys. He was so attached to his daughters that he refused to give them away in marriage with the result that two of them ended up having illegitimate... ...ut who lost heart at the last moment and succeeded only in slashing him across the eyes. The pope summoned Charlemagne to Rome and bestowed the crown of Emperor and Augustus upon him. The Pope’s attackers fled when they heard that Charlemagne was coming but they were found and punished some were imprisoned and other condemned to death. The Charlemagne of Einhard is a man of many notable characteristics and accomplishments. Einhard gives a sense of what the important events and people in Charlemagne’ s life were. Einhard gives a more detailed and colorful background to many of the events even if some of his descriptions and stories are not believable. In Einhard, we learn the facts. In Notker, we see Charlemagne’s sense of humor, and his compassion; his forgiveness; his sense of equality and fairness. In the many anecdotes Of Notker, Charlemagne comes alive. Charlemagne Essay examples -- essays papers Charlemagne The two lives of Charlemagne as told by Einhard and Notker the Stammerer are very different accounts of the life of the great Emperor. Einhard gives us a historical overview of the life of Charlemagne who lived from 742 to 814 A.D. Charlemagne was also known as Charles the Great and the King of the Franks.Charles was one of four children born to Pepin the Short, A Mayor of the Palace of the Carolingian Empire. He had one brother, Carloman and two sisters, Gisela and Pepin.Since women at the time didn’t inherit power, when Pepin the Short died, the kingship of the Carolingian Empire was divided and shared by Charlemagne and his brother, Carloman. Unfortunately, Carloman died early and unexpectedly as a young man and the entire land of the Franks was given to Charlemagne. This kingdom was vast and covers what would today include parts of the countries of Germany, Holland, Belgium, Switzerland and France. Charlemagne took very good care of his mother who lived with him at the palace and died at a ripe old age. His brother Pepin died as a child and his sister Gisela spent her entire life as a religious in a nunnery. Charlemagne had four wives and four concubines. From these relationships he had fourteen children. He insisted on educating all of his children both the boys and the girls. The boys leaned how to hunt and use arms while the girls learned womanly things like weaving. Charlemagne was a devoted father and when he wasn’t fighting a war and was at home, he insisted on eating dinner with his children and also took them with him on many of his journeys. He was so attached to his daughters that he refused to give them away in marriage with the result that two of them ended up having illegitimate... ...ut who lost heart at the last moment and succeeded only in slashing him across the eyes. The pope summoned Charlemagne to Rome and bestowed the crown of Emperor and Augustus upon him. The Pope’s attackers fled when they heard that Charlemagne was coming but they were found and punished some were imprisoned and other condemned to death. The Charlemagne of Einhard is a man of many notable characteristics and accomplishments. Einhard gives a sense of what the important events and people in Charlemagne’ s life were. Einhard gives a more detailed and colorful background to many of the events even if some of his descriptions and stories are not believable. In Einhard, we learn the facts. In Notker, we see Charlemagne’s sense of humor, and his compassion; his forgiveness; his sense of equality and fairness. In the many anecdotes Of Notker, Charlemagne comes alive.

