The Olympic spirit Essay Example

The Olympic spirit Essay I believe this is both a true comment and a false comment. The fact that people are brought together through sport especially like the Olympics is true. The event does bring a mass of viewers around the world through TV and other commercial use and every 4 years there always seems to be a new face in the form of a country competing with the top countries in the so called biggest sporting event in the world. With this Baron Pierre de Coubertins ideal worked then or did it? When the modern Olympics were finally realised in 1986 on the 5th of April. Baron Pierre De Coubertin has made a remarkable achievement he managed to bring 13 nations together to compete against each other in nine different sports from four of the worlds continents at a time when travel and communications were often difficult. Coubertins ideal was that athletes should be free to compete in the Olympics no matter what there creed, colour or race. This is what Coubertin wanted and achieved, he had managed to bring people together on a world stage through sport. As the Olympics began to grow bigger and stronger and more countries began to become involved and in my opinion this is where coubertins ideal becomes to evolve in a negative way. As the Olympics became more popular and more people watched, the stakes rose. It soon changed from competing to need for winning and I believe this is where the question is false. Coubertins Olympics was about the sport and bringing people together, but soon politics began to rear its head in the event, something I believe should be left out of sport all together. We will write a custom essay sample on The Olympic spirit specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Olympic spirit specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Olympic spirit specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The 1936 Olympics is a great example of this. Also dubbed Hitlers games. This brought the most political controversy the Olympics had seen, something coubertin definitely didnt want to see. Hitler used the games as a display to show the world the strength of Nazi Germany. This was defiantely what the Olympics werent made for, taking away the whole ideal what Coubertin wanted. The games also caused segregation, Jews were excluded from selection from the German team this definitely not bringing people together. Racism was also brought about through these Olympics through the black athlete Jesse Owens who in the end became nothing short of an Olympic legend as he upset Hitler and the whole of Germany by beating the Blonde Lutz Long, this infuriating Hitler. With all these happenings, it threw coubertins ideal of bringing people together and done the complete opposite of moving people away from each other. I believe a big difference from coubertins modern Olympics and now is the change of the athletes from sportsmanship to gamesmanship. The athletes that competed in coubertins Olympics competed within the framework of the rules but most importantly intently for the spirit of the rules and in this case the Olympics. Now I see gamesmanship is now in order where the intention to compete to the limit allowed by the rules and beyond and if possible without penalty in order to win. I see this has become about due to what as I see as the main reason things have changed in Olympics and that is the rising of commercial activity in the Olympics. With the commercial side now about in Olympics the ideal has changed athletes goals have changed it now is for the money and the fame where as before this was never the case. Sponsors now have a huge place in the Olympics mostly every athlete is sporting a logo or name of some well known brand on there shorts or running suit all in the name of making money for themselves and the companies. This of course opens a wider audience with more people involved but in turn I believe this commerciality doesnt have a place in sport. Sport should belong with sport, where commercial should belong in commercial places like billboards and the papers. Coubertins ideal of bringing people together has happened but in an all negative way. The Olympic spirit seems to be put to the side, where money comes in nowadays. Drug use, cheating, poitical interference the Olympics has seen the lot.the two cs has taken over The biggest sporting even in the world controversy and commercial. People have been brought together but all in the wrong manner from what Coubertin wanted and how it used to be. In my opinion if the Olympics carry on this way the fire of the Olympic spirit will soon die out.

The Evils of Chinese Immagration essays

The Evils of Chinese Immagration essays In 1878 the California Senate wrote a report on Chinese immigration called the evils of Chinese immigration. The senate was pushed by the white workers in California to do something about Chinese immigration. The white workers claimed that the Chinese immigrants were taking all of their work. So in turn the senate wrote this report to convince people of the evils of the Chinese. The senate wrote about all the evils of the Chinese. Such as how the do not comprehend our system of government or amend to our laws. The Chinese value the sanctity of an oath and use bribery and intimidation to be freed of all judicial action. The Chinese do not have the morals of the American people. The Chinese women are lewd and entice boy and young men with their cheap offers into their homes. Many of the women have Venereal diseases which are then contracted by the poor men. How the Chinese live is also deplorable according to the Senate. They all swarm together in one area whether it is city or village until they take the area over creating a perfect hive. They are fifthly beyond cleansing you should just destroy the home before even trying to clean it. And in almost every home there is a room dedicated to opium smoking, which our women and boys are lead into and develop the deadly habit. Although the senate does admit that the Chinese were help in the past. They helped to build our rail roads, helped in mining, gardening, and were domestic servants. They were also were inexpensive and easy to manage in large numbers. The Chinese could be paid little and live off of it because all they required was rice, dried fish, tea, and a few vegetables. The Chinese could be employed in large masses and treated like mindless slave, which was hurting our laborers. American laborers could not live or work like that. Our laborers require meat and bread and their costs are four fold that of the Chinese workers so they need higher wages. An...

