The reasons for a growing consumer preference for branded jewellery in Dissertation

The reasons for a growing consumer preference for branded jewellery in India - Dissertation Example Showing from where do you prefer purchasing jewellery Table 23. Showing if brand, what are the factors responsible for this choice Table 24. Showing, if local retailers, what factors affect this decision Table 25. Showing, from where did you get the knowledge of this store/brand Table 26. Showing, how long have you been making purchases of jewellery from this store/brand Table 27. How satisfied are you with the jewellery you buy Table 28. How important is the advertisement campaign followed by the store to make you opt for it Table 29. Before making any jewellery purchases, do you compare the designs and prices of the same between the branded showroom and the local dealers Table 30. Do you plan to shift or change the source of purchasing jewellery LIST OF FIGURES Analysis of Growing Consumer Preference for Branded Jewellery in Mumbai Figure 1. Showing how frequently do you make jewellery purchases Figure 2. Showing from where do you prefer purchasing jewellery Figure 3. Showing if br and, what are the factors responsible for this choice Figure 4. Showing, if local retailers, what factors affect this decision Figure 5. Showing, from where did you get the knowledge of this store/brand Figure 6. Showing, how long have you been making purchases of jewellery from this store/brand Figure 7. How satisfied are you with the jewellery you buy Figure 8. How important is the advertisement campaign followed by the store to make you opt for it Figure 9. Before making any jewellery purchases, do you compare the designs and prices of the same between the branded showroom and the local dealers Figure 10. Do you plan to shift or change the source of purchasing jewellery Analysis of Growing Consumer Preference for Branded Jewellery in Delhi Figure 11. Showing how... India has traditional relations with jewellery. Branded jewellery in India has established a niche for itself in the competitive Indian market. Branding is the procedure involved in making an exclusive picture and name for a product in the customers mind, generally in the course of advertising campaigns by way of a reliable and consistent theme. Significantly, the younger generation has more disposable earnings these days and they are ready to expend it on luxuries of preference. The younger citizens in their mid thirties and their seniors are normally prepared to buy branded jewellery. The aim of branding is to establish a differentiated and considerable presence in the marketplace so that it can retain and attract faithful and loyal customers. Branding is also a technique in establishing a significant business asset, which is nothing but an excellent reputation. The gems & jewellery business is one of the fastest growing businesses in the country with a market share of $13 billion in 2011 and is estimated to grow to $20 billion by 2015. In 2008-09 the business was $17.1 billion in opposition to $16.64 in 2005-06 billion, reflecting a growth of 26%. The picture of Indian ladies, wearing a sari and various types of ethnic jewellery in festival season and wedding, is no longer the sole customer profile of the world’s major gold importing state. Indian ladies around the world are turning out to be more emancipated: conveying a way of life that combines the strong values and traditions of their society and their modern worldwide approach to life, job and spending

W.S. Merwins translation of poem Essay Example for Free

W.S. Merwins translation of poem Essay As I read W.S. Merwins translation of this poem, I feel a sense that the poet was trying to articulate the harmony which exists between humanity and nature. The initial lines of the poem: Into my head rose/the nothings/ my life day after day (Merwin) seemed to indicate a state of disharmony, sadness and banality. The reader immediately wonders: what might be the cause of the poets malaise. Rather than immediately show or evoke the source of sadness and disharmony in the poem, the next lines reveal the antidote to this feeling, which is expressed in motion: but I am leaving the shore/in my skin boat (Merwin) which sets up a metaphor of the body-as-voyage. This feeling moves toward at least a partial explanation,explication of the poets source of malaise and sadness: the world itself, but particularly the world of human ambition and human affairs: and the ache/ that comes from the things/I have to do every day (Merwin) This realization on the part of the poet which is expressed obliquely to the reader allows the second half of the poem to function as a response to or answer to the poets malaise and sadness. By separating the poem into a call and response format, it is easier for the reader to sense the movement of the poem from a state of emotional disharmony to a state of reprieve or even illumination. The most profound aspect of the   call and response motif is that it actually unifies dual idea of the poet speaking to nature or inquiring into it for a panacea against malaise and angst and the poet inquiring into himself for an answer to his emotional distress. By unifying these concepts, the poet expresses that nature and the human soul are actually one.   The concluding lines bring a simultaneous experience of going back to nature and of being reborn. By juxtaposing the idea of introspection with a journey into nature, the poet is able to bring the reader through an emotional arc which begins with feelings of oppression and melancholy and transforms through a vision of a nature and the soul as one, into an image of rebirth which more than adequately disperses the melancholic feelings expressed by the poet and brought to climax in the reader, making a dramatic emotional and psychological reversal from sadness to joy.

Comparison between Adele Ratignolle and Mademoiselle Reisz Essay

Comparison between Adele Ratignolle and Mademoiselle Reisz In order to help to get a point or idea across it is not uncommon to provide two stark contrasts to assist in conveying the point. Writers commonly use this technique in their writing especially when dealing with a story that concerns the evolution of a character. An example of such writing can be found in Kate Chopin's The Awakening. The novel deals with Edna Pontellier's "awakening" from the slumber of the stereotypical southern woman, as she discovers her own identity independent of her husband and children. In order to illustrate the woman that Edna can become in The Awakening, Chopin creates two opposing forces Adele Ratignolle and Mademoiselle Reisz for her best friends that not only contrast each other but also represent different genres of women in Creole society. Adele Rataignolle serves as not only the epitome of the nineteenth-century woman but as Chopin's model of the perfect Creole "mother-woman". Adele's gold spun hair, sapphire blue eyes, and crimson lips made her strikingly beautiful even though she was beginning to grow a bit stout. A devoted wife and mother Adele idolizes her children and worships her husband. Her days are spent caring for her children, performing household duties, and ensuring the happiness of her husband. Even while vacationing at Grand Isle over the summer she thinks about her children and begins work on creation their winter garments. As a matter of fact sin...