James Madison

At a time when only 12% of the American people possess a positive attitude towards the current job that our representatives in Congress are doing, it would behoove those who believe that government is completely out of touch with the needs of its people and that nothing good ever came out of government. In American history, there are hundreds of examples to the contrary. Out of these many examples comes one of the most underrated of them all: James Madison. Secretary of State under Thomas Jefferson, instrumental in the passage of the Louisiana Purchase, the renewal of the charter for the national bank,   a two term President and intrigue part of the founding of the country, James Madison is one of the most important figures in American history. James Madison became involved in the formation of a new nation; the United States of America at an early age. At only the age of 24, Madison served in the Virginia state legislature from 1776, until 1779.[1] It was then that Madison became a protà ©gà © for Thomas Jefferson and the two would work very close together until Jefferson’s death fifty years later. The two shared similar beliefs on government. Madison was instrumental, along with the help of Jefferson, in drafting the Declaration of Religious Freedom which disestablished the Church of England and broke up any claims towards power that the church attempted to have in state matters. One of these was Patrick Henry’s push for an involuntary tithe to be paid to the congregation of one’s own choice. Madison and Jefferson believed this to be a violation of the separation of church and state; an idea that is not found in the Constitution but because of the efforts of Madison and Jefferson, many believe to this day is actually in the founding of this country. It was and is a belief that many Americans hold very dear to their hearts. While in the State legislature, Madison became a strong advocate of a strong central government; a government which was impossible to flourish under the Articles of Confederation which favored the rights’ of states and as a result, left an impotent federal government. This sentiment was shared by a large majority of his countrymen at this time who although many were advocates of states’ rights themselves, knew that the Articles of Confederation could no longer correctly govern the country. A Constitution was written in 1787 and ratified by all thirteen states in the immediately following years.[2] Although seen as a foregone conclusion by the casual contemporary observer, our current government’s formation was not written in stone. Although a shy man in private, Madison pushed exceedingly hard for the views and beliefs that he felt in his heart, was in the best interest of the country. Madison was a loud and strong advocate for a three branch government as we have today as well as a strong federal government who, if needed, could overrule the actions of the states if it was deemed to be a mistake and contrary to the good of the country as a whole. Madison made his opinions known in one of his most famous writings, who with Thomas Jefferson advocated their beliefs about where the government should be headed. In doing so, not only was Madison instrumental in forming a new political party with Jefferson: The Republicans, who would later be known as the Democrat Republicans, but his writings would cement him as one of the most important of the Founding Fathers. Madison stated: â€Å"In the first place, it is to be remarked that, however small the republic may be, the representatives must be raised to a certain number, in order to guard against the cabals of a few; and that, however large it may be, they must be limited to a certain number, in order to guard against the confusion of a multitude. Hence, the number of representatives in the two cases not being in proportion to that of the two constituents, and being proportionally greater in the small republic, it follows that, if the proportion of fit characters be not less in the large than in the small republic, the former will present a greater option, and consequently a greater probability of a fit choice.†[3] Madison was stating how a large country and its many different interests and factions could till represent the people and their needs to a greater degree and support republican values better   than a small country that was dominated by special interests. It would not be until the 20th century that Americans finally got around to recognizing the wisdom of Madison and adapted to a greater degree than ever before, this sentiment within the American government. Madison would fight hard for the ratification of the new Constitution but was not in favor of a Bill of Rights as he believed that it was not necessary and included roles that, he felt, were not in the best interest of the federal government. Nevertheless, it was Madison who was the author of the Bill of Rights and as a result, forever cemented his legacy in American History. Madison originally advocated the need for twelve amendments but it was later agreed on ten. Despite his initial reluctance towards a Bill of Rights, Madison was tireless in advocating the need for the passage of the amendments once he partook in the task of forming a Bill of Rights. Such a career would have been more than enough for one man and had Madison’s career ended there, he would still have been talked about to this day. However, when Thomas Jefferson was elected the third president in 1800 and served from 1801 until 1809, he took Madison with him and made him the Secretary of State. As a result, Madison was instrumental in constructing one of the most lopsided international agreements in world history. The 1803 Louisiana Purchase, who’s 830,000 square miles of land which stretched from the Mississippi River to the Rocky Mountains and which cost $15 million, Madison was also instrumental in that coming to pass.