Equality Essay Example | Topics and Well Written Essays - 750 words

Equality - Essay Example In other words, it is a fundamental human right that serves to build a society where man is treated and subjected to equal opportunities irrespective of their background, color of their skin, language spoken and/or religious affiliations. That the social systems that have hitherto been the source of power differences conferring nobility, often suspended by cross generational wealth, no longer serves as the necessary and sufficient condition towards a deterministic upward mobility in an equal society. Nothing affirms the foregoing than the famous preamble quotation of the founding document, the Declaration of Independence of the United States: â€Å"We hold these truths to be self-evident, that all men are created equal; that they are endowed by their Creator with certain unalienable Rights; that among these are Life, Liberty, and the Pursuit of Happiness; that to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governedâ⠂¬  (par 1). The weight of the phrase has since been the cornerstone of democratization and the basis of human rights movements. Even though the spirit of Jefferson’s thoughts above ultimately found their way into the mainstream constitution, equality [in the confessions of Martin Luther King, Jr] largely remained a dream for centuries. It is quite evident from the debate spurred on by the words and the battle that ensued afterwards in defense of the inalienable human rights that Jefferson and his co-drafters of the Declaration of Independence did not actually intend to actualize the ideal, inclusive meaning of equality for all men as it is today. Thomas Jefferson, like his Congress colleagues, owned approximately 200 slaves; a people taken as property, with no place in the American social setting to pursue happiness that Jefferson so dangled right in their faces (Armitage 76-77). A founding creed that seemed ridiculous in nature, equality has proved easier to enter in the l egal documents than to uniformly accomplish in practice. The very idea than man is equal is but anathema to the prevailing power structure to this day; a power structure dominated by the wealthy and one in which the disadvantaged rarely find their way. That while the idea of equality in the public discourse seems topical and ubiquitous, racism still informs certain decisions within a section [that is actually large] of the American culture, including the voting patterns, is an undeniable fact. In fact, racism is but a single manifestation among a plethora of social partitioning that includes direct and indirect discriminatory forms such as work-place bullying, victimization or even systematic exclusion of an entire people of a kind. It is important to note that in the ordinary sense, the nexus between equality and "discrimination" has been rather blurry, off the explicit, progressive and moral principles. Thomas Hobbes in his succinct vision of equality within the context of natural law wrote that: "Nature hath made men so equal, in the faculties of body and mind; as that though there be found one man sometimes manifest ­ly stronger in body, or of quicker mind than another; yet when all is reckoned together the difference between man and man is not so considerable, as that one man can thereupon claim to himself any benefit, to which another may not pretend, as well as he!' (Hobbes

Marine Cargo Claims Assignment Example | Topics and Well Written Essays - 2250 words

Marine Cargo Claims - Assignment Example In an attempt to keep pace with fast moving goods, sea waybills have avoided cargo congestion at destination terminals caused by delayed bill of lading arrivals from the consignor or one of the banks involved in the credit transaction2. The late arrival of waybills does not affect delivery because, contrary to a bill of lading, the nature of a sea waybill is different from that of a bill of lading in that the former is a non-negotiable document, and to receive the goods, the consignee does not need to present the original sea waybill3. The sea waybill, however, cannot replace the bill of lading in many important areas of marine. This paper examines the bill of lading as a document of title by endorsement. Although the sea waybill is important, it cannot replace the bill of lading in many important areas of marine transport where a document of title is required4. Bills of lading are still widely used in any trade that requires the sale of goods during the voyage, such as commodity tra des5. In the case of oil tanker trade, or bulk cargoes of grain, ore, and coal, for instance, the cargo is often the subject of repeated negotiations while in transit. Furthermore, only bills of lading, due to their negotiability, can serve as security for loans since banks may collect waybills without any documented approval. A bill of lading, as a foundation of overseas trade, serves three distinct purposes6. First, they are a receipt for goods. Second, they are the best evidence of the contract of carriage, and third, they are a negotiable document of title. By serving the last function, the bill of lading replaces those goods indicated on its face, enabling the endorser to transfer the property in the goods7. The last function is the one dealt in depth in this paper. By endorsing a bill of lading, the carrier states that it has received the specified goods and it promises to transport and deliver them to designated and legitimate endorsee or consignee. In international trade, bi lls of trade once passed legitimately for value out of the hands of the shipper; facilitate the documentary credit process as documents of title, where payment is made against a document upon which reliance can be placed to represent the goods shipped8. Ownership of the bill of lading is tantamount to ownership of the goods. Banks, through a system of documentary credit, finance a considerable proportion of international trade9. Under the normal CIF contract, the seller is supposed to take to take to the bank the bill of lading alongside other documents upon shipment of the goods10. When these documents are presented in the right form to the bank, the seller can now pay the contract price. Possessing of the bill of lading is equal to possessing the goods according to three different purposes11. First, the holder of the bill of lading is entitled to delivery of the goods at the port of discharge12. Second, the holder can claim the possession of the bill of lading when they are being carried only be endorsing it13. Third, the bill of lading can be used as a security for a debt14. By commercial usage, the bill of lading has become the key document in the contract of sale. Accordingly, the seller is obliged to tender to the buyer a shipped onboard bill of lading under common shipment contracts concluded on C&F and CIF terms15. Where the International Convention for the Unification of Certain Rules Relating to Bills of Lading, otherwise known as

Summary of I Am Because We Are pg 338-pg356 Essay

Summary of I Am Because We Are pg 338-pg356 - Essay Example Woodson claims that more than fifty years ago at his time, something was wrong with the path that the African American were being educated, and this provided an impetus for the Afrocentric approach to the education in America. In this article, Molefi examines the scope and nature of this approach by Woodson. He shows its necessity and further suggests how it can be developed and disseminated all through the levels of education (340). The two guide propositions that this article makes use of are the definitions of education and school. Education is defined as a fundamentally social phenomenon that purposes to socialize a learner. School is a reflexive of societies and develops from them. Afrocentricity is defined as a frame of reference that enables someone particularly a researcher to develop of phenomena in regards of the African person. Molefi emphasizes that the afrocentricity should not be mistaken to a black version of Eurocentricity. Eurocentricity is generally based on the notion of white supremacist that purposes to protect white privilege and the importance in economics, education and politics among others (347. The issue of Multiculturalism has also been featured illustrating that education must begin with a proposition that diverse people have contributed to the development of education. The American education does not include the African ethnic groups showing how the systems have victimized the teaching force (344). However, Afrocentricity gives the Americans an opportunity to examine the African person perspective in the society and globally. Afrocentricity is not anti-white like some people claim but is pro-human. The Afrocentric curriculum aim is not to divide America, but to make it flourish. 348. In the second article, Learning to talk the race, Cornel west talks about an event that happened in Los Angeles explaining why it is neither a race riot nor a rebellion associated with a