Self-Access Learning

Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/P&P/SAL/index. html3/31/2005 12:04:49 AM Introduction to Self-Access Learning INTRODUCTION Self-Access Learning (SAL) was first introduced and piloted in SRK Sri Kelana, Selangor Darul Ehsan in 1990. Since then it has been extended to 150 schools in Malaysia. It was initiated by the Curriculum Development Centre, Ministry of Education, Malaysia.The contents of the book focus on an Overview of SAL, Setting up a Self- Access Centre, Learning Materials and Equipment, Learners Training and SAL in Operation. Sample materials to give teachers and insight into SAL are also included. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (1 of 4)3/31/2005 12:04:56 AM Int roduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (2 of 4)3/31/2005 12:04:56 AMIntroduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (3 of 4)3/31/2005 12:04:56 AM Introduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (4 of 4)3/31/2005 12:04:56 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 1 Self-Access | Self-Access Learning (SAL) | Objectives | Main Features file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1a. htm3/31/2005 12:05:06 AMSelf-Access Learning – Chapter 1 Chapter 1 Self-Access OVERVIEW Self- access is a system which allows pupils learn at their own pace and time using organized learning materials and equipment. Self-Access Learning (SAL) Self -access learning (SAL) at the primary school level refers to independent learning through the use of learning materials. It is linked to the prescribed curriculum. Pupils are given opportunity to their own activities, correct and evaluate their own work as well as monitor their own progress. Philosophy of SAL file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1. tml (1 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 The concept of SAL is based on the following:q q q q q q every pupil is an individual with different needs, interest, attitudes and aptitudes. every pupil learns in different ways and at varied rates. every pupil is responsible for his or her own learning. every pupil is given the opportunity to learn how to learn. the teacher caters for all individual needs of the pupils. the teacher creates a conducive, tension – free learning environment. file:///Volumes/GA NPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1. html (2 of 12)3/31/2005 12:05:21 AMSelf-Access Learning – Chapter 1 Objectives of SAL q q q q to provide opportunities for pupils to learn how to learn. to cater for the pupils' individual needs and learning styles. to allow pupils to evaluate and assess their own learning. to complement classroom teaching and learning. Main Features of SAL file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (3 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p/sal/chapter1. html (4 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Chapter 2 Introduction SETTING UP A SELF- ACCESS CENTRE A self- Access Centre (SAC) is a resource where organized learning materials and equ ipment are made available and accessible for pupils. In the SAC, materials and equipment such as journals, worksheets, cassette tapes, video tapes, computer assisted language learning (CALL) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (5 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 rogrammes, games, radio cassette recorders sets and video recorders are placed and organized systematically. Functions of the SAC ? Provides conducive learning environment ? Provides opportunities for pupils to carry out learning activities. ? Houses learning materials and equipment. ? Displays information charts and pupils work. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (6 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Factors to be considered when setting up a SAC Location The SAC can be a room by itself, a corner in classroom or in the school resource centre.It should also be easily accessible. In schools with limited rooms or space, teachers can arrange the materials in boxes which can be mobilized to the classroom whenever necessary. Design The design should be conducive to individual learning styles as well as small group interaction. It should be attractive and appealing to the pupils. Layout The layout is the arrangement of furniture, materials and equipment in the SAC. They should be placed in such a way where the pupils can move easily. The SAC would include the following: q q q Reading corner Computer Assisted Language Learning corner Carrels for listening ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (7 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 q q q q Video viewing corner Games corner Working area Display area A SAMPLE PLAN OF A SAC IN A SRC SAMPLE PLAN OF A SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal /chapter1. html (8 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Books and print materials To ensure that the materials last, worksheets may be mounted onto cards and laminated o sealed in plastic.Each item is then arranged in separate boxes which are colour-coded for the language proficiency level. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (9 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Equipment Cassette recorders are the most necessary equipment. They are used for practising listening and speaking skills. The activity cards accompanying the tapes are labelled, colour-coded and placed on shelves. Computers are excellent aids to SAL. Television sets and video recorders enable pupils to listen and watch English programmes.Time Teachers need time to set up the SAC and to prepare pupils to learn independently. It may take between 3 or 6 months before the SAC can be setup and be functio nal. Funds Setting up SAC needs time and money. If there is limited fund, teachers have to set priority and seek for assistance or sponsorship. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (10 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (11 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1A SAC SK Seri Perlis, Perlis A SAC corner in a resource centre SRK Tengku Abdul Halim, Alor Star, Kedah A SAL corner in a resource centre. SK Kampung Baru Keningau, Sabah Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (12 of 12)3/31/2005 12:05:21 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 2 Introd uction to Chapter 2 | Functions of the SAC | Factors to be considered when setting up a SAC ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter2a. htm3/31/2005 12:05:32 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 3 Introduction to Chapter 3 | Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. pm. my/p/sal/chapter3aa. htm3/31/2005 12:05:44 AM Self-Access Learning – Chapter 3 Chapter 3 SELF-ACCESS LANGUAGE LEARNING MATERIALS AND EQUIPMENT Self-access