[4] In doing so, America doubled the size of its land overnight. Never in human history had so much land been acquired in so little time. Jefferson had only expected to purchase the city of New Orleans but when Napoleon offered all of Louisiana, Madison jumped on the opportunity and despite the scoffing of the price tag by many members of Congress, made sure to broker the deal. The implications for the country were huge and every day, from then until the end of time, America has and will continue to benefit from the Louisiana Purchase. After Thomas Jefferson walked away from the Presidency in 1809, Madison won the Presidency and would spend two terms in the White House. During his presidency, Madison would deal with two events which would come to define his presidency. The first was the renewal of the national bank’s charter which was scheduled to expire after twenty years in 1811. Since Madison fought the passage of the first national bank, he again was in opposition to it again in 1811 and fought its renewal in 1811.[5] This would help to affect Madison’s second mistake; the allowance of another war with Britain. The absence of a national bank made it increasingly difficult to finance a war. Throughout Jefferson’s presidency, America’s Armed Forces, especially the Navy, was dismantled to such a size, that it became a non entity and was not considered a force in the opinion of any of the world’s leaders. When it was recognized that Madison’s impotence during the months leading up to the war and its consequences could not now be avoided, Madison did all that he could to incite as much public support as possible. Also, in all of American history, no president has lost his bid for reelection during a war; neither did Madison who won reelection. The War of 1812 ended in another American victory and the signing of the treaty of Ghent in 1815; officially put an end to the war. Upon learning his lesson, Madison pushed for the formation of a national bank, although one that was stronger than the previous one. With the help of such nationalist opinion from men such as John Calhoun and Daniel Webster, a second national bank was formed in 1816.[6] In the last years of the Madison presidency, James Madison continued to push for a strong central government and against state’s rights. In his last act before leaving office, Madison vetoed a bill for internal improvements because it was formed on the grounds of state’s rights. In his veto, Madison commented: â€Å"Having considered the bill†¦ I am constrained by the insuperable difficulty I feel in reconciling this bill with the Constitution of the United States. The powers vested in Congress are specified and it does not appear that the power proposed to be exercised by the bill is among the enumerated powers.†[7]   Madison denied that such legislation was supported by the General Welfare Clause in the Construction when he responded: â€Å"Such a view of the Constitution would have the effect of giving to Congress a general power of legislation instead of the defined and limited one hitherto understood to belong to them.†[8] This would highlight a continued debate which rages today: What is the role of the federal government in the daily lives of its people? The answer continues to change and will most likely change again with the result of the next presidential election. Madison would retire to Montpelier, his home in Virginia. Madison was sixty five then and would spend the rest of his life, incited by his anxiousness regarding his legacy, began to change the details in his various writings and other forms of evidence which he later began to feel, portrayed a contrary message to the one which he hoped would be judged by history. Madison died on June 28, 1836, anxious about his ability to justify his actions to both himself and to historians.[9] Historians in general have been kind to Madison. Madison was there when the country needed him the most and as a result, contemporary Americans are still enjoying the fruits of his labor and wisdom. WORKS CITED Burns, Ken  Ã‚   Thomas Jefferson Los Angeles: Time Warner & PBS Productions 1997 Commanger, Henry Steele Documents of American History New York: Century Publications 1947 Ellis, Joseph   Founding Brothers: The Revolutionary Generation New York: Alfred Knopf Publishers 2000 Kuralt, Charles On the Road: American Heritage New York: CBS Productions 1989 Wills, Gary   James Madison: The American President Series New York: Times Books 2002 [1] Kuralt, Charles On the Road: American Heritage New York: CBS Productions 1989 [2] Ellis, Joseph   Founding Brothers: The Revolutionary Generation New York: Alfred Knopf Publishers 2000 pg. 156 [3] Commanger, Henry Steele Documents of American History New York: Century Publications 1947 section ii. Pg 55 [4] Kuralt, Charles On the Road: American Heritage New York: CBS Productions 1989 [5] Burns, Ken  Ã‚   Thomas Jefferson Los Angeles: Time Warner & PBS Productions 1997 [6] Burns, Ken  Ã‚   Thomas Jefferson Los Angeles: Time Warner & PBS Productions 1997 [7] Commanger, Henry Steele Documents of American History New York: Century Publications 1947 section iii. Pg 57 [8] Kuralt, Charles On the Road: American Heritage New York: CBS Productions 1989 [9] Wills, Gary   James Madison: The American President Series New York: Times Books 2002 pg. 277   