Teaching Writing Skills To Vietnamese Students Education Essay

Teaching Writing Skills To Vietnamese Students Education Essay Background of the problem Writing skill which includes language, private knowledge and skill, emotion and the interaction of personal opinion is difficult and challenging to learn and develop for many students in EFL contexts in general and in Vietnam in particular. In Vietnam, there are many teachers of English who even believe that teaching writing skill to EFL learners is more complex than teaching other communicative skills (Mazdayasna Tahririan, 2001). Although language learners have to learn hard to have good compositions, they still have made a variety of errors or mistakes when writing. In other words, EFL learners often feel stressful and anxious when writing in a foreign language (Spratt Leung, 2000). Consequently, language teachers and researchers have made an effort to know how they can do to help students be able to minimize their mistakes in their writing. However, they also admit that it is impossible for them or any teacher to read and correct all the students compositions on writing lessons because correcting written work is time-consuming (Ur, 1999, p.74), especially for large classes. Peer feedback (also peer correction, peer response or peer review) with its advantages can be a promising way which can be used to encourage students to read and give comments and suggestions together for enrichment of their peers writings before the final versions of their products are submitted to their teachers. Peer correction works as a vital part in the process approach to teaching writing because it helps learners realize their learning level as well as their demands for enhancement of writing ability. Brown (1994) and Gipps (1994) have the same opinion that feed back is one of the main factors in the process of English learning and teaching. Many other researchers, for example, Paulus (1999), Min (2006) promote the idea that verbal and written feedback should be applied to foster writing skills. This strategy, thus, has been used popularly on the writing lessons of many English classes in Vietnam consisting of those at centre of Informatics and Foreign Language, Thai Nguyen College of Education, Thai Nguyen Uni. Ur (1999, p.74) states that peer correction can help us not only save time, but also develop the critical reading skill for content, organization, style and language accuracy. Additionally, peer feedback can receive an efficient method to make students to have critical thinking of writing and assessment skills than teacher feedback. In other words, peer feedback helps learners make good use of their own effort to make their writings expressive and effective. However, in spite of its roles and impact on the process of writing, peer feedback has not been paid much attention in Vietnam. Some researchers such as Tran (2007), Phan (2007) who are interested in peer response in writing introduce their point of view, knowledge and experience about this topic in their researches which show the present state of employing peer feedback learners attitude and especially offer some suggestions to better the current response training. Purpose of the study As mentioned above, it is not difficult to find out studies which research the role of peer feedback in writing skill on the way to foster it. However, the writer of this study with to do the research to know about the fact of peer feedback in Vietnam in general and the Centre of Informatics and Foreign Language, TNCE, TNU more clearly. This study also investigates whether peer feedback can have positive impact on ESL writing process among pre-intermediate non major students at this Centre or not; they can revise their own writing works to develop their writing skill or not and how this process really happens. Bearing in mind, the writer decides the research with title Using peer correction in teaching writing skill to help Vietnamese college non-major students at CIF, CE, TNU reduce errors in their written compositions Research question(s) or statement of hypothesis This study aims at finding answer to the following research question: How can peer correction helps EFL learners reduce mistakes in their written compositions? The question is addressed to one of the writing classes that I am teaching this term in Centre of Informatics and Foreign Language, College of Education, Thai Nguyen University with the aim to examine how peer correction affects the process of revising and writing a complete composition of my students here. Organization of the study This study can be divided into five chapters. In this chapter, background of the EFL writing in local context is given and the aim of this study is also identified. Chapter 2 mentions some reviews of the literature which go through related literature and researches, in which, general of writing teaching and a brief idea of peer feedback in writing skill will be focused. In chapter 3, the writer describes the methodology and processes of the research. Chapter 4 presents data analysis and findings. Chapter 5 gives some implications of the study, summarizes main point discussed in the study, indicates some limitations and proposes some suggestions for the further researches. Lastly, the final parts of the study are appendixes and references. CHAPTER 2: LITERATURE REVIEW Overview of writing process Lannon (1989) claims that writing is a process delivering meaningful messages and including its own specific goal. This process requires students to work hard instead of regarding it as an uncomplicated act (Byrne, 1988). However, in language teaching and learning process, Tribble (1996, p.3) defines writing as a language skill that involves not just a graphic representation of speech, but the development and presentation of thoughts in a structured way. This means writers need to arrange their ideas logically and systematically. There have been different approaches to teaching writing EFL classes but two most popular ones are product approach and process one. Product approach can be the traditional method of writing which stresses the final outcome of the writing process as well as grammar, usage, form and mechanics of the composition. Students are often asked to write a similar paragraph basing on the model and using new taught structures, vocabularies or any aspects of language. A fter that, the teacher will correct students writings or feedback in the class commonly means the correction of the students language errors (Mazdayasna Tahririan, 2001, p.56). Therefore, students find difficult to know why and how they made errors to avoid repeating them on the next tasks. Though thanks to this method students can sometimes reject errors (Tribble, 1996), it does not encourage students create in writing at all, the use of language is manipulate of fixed patterns; the patterns are learned by imitation (Pincas, 1962, p.185). Over the last forty years, there has been remarkable interest in writing process. There are many researchers and educators suggesting language teachers that they should pay attention to students writing process instead of only their final writing version (Paige Way, Joiner and Seaman, 2000). Process writing can contain stages such as rewriting, writing, revising and rewriting or editing. However, Reid (1993) supplement this process with three more stages, namely, responding, evaluating