Theme Based Approach In A Freshman Education Essay

In the last decennaries several attacks to learn English in EFL contexts have appeared and disappeared as research in this country has developed. Since the 1980s, when constructivism appeared â€Å" with its accent on societal interaction and the find, or building, of intending â€Å" ( Brown, 2007, p.12 ) , several methods have come up claiming to be the best to integrate the basic elements of this theory and to be the solution for English instructors to do all their pupils learn and have fun with the mark linguistic communication. As Brown ( 2007 ) explains many of these methods are considered representatives of what is today known as the Communicative Language Approach, which is â€Å" an eclectic blend of the parts of old methods into the best of what a instructor can supply in reliable utilizations of the 2nd linguistic communication in a schoolroom † . ( Brown, 2007, p. 18 ) The intent of this paper is to analyse the advantages and disadvantages of using one of these ‘so called ‘ communicative attacks, the Theme-Based Approach, in the context of a first-year university class of English as a foreign Language. Though the writer of these paragraphs believes that there is no such thing as the ‘perfect method ‘ , and that it is a good instructor ‘s occupation to take the pedagogical techniques that best suit her scholars ‘ demands and her beliefs about linguistic communication instruction, she will merely measure the benefits and disabilities of utilizing the schemes proposed by this individual attack in her ain instruction context. Yang ( 2009 ) explains that the theme-based direction is normally considered within the theoretical account of content-based direction. ( p.162 ) As the name suggests, the course of study of this attack is organized around subjects or subjects which contextualize the elements of the mark linguistic communication that are presented to scholars. Many of these subjects can be derived from the capable affair contents that the pupils are larning in the different phases of their instruction. Shin ( 2007 ) states that â€Å" When learning English as a Foreign Language ( EFL ) at any degree, the schoolroom has to be a topographic point in which linguistic communication is non merely taught but besides used meaningfully † . ( p.2 ) Curtain and Dahlberg in their book Languages and Children: Making the Match ( 2010 ) assert that as â€Å" the instructor connects linguistic communication direction to bing subjects or creates language-specific subjects, the linguistic communication category is clearly an incorporate portion of the school twenty-four hours, and linguistic communications are perceived to be meaningful constituents of pupil acquisition † . ( p.1-2 ) Brinton ( cited in Shin, 2007 ) claims that a thematic course of study can supply â€Å" rich input for lessons that are either language-based ( i.e. , with a focal point on vocabulary, pronunciation, and grammar ) or skills-based ( i.e. , with a focal point on hearing, speech production, composing, or reading ) . † ( p.2 ) Gao ( 2011 ) describes the theme-based attack as trusting on Krashen ‘s linguistic communication acquisition theory which states that scholars have to be presented with sufficient comprehendible input. This input has to reflect his thought of one + 1, where ‘I ‘ is the scholars ‘ current linguistic communication competency and ‘+ 1 ‘ is the â€Å" input supposed to be the somewhat higher degree than pupils ‘ module † . ( p.34 ) The instructor would be responsible of supplying this input and of assisting pupils to transform this input into consumption. To make this, he or she has to choose the subject and the activities related that would outdo suit the involvements and demands of the pupils. Yang ( 2009 ) adds that when taking the subject and be aftering the activities, the â€Å" kids ‘s proficiency degree † should besides be considered. ( p.170 ) As in any communicative course of study, in the theme-based attack, the sch olar is the supporter of the procedure, so it is unthinkable to form a course of study without sing the scholars ‘ involvements and demands as a starting point. In the undermentioned paragraphs the learning context will be presented together with the different facets of the theme-based attack that are believed to be applicable to this context. Nowadays most schools are increasing the figure of hours of English in their course of studies. Hence they are necessitating instructors with a high bid in the four accomplishments of the linguistic communication. Most schools are integrating English in more than one capable affair. The Escuela de Educacion of Universidad