and post-writing, in which peer feedback is focused more in responding. Prewriting: something done before drafting such as choosing a topic, brainstorming, collecting data, organizing. Composing / drafting: actually writing. Revising: selecting organization, structures, edition or collection word. Rewriting: completing stage step by step. Responding: getting the teacher and peers responses, discussing with them about papers to improve the content. Evaluating: receiving marks or scores from the teachers. Post-writing: any activities happened after completing rewriting and getting assessment (role-play) Cresswell claims that to as students to exchange their writing draft is an effective way to foster their learning autonomy and help them become alert reader when proofreading their partners written tasks (2000). As the result, they also have critical thinking when they read their own paper to find and correct themselves their mistakes in those, i.e. their writing ability can be develop (Markino, 1993). It is necessary to allow students to have more time to write and get feedback from their teachers and classmates, and then rewrite the drafts so that they can let reader be abele to understand their idea expressed on the paper better (Frankenberg-Garcia, 1999). Definition and some types of errors Different researchers have different ways to categorize errors. In this study, the writer only wishes to refer one of classification strategies based on the relation to comprehensibility given by Burt and Kiparsky (1972) because of its close concern with the notion of mistakes mentioned in this study. These researchers divided error into two main types: global errors and local ones. Henclrikson (1978) notes that we will be able to realize which error is global or local, because error can be regard as communicative or non-communicative ones. According to Ellis (1997), while global errors such as over generalization or simplification have an effect on explanation of the whole structure of sentence, local error just affect a single factor in sentences, i.e. word, phrases, closures or grammatical morphemes. Burt and Kiparsky (1974) also claim that global error have higher hierarchy than local errors. Thus the global ones seem to be care about and be corrected more than local ones Norish (1983). However, those local errors can be considered as minor ones, error in tense and aspect, they are popular mistakes of English writing learners. Peer feedback and its impact on reducing mistakes and developing writing skill Knowledge is best acquired through negotiated interaction (Grabe Kaplan, 1996, p.380). There are many approaches to error correction and also definitions of peer feedback from many linguists and experts. According to Richards, et al, Peer feedback is an activity in the revising stage of writing in which students receive feedback about their writing from other students-their peers. Typically students work in pairs or small groups, read each others compositions and ask questions or give comments or suggestions (1992, p.268). Some other researchers of EFL writing state that feedback play an essential role in the process of writing. Keh (1990) claims that giving feedback means giving comments and suggestions, which helps the writer edit his or her composition. Through teachers or classmates feedback, students can know what kinds of mistakes they made and how to cope with those mistakes. Therefore, if students can get a productive feedback, they can correct their own errors and avoiding making the similar mistakes in the later writing tasks. It is wise for teachers to require learners responsibilities for their own writing performance and their peers ones because of the strong effect of peer feedback on students review as well as their writing skill. Zamel (1987) supposes that peers are actual and direct readers or reviewers. In the fact that, there are a number of methods teachers utilize to assist students check their mistakes but indeed teachers seem to not be able to resolve the problem individually. Students play the parts of both writers and readers or givers and receivers. Hefernick (1983) regards peer editing as learning and teaching instrument for teachers and learners because students can give helpful feedback each other. Peer writers can edit their own written compositions basing on the readers remarks and comments (Mendonca and John, 1994; Rollison, 1998), so the writers can be better at learning writing. Students can also have superior performance by the student-to-student activities because these activities are often more detailed than teacher feedback (Caulk, 1994). Also, Mangelsdorfin thinks that peer review can help many students to have diverse perception about their topics as well as foster the ideas and make them more clearly in the EFL writings. Therefore, researchers believe that peer feedback can have a positive effect on classroom dynamics and can help to train learners in skills they need to become autonomous (Spratt et al, 2005, p.157). Joyce (1997) employs a research to explore main strategies so as to respond to the EFL students composition writings. After the twelve-week period, by comparing the initial writing sample and the third one after using peer editing, he shows that writing competency of students grows strongly and concludes this strategy is efficient and necessary. In the research conducted by Wong (1999), peer correction was carried out and discovered by qualitative data to ease the process of EFL writing in four factors: grammar, rules and concepts, meaning and emotional elements. In addition, it helps students improve awareness of writing skill. Quantitative findings of this study introduce 97% students admit that they want to apply peer correction in the future. It is important to stress that the writer of this study learns a lot from Wong research, and longs to use some his methods in this research to examine whether it is suitable for the writer teaching fact. Kurt and Atay (2007) also experimented with 86 Turkish Prospective Teachers of English. Those participants are divided into 2 groups: Experimental group (writing an essay and receiving peer feedback) and control group (writing an essay and receiving teacher feedback only). This study concluded that peer feedback helps Turkish PTs reduce writing anxiety and it is really considered as a complementary factor of the teacher feedback. Despite its advantages, peer response has its own weakness. Its procedure requests the training and organization from the teacher as well as it depends on students ability of collaboration with peers. Many students give their partners too general and ambiguous reviews. They make their peers find it difficult to understand and catch messages or information. The writing ability, thus, seems to not improve (Tsui Ng, 2000). CHAPTER 3: METHODS AND PROCEDURES Methods of the study The research is done qualitatively in the context of a 30-student English class. They are non-major students; their level of English proficiency is pre-intermediate and their writing ability is average. In this report, the writer uses two research tools to collect and analyze the needed data, i.e. recording and interview. Recording is used to record the process of peer correction. Chosen subjects were invited to record their discussions and then they were transcribed (Appendix C) for analyzing. Voice recorder is chosen instead of video recorder to prevent their discussions from the presence of another people, which may interrupt their current process of peer correction. The writer also hopes that through recordings she can derive how students check and correct their writings each other and what types of mistakes are corrected most. The second tool used in this study is interviews with students at the end of the research to study whether this strategy is really suitable for them or not, that is, expose students attitude toward peer correction strategy as well as their opinions and get their suggestions to make this process better. According to Herbert and Irene (1995), in interviews students need to know the way of actual listening. Because they are pre-intermediate non-major students, they can only use English during the interviews, so they can speak in Vietnamese and then the writer record and translate them into English. Procedure As a matter of ethics, the whole procedure of teaching and learning is implemented similarly to all students of the class after all of them give consent to be part of the research. However, due to the limit of the study, I only focus to record and interview the learning engagement of two students (who I call anonymously in this report as A1 and A2 as a matter of ethics) during this process as the data for analysis. The writer after considering carefully decide to make peer correcting tasks in class. Before the real peer correction, the writer design some exercises to introduce the way to check a composition. They were guided to focus on some discrete mistake. Items are subject-verb agreement, spells, tense, verb form, number, part of speech. The structure of sentence, content, and organization of the composition/essay is also asked to be commented. Firstly, the students were asked to check sentence by sentence and then, they worked in pairs to check the paragraph (Appendix B) This research lasted for 8 weeks, and the writer chose 3 topics to ask students to write, discus and correct and then rewrite before submitting to give the teacher. These topics are informal letter to a pen friend; a descriptive passage about a close relative in your family; a biography passage of a famous person. During this process, the writer asks students to give them tape-recorder to record their own discussions. In this paper, interviews are well-prepared. After recording them, the writer will transcribe and translate them (Appendix ?) ANALYSIS AND FINDINGS Data analysis Analysis of data from the recordings The writer, in this part, wish to learn about the process of peer correction through discussions taken recordings of subjects and interviews between the writers and them. After that, the writer would assess the result of the recorded discussions and interviews. It is undeniable that peer correction help students improve EFL writing a lot, although the level of subjects is not high, they can give comments on a variety of types of mistakes language such as article, preposition, S-V agreement, infinitive or gerund an sometimes even whole structure of the composition or word choice. When correcting mistakes, they also give some suggestions and explain the reasons for those mistakes. Below are some examples in collected data. Extract 1(topic 1, A1s composition) Before correction: She and I are very different but we got on well together. She is short and Im tall. She likes stay at home and watch television with my parentss. A2: Ok. Sentence 1 is ok. In sentence 2, you should use get, not got, simple present. Next sentences let me see, here, like add v-ing not bare verb. My parentss, I dont know my parentss here mean, without possessive mark is correct. Do you agree? A1: Yeah of course After correction: She and I are very different but we get on well togetherà ¢Ã¢â€š ¬Ã‚ ¦. She is shorter than meà ¢Ã¢â€š ¬Ã‚ ¦.. She likes staying at home and watching television with my parents Extract 2 (topic 1, A2s composition) Before correction: My young brother is a 15 year old and I am 20 year old. My brother learn at Song Cong town and I learn at TN college of education. A1: My young brother is a 15 year old. You dont need an article here, it is not a noun and years, not year. Its plural. My brother learn at Song Cong town and I learn at TN college of education, wrong form of the verb the third singular person. A2: Okie. Learns not learn After correction: My young brother is 15 years old and I am 20 years old. He learns at Song Cong town and I learn at TN college of education. Extract 3 (topic 2, A1s composition) Before correction: I was born in a family of farmer. My parents are workers in a company and my brother is married and works for the post office. A2: I dont understand the next sentences. I was born in a family of farmer. My parents are workers in a company. Why? A1: Oh, so so sorry, I mean classes in society. But I cant express this idea. A2: Working class, you mean? Or you will not ? sentence. Are you clear? Now, next, any brother is married, was, not is and works for the post office. After correction: My parents are workers in a company and my brother is married and works for the post office. Extract 4 (topic 2, A2s composition) Before correction: Its verry wonderful. A1: Verry? Wrong spelling. Its Very. Can you find out the sentence? A2: Yes. Thats right. After correction: Its very wonderful! Through recordings, the writer also realizes that apart from getting knowledge to improve their writing skill, students are very interested in their discussions. They seem to feel confident and have responsibilities with their task. Analysis of data from the interviews The information from the interviewed reveals students thoughts, feelings and ideas toward this process. Although A1 has not tried peer correction before, she is convinced of this strategy after this study. She feels that she can realize her mistakes clearly and correct them. She is also able to avoid repeating on the next task. She wants to work in group of 3 or 4 to get more feedback from her peers. That means she admit the role of the peer feedback in developing her writing skill. Extract 6 (interview between the writer and A1) W: Will you use this strategy again? A1: Yes, of course. W: Can you give some suggestions to make the process better? A1: I like working in group of three or four. Thats all. W: Thank you very much! Unlike A1, A2 has used this strategy many times. Therefore she has a lot of experiences. Her ideas express her deep understanding of peer correction. She also likes it and she knows how it assists her in her writing process. However, she stresses the role of the teacher in the process of revising. Extract 7 (interview between the writer and A2) A2: I like it. But I still want teachers correct it finally. W: Why do you think so? A2: Because I myself sometimes find out my own mistakes. My partner can help me that. Moreover, when reading the text of my partner, I can learn something from it. However, there are some mistakes we cant correct we need teacher. ! Findings According to the data analysis from the two lessons, it can be personally concluded that the most important feature that makes my students to engage more in the lesson is the kind of assessment which forces them to learn although the meaningfulness of tasks also more or less affect the level of engagement the most meaningful tasks to my students are tasks that can help