de los Andes took this demand into consideration when be aftering the new course of study and included 5 semesters of mandatory English classs. The general aims of the English course of study are â€Å" to heighten the four linguistic communication accomplishments through reading, discoursing and working with a choice of texts that assistance in a better apprehension of human existences and learning † ( English II, 2012 ) . Students are divided in two proficiency degrees which allow the pupils to experience relaxed every bit good as demanded in a degree that fits their proficiency. Nunan ( cited in Yang 2009 ) claims that linguistic communication is best acquired when the scholars are organized in homogenous degrees of proficiency. The theme-based attack allows the instructors to accommodate the subjects, stuffs and activities to the pupils ‘ proficiency degree, which is consistent with the organisation of pupils in this context. Since the category described here is a freshmen lower-level English category, the pupils, who are to go simple instructors, are expected to bring forth short conversations on assorted subjects utilizing grammatically right, formal and informal linguistic communication, and a good bid of the English sound system. They have to show critical thought and cognition of the specific subject and related vocabulary. They besides have to be able to place the chief and secondary thoughts in a short text ( English II, 2012 ) . These aims refer to cognitive procedure every bit good as linguistic communication bid. The linguistic communication is an instrument to develop believing accomplishments. A Theme-based course of study seems really suited to let all these aims to be achieved. The English linguistic communication can be learnt utilizing the wide subject of Education, and within this, a myriad of subjects runing from simple degrees capable affairs, to larning and learning theories, or cultural cognition of the English speech production states. â€Å" When subjects are good chosen, pupils will be more occupied with the acquisition because they can see its intent and happen it interesting -and merriment † . ( Curtain & A ; Dahlberg, 2010, p.2 ) In other words, this attack motivates pupils to larn linguistic communications. Gao ( 2011 ) mentions the experiment carried out in The Jiang University that supports this statement. Freeman & A ; Freeman ( cited in Yang, 2009 ) confirm this thought when they express that pupils are more willing to take part in the category, seek harder, and remain concentrated, when the â€Å" content of the lesson is relevant and interesti ng † to them. â€Å" Their motive is more likely to increase † . ( p.162 ) In the instance of the context analyzed in this paper, around one tierce of the pupils take it really earnestly and understand the importance of larning English for their future calling ; one third are mean pupils, who want to larn, but do non make any excess work and, one tierce who take it merely as portion of the course of study. This is really pathetic if it is considered that intrinsic motive is most of import in the procedure of larning. The bulk of the category does non hold it in a desirable grade. The theme-based attack can be a major part to this issue. Another interesting possibility allowed by this attack is the usage of reliable stuffs. The instructor can choose reliable readings such as verse forms, rimes, short narratives, newspaper articles, academic documents, among others, that present the scholars with new vocabulary used in existent state of affairss in relation to the chosen subject. Apart from developing the accomplishment of reading, these readings can be the get downing point to pupils ‘ production in English. â€Å" Ideally, the sorts of activities instructors design for the stuffs should travel from comprehension activities to such production activities as doing presentations to the category, or composing studies, making a category anthology of narratives, or even printing a newspaper † . ( Strong, 1995 ) Hence, the four linguistic communication accomplishments can be promoted. Besides, vocabulary related to the selected subjects is more easy learned, as Khayef and Khoshnevis ( 2012 ) proved in their sur vey carried out in Iran. Subjects besides allow pupils to show critical thought and cognition of the specific subject and related vocabulary. Curtain and Dahlberg assert that activities in a theme- based attack can prosecute pupils â€Å" in complex thought and more sophisticated usage of linguistic communication † ( p. 4 ) Discussion around subjects of involvement to the scholars can take them to the development of complex thoughts that involve the usage of complex cognitive accomplishments, such as analysing, synthesising, contrasting, comparing and others. These accomplishments are desirable for our pupils, non merely for their ain benefit, but for their future pupils ‘ , excessively. Students in the context described know that there are high outlooks of them and that any aid required will be available. This makes them experience motivated to set their best attempt in utilizing the mark linguistic communication and take parting in the collaborative activities. â€Å" The pupils in a theme-based schoolroom carry through a diverseness of communicative undertakings in