them to pass the tests at the end of the semester not tasks that give them reasons to communicate as I expected REFLECTIONS This study has given me a chance to know more about my students, about what goes wrong with them when they are not engaged in my reading class. In the study, I also have chance to access a number of researches of many experienced language educators and teachers, from which I obtain new knowledge of language teaching and learning in general and knowledge of meaningful tasks in teaching extensive reading in particular. During the research, I also learn more about the methods of doing research in a scientific way. Firstly, I learn to look at the situation of my English teaching and learning critically and make research questions with the hope of improving it. I also learn to arrange and organize my ideas and my work systematically to fit the timetable of the research procedure. But the most important thing is that I learn how to put my background knowledge into the knowledge repertoire of related previous studies to have a broader view of the situation and to make my research skills (such summarizing and synthesizing) useful by activating them creatively and critically. However, the research still has some drawbacks regarding the methods of data collection and analysis that I might change in my next research if I have more time. Firstly, instead of just doing the research on 2 lessons, I intend to do research from the beginning of the semester so that my students not only have chances to choose the texts themselves but also have chances to choose the topics they are interested in. Moreover, when I observe them in the whole semester, the effect of other aspects like the pressure of testing, the emotion of learners, etc. can be avoided and thus, the data I collect may become more reliable. Secondly, instead of interviewing my students after the research, I will interview them during the research, which may give me more chances to adjust my lessons to be more suitable and meaningful to them. CONCLUSION To sum up, the research has brought to me some important lessons of English teaching and learning in general and of working with my students in particular. Firstly, the research affirms for me that extensive reading activities are good activities that students want to do. It is not because in the activities, students have opportunities to choose the texts of their own interest and at their own level of proficiency but also because extensive reading activities give them another environment of reading in which they are not in pressure to read. Thus, they can comfortably improve their English fluency. It is also proved by the research that students are more engaged in the extensive reading activities when the tasks are more meaningful to them. More specifically, in my case that means the tasks that give my students a more meaningful reason to complete engage them more. However, it is also noted that the purpose of learning for mark (i.e. learning to prepare for final-term tests) should also be taken into considerations as a factor that affects the engagement of students. However, since the research is not totally as good as I expected, I would like to do further research on this topic on the following issues: How to balance the two kinds of reading (i.e. more communicative extensive reading and test-based intensive reading) to make reading activities more meaningful? How do the extensive reading activities look like if the students are allowed to choose the texts in groups? REFERENCES Brown, J.D. (1994). Research methods for Applied Linguistics: Scope, characteristics, and standards. In A. Davies C. Elder (Eds.), The handbook of applied linguistics (pp. 476-500). Oxford: Blackwell. Burt, M.K., Kisparsky, C. (1972). The gooficon: A repair manual for English. Rowley, Mass: Newbury House. Burt, M.K., Kisparsky, C. (1974). The gooficon: A repair manual for English. Rowley, Mass: Newbury House. Byrne, D. (1988). Teaching writing skills. Longman: London Creswell, A. (2000). Self-monitoring in student writing: developing learner responsibility. ELT Journal, 54(3). Frankenberg Garcia, A. (1999). Providing student writer with pretext feedback. ELT Journal, 53 (2). Gipps, C (1994). Beyond Testing: Towards a Theory of Educational Assessment. London: The Falmer Gabe, W. Kaplan, RB. (1996). Theory and practice of writing. The USA: Long Man. Keh, C. L. (1990). Feedback in writing process: A model and methods for implementation. EFT Journal, 44(4). Lannon, J.M. (1989). The Writing Process. A concise rhetoric. Southeastern Massachusetts University Press. Markino, T. Y. (1993). Leaner self-correction in ESL written composition. ELT Journal, 47(4). Mazdayasna, G. Tahririan, M.H. (2001,). Peer-review, Teacher Feedback and EFL learners Writing Development.   Iranian Journal of Applied Linguistics (IJAL), 5(1), 55-67. Retrieved December 10, 2009 from SID database http://www.sid.ir/En/VEWSSID/ J_PDF/87620010104.pdf Min, H.T. (2006). The Effects of Trained Peer Review on EFL Students Revision and Writing Quality. Journal of Second Language Writing, 7(2), 113-131. Norish, J. (1983).  Language Learners and Theirs Errors. London : The Macmillan Press. Paige Way, D., Joiner, E., Seaman, M. (2000). Writing in the secondary foreign language classroom: the effects of prompts and tasks on novice learners of French. Modern Language Journal, 84(2). Paulus, T.M (1999). The effect of peer and teacher feedback on student writing. Journal of Second Language Writing 8(3), 265-289. Phan, T.K.C (2007). Peer written feedback in writing portfolios by third year students in the English department, CFL, VNU. Unpublished Graduation Thesis, University of Languages and International Studies, Vietnam National University, Hanoi. Pincas, A. (1962). Structured linguistics and systematic composition teaching to students of English as a Foreign Language. Language learning, 2(3), 184-185. Rechards J.C., Platt, J., Platt.H. (1992). Dictionary of language teaching and applied linguistics. Malaysia: Longman Reid, J.M. (1993). Teaching ESL writing. Englewood Cliffs, New Jersey: Prentice Hall Shokrpour, N. Fallahzadeh, M.H. (2007, March). A survey of the students and interns EFL writing problems in Shiraz University of Medical Sciences. Asian EFL Journal, 9(1). Retrieved October 15, 2009 from http://www.asian-efl-journal.com/March_07_ns mf.php Spratt, M. and Leung, B. (2000). Peer teaching and peer learning revisited. ELT Journal, 54(3), 218-226. Spratt, M., Pulveness, A., Williams, M. (2005). The TKT Course: Teaching Knowledge Test. Cambridge: Cambridge University Press. Tran, T.Q.T (2007). An investigation into the use of peer written feedback in the first-year writing classes at the ED, CFL, VNU, Hanoi. Unpublished Graduation Thesis, University of Languages and International Studies, Vietnam National University, Hanoi. Tsui, A.B.M. Ng, M. (2000). Do secondary L2 writers benefit from peer comments? en Journal of Second Language Writing, No.9 (2), pp.147-170 ), Henclrikson (1978), Ellis (1997),) Hefernick, Joyce (1997), Atay (2007) improve (Tsui Ng, 2000). to Herbert and Irene (1995), Tribble, C. (1996). Writing. Brazil: Oxford University Press. Ur, P. (1999). A course in language teaching: trainee book. Cambridge: Cambridge University Press. Zamel, V.(1987). Writing: the process of discovering meaning. New York: Newbury House Publishers APPENDICES

Interpretation on Scientific Article about Sense of Smell Essay example

Introduction The sense of smell is what informs an organism of the chemical composition of their surrounding environment. The sense of smell is called olfaction and in humans, it is less developed than in most other mammals. The olfactory system contains epithelial cells that are unique because they are capable of regeneration, unlike most other neurons. The receptors for both taste and smell are called chemoreceptors. They are termed chemoreceptors because they respond to chemicals that are in aqueous solution. The olfactory epithelium is what allows us to smell; it is located in the roof of the nasal cavity and contains millions of sensory neurons. It is a patch and contains approximately 50 million sensory receptor cells. The receptor cells being referred to are actually neurons. The olfactory epithelium is comprised of three different layers, which include supporting cells, olfactory receptor cells, and basal cells. Supporting cells aid in the production of mucous and they support the olfactory receptor cells. The basal cells are at the base of the epithelium and they are the source of newly developed receptors. Tiny hair like structures, called cilia, are found on the olfactory receptors and they are covered with mucous. If molecules entering the nostrils dissolve in the mucous, they stimulate the receptors and the sense of smell is evoked. The substances that can be smelled have to be able to evaporate at normal temperatures and should be fairly water soluble so they can pass through t he mucous. The molecules should also be lipid soluble because the cilia are composed of lipids. A mature sensory neuron is a bipolar neuron, meaning it has two poles, or ends. The neuron receives signals through a branch known as a dendri... ... but quite possibly most important, much research is being conducted involving the degeneration of the olfactory system. One of the first signs of Alzheimer's disease is the loss of smell. By understanding the plasticity of the receptors in the olfactory system, there may be a way to further understand why degeneration takes place and how it could be treated. The future of this science is far reaching and combined with gene expression, it will become a heated topic. There are exciting discoveries taking place, such as the odorant receptors in sperm and even products in the material world. The olfactory system should provide a long future of discoveries due to the intricacies of its circuitry and the vast network it encompasses. References Momberts. Nature. "Putting Smell on the Map". Volume 419. pg. 296-300. 19 Sept. 2002. 2002 Nature Publishing Group.

Health and Safety In a workplace

I have chosen two work places to compare in my health and safety investigation. First one is in my school, and my second workplace is in St James medical centre. I wrote up a questionnaire about health and safety to give to both of my workplaces. An employee in this place will fill out the questionnaire to see how much they know about their work place. Firstly both my workplaces do know the evacuation procedures in the event of an emergency or a fire. Waste Materials: Each workplace uses different methods of disposing of their waste materials. The workplace has special bins for unsafe waste and the school uses the sinks or black bags because it is usually not harmful waste thrown away if it is then it is disposed appropriately for the type of martial of substance. The workplace recycles all unwanted paper the same as the school has just bought in paper bins to use in each classroom. Is the electricity is used safely: In each workplace there is different electricity safety insurgency firstly in the Post-graduates who have just finished university can also use electronic information for a variety of things as well. Firstly keep in touch with all there friends that they made from university on websites such as Facebook, MySpace and others like that as well as the chat programs e.g. MSN and others. Secondly using it to find jobs and to start to look for cars and houses school the students can use the switches and the equipment under supervision the teacher has control of the safety switches and the circuit breakers in each lab. The workplace has a rule that only qualified elections are allowed to touch the equipment. Prevent fire: Each workplace is smoke free to insure no fires caused by that. The school has gas cut of switches if the fire was caused by gas to stop the building blowing up. No naked flames and put on near chemicals that are flammable. Each workplace has fire alarms. The medical centre insures that all equipment is switched off before leaving building at night. Effects on environment: The medical centre knows the effect in the environment is helping people. In the school Some ways of having to use the electronic information can be: having to buy clothes online delivered to your door, buying plane tickets for anywhere around the world, having your shopping delivered to your door by a local super market e.g. Tesco, Sainsbury and ASDA. there is know effects to the environment because there are such few hazards chemicals and if there was then they would be so few medical centres w that it wouldn't make any differences. Hazard chemicals: Each work place does use chemicals the medical centre has correct training for individuals that are handling them and also monitoring of using them too. The school has fume cupboards are used in the labs ands correct storage. Each chemical is clearly labelled how bad it is also they have fire proof cabinets. None of my work places use any biological hazards. First aid: In the medical centre there are doctors and qualified nurses in the case of emergency first aid. In the school there is about 7 teachers qualified in first aid,

Effective Stage Combat Techniques

Effective Stage Combat Techniques Conflict is the essence of drama.  Onstage, many characters will fight with words only up to a certain point before physically expressing their frustration on something or someone.  Most plays include some element of violence: a slap, a punch, a stab, or just attempts at these types of strikes.  Some plays, especially classics, have complicated sword fights and mass battles.   To present such scenes- called â€Å"fight scenes†- on stage so that they look realistic, but do not actually harm the participants, actors learn and practice stage combat. No matter the number of moves in the fight scene- one move or fifty- stage combat is the term used for any act of violence done or attempted on another character. Armed and Unarmed Armed stage combat involves weapons, any type of weapon- rapiers, daggers, broadswords, quarterstaves, knives, guns, or found weapons. (Found weapons are exactly as they sound- an actor uses whatever is in reach to threaten, defend, or attack. This includes anything from a cushion to a clip board to a broom.) Unarmed stage combat refers to any and all moves that do not involve weapons: punches, kicks, slaps, grappling, and falls.  Actors and directors often mishandle unarmed moves because they appear less dangerous than armed attacks.  Unarmed fight scenes, however, are where most injuries occur. Slaps in particular have earned themselves a reputation as the most dangerous move in stage combat circles. In the hands of untrained actors, they can hurt when performed hand to cheek and leave giant red marks on faces. Just as with armed stage combat, behind each punch, kick, and slap, there are whole sets of moves and methods developed to produce a believable act of violence on stage.   A fight director is someone who has studied and trained in all or most of the stage combat disciplines. Fight directors can evaluate the actors, stage or performance space, and audience angles to plan and teach the best way to provide a realistic scene or moment of violence.  Like a choreographer who brings dance expertise, a fight director brings realistic looking combat moves and safety to stage performances. The most dramatic and poignant moments in a play often involve elements of stage combat. A good fight director can heighten those important climatic scenes and keep the audience thoroughly engaged in the dramatic action. Without the guidance of a fight director, two actors in a heated debate may be too obvious as they pull their punches (not hit as hard as possible), the actor who performs a crucial stabbing can clearly miss his mark, or an actor who has been shot in the back can fall the wrong way.  Fight directors know how to blend these combative moments believably into the audience’s experience. Stage combat is a fascinating and fun element of theatre.  Like many other aspects of theatre, its rich background and methods require study and dedication- all of which go completely unnoticed when a fight scene is done well!