concerted groups in which they portion a common end working fruitfully † ( Gao, 2011, p.37 ) The disciplined environment that exists in this context would prefer this sort of work. Some of the techniques used in category are choral reading, grammar exercisings in a context, unwritten presentations of different subjects, cloze, duologues, contemplation, argument and treatment. The thought is to assist scholars use the linguistic communication more spontaneously. It is of import to see the different acquisition manners of the pupils as it is done in this class, and to take techniques that develop eloquence and truth every bit good. Most, if non all, of these techniques can be easy adopted in the theme-based attack, but most significantly, it facilitates the development of truth by incorporating the instruction of grammatical elements of the linguistic communication in a meaningful context. â€Å" Thematic direction avoids the usage of stray exercisings with grammatical constructions, practiced out of context † ( Curtain & A ; Dahlberg, 2010, p.4 ) . This position is wholly consistent with the manner grammar is presented in the context dealt with in this pa per, although there is a hazard of non giving adequate consideration and deepness to the syntactic elements of the linguistic communication. As future instructors, these scholars may necessitate a more profound cognition of the constructions that configure the English linguistic communication, so that they are able to work out the possible uncertainties of their future pupils. Fluency besides plays an of import function in this attack for it promotes cases of unwritten communicating. Gao ( 2011 ) confirmed in his survey â€Å" that the pupils under the counsel of Theme-based Oral Approach ( TOA ) are more likely to better their unwritten English abilities and more enthusiastic and interested in unwritten English learningaˆÂ ¦ † . ( p.37 ) Talking about subjects and subjects of common involvement, such as the 1s related to the pupils professional field or to the Anglo speech production civilization, facilitates the interaction and dialogue of significance that are described as portion of the ends of the class and that underlie the sort of activities that the Theme-based attack advocators. It is of import to retrieve that these scholars are future instructors, so the context is different from the typical linguistic communication class. They are supposed to be theoretical accounts to other pupils in the hereafter, either in the usage of the mark linguistic communication as in her attitudes. This implies an excess variable playing in this 2nd linguistic communication larning environment that can besides be assumed by this attack. The instructor is responsible of choosing the subjects and accommodating them to the different degrees of proficiency and believing accomplishments of his or her pupils. Students in this class may accommodate all the activities they are larning English with to the contexts in which they will be learning in the hereafter. Even though a theme-based course of study reestablishes the importance of the function of instructors in the acquisition procedure, it gives them a great duty in the success or failure of this procedure, every bit good. Yang ( 2 009 ) asserts that â€Å" theme-based instruction as an attack will non automatically do scholars go more interested in larning English, unless instructors are able to utilize interesting activities and suited stuffs † . Choosing the right subjects, stuffs, activities and forming the pupils ‘ work in the right manner is what boosts larning. This can besides be said about most attacks. Possibly one of the chief factors for any methodological analysis to be fruitful is the manner in which the instructor uses it in a specific context. The theme-based attack requires that the instructor put a considerable sum of clip in be aftering the lesson. Teachers can easy experience overwhelmed with the force per unit area of finding the ends, choosing the subject, making the activities and stuffs, measuring the results and all the other characteristics involved in lesson planning. All this planning can be really time-consuming, being clip one of the most cherished and elusive hoarded wealths in a instructor ‘s life. All in all, I believe that the advantages for utilizing the theme-based attack in the context described exceed by far the disadvantages. This methodological analysis can assist instructors actuate pupils to larn English as a foreign linguistic communication, advancing its usage in meaningful state of affairss that encourage pupils to develop the four accomplishments, hearing, reading, composing and speech production, every bit good as of import thought accomplishments. The costs or disadvantages affect chiefly the instructor who is the 1 responsible for be aftering the lesson. I believe that the clip invested in making so exhaustively will pay back with high involvements. The confirmation of pupils ‘ acquisition is the best wages any instructor can hold. As for the grammar cognition issue mentioned as of import in this context, I think that instructors can fall back to other sorts of activities to supply excess chances to exert this component, even if it does n't suit absolutel y good in the theme- based attack. Ana Maria Reyes