All About Halifax, the Capital of Nova Scotia

All About Halifax, the Capital of Nova Scotia Halifax, the largest urban area in Atlantic Canada, is the capital of the province of Nova Scotia. It sits in the center of Nova Scotias east coast and is an important seaport that looks out over one of the worlds largest natural harbors.  Its been strategic militarily since its founding for just that reason and is nicknamed Warden of the North. Nature lovers will find sandy beaches, beautiful gardens, and hiking, birding, and beachcombing. Urbanites can enjoy the symphony, live theater, art galleries, and museums, along with a lively nightlife that includes brewpubs  and a great culinary scene. Halifax is a relatively affordable city that provides a mix of Canadian history and modern living, with the constant influence of the sea. History The first British settlement that became Halifax began in 1749 with the arrival of about 2,500 settlers from Britain. The harbor and the promise of lucrative cod fishing were the main draws. The settlement was named for George Dunk, Earl of Halifax, who was the main supporter of the settlement. Halifax was a base of operations for the British during the American Revolution and also a destination for Americans loyal to Britain who opposed the Revolution. Halifaxs remote location hindered its growth, but World War I brought it back into prominence again as a shipping point for supplies to Europe. The Citadel is a hill overlooking the harbor that from the citys beginnings was  valued for its view of the harbor and surrounding lowland and was from the start the site of fortifications, the first being a wooden guard house. The last fort to be built there, Fort George, stands as a reminder to the historical importance of this key area. Its now called Citadel Hill and is a national historic site that includes re-enactments, ghost tours, changing of the sentry and walks around the inside of the fort. Statistics and Government Halifax covers 5,490.28 square kilometers or  2,119.81 square miles. Its population as of the 2011 Canadian census was 390,095. The Halifax Regional Council is the main governing and legislative body for the Halifax Regional Municipality. The Halifax Regional Council is made up of 17 elected representatives: the mayor and 16 municipal councilors. Halifax Attractions Besides the Citadel, Halifax offers several interesting attractions. One not to be missed is the Maritime Museum of the Atlantic, which includes artifacts from the sinking of the Titanic. The bodies of 121 victims of this tragedy in 1912 are buried in Halifaxs Fairview Lawn Cemetery. Other Halifax attractions include: Pier 21: Canadian Museum of ImmigrationProvince House, the Legislative Assembly of Nova ScotiaArt Gallery of Nova Scotia Trans Canada Trail Halifax Climate Halifax weather is strongly influenced by the ocean. Winters are mild and summers are cool. Halifax is foggy and misty, with fog on more than 100 days of the year, especially in spring and early summer. Winters in Halifax are moderate but wet with both rain and snow. The average high temperature in January is 2 degrees Celsius, or 29 degrees Fahrenheit. Spring comes slowly  and eventually arrives in April, bringing more rain and fog. Summers in Halifax are short but beautiful. In July, the average high temperature is 23 degrees Celsius, or  74 degrees Fahrenheit. By late summer or early fall, Halifax may feel the tail end of a hurricane or tropical storm.

Managing International Trade Essay Example | Topics and Well Written Essays - 5000 words - 1

Managing International Trade - Essay Example The 1960s saw the company diversify into research and manufacturing of drugs with development of the Ibuprofen painkiller. The company has diversified its development to other places and in 1968, the company acquired through purchase Timothy Whites and Taylors Ltd chain. Ion 1978, the company acquired Tamblyn Drugs chain in Canada which saw it entering the market. In 1987, the company became UK’s second largest drugs chain by acquiring Clement Clarke Ltd. and Curry and Paxton Ltd. In 1998, it ventured into dentistry and ‘well-being’ services offered to its customers. The company has seen sales and acquisitions with companies related to the field such as Optical Express but in 2006, the company developed a merger with Alliance Boots Ltd. In 2012, it was announced that Walgreens wanted to acquire a 45% stake in Boots. This is supposed to be a long term investment issue. The company mission statement is, â€Å"to become the world’s leading pharmacy-led health and beauty group†. This would be done through collaboration with Walgreen where Boots would boost Walgreen in the UK market and Walgreen boost Boots in the American and Chinese markets where it has prospered. The corporate level strategies of the company are to focus on its core activities in business. This is specific in the pharmacy led health and beauty retailing as well as pharmaceutical wholesaling and distribution. This is to be achieved alongside realizing international branding of the products so that a third dimension is created. The strategy therefore includes growing the core businesses in the existing markets as well as continued delivery of improved products and saving of costs. Growth opportunities are supposed to be achieved through pursuing the growth opportunities in new high growth markets. The company also seeks to launch new brands in new markets, deliver synergies through strategic partnerships with other companies. The partnerships may

Discussion 8 Essay Example | Topics and Well Written Essays - 250 words - 3

Discussion 8 - Essay Example higher education tax credit of up to $2500, $25 increase in weekly unemployment benefit and $7 billion worth of broadband deployments in the rural areas (Bureau of Economic Analysis report, 2009). Demand refers to how much buyers are willing and able to buy whereas supply refers to how much producers are willing and able to deliver to the market. Buyers use their disposable income for investment and consumption. Disposable income is the amount that is left after income is taxed. The tax credit provided for by the stimulus package reduces the taxable income leading to a higher disposable income. Due to the increased disposable income, buyers increase their aggregate demand for goods and services and investments such as homes, cars, technology, good health and education. To meet the increased demand, producers increase production of the goods in question, hence increased aggregate supply. Consequently, the market equilibrium is met. For the ten years there will be observed increase in aggregate demand and supply reaching higher equilibrium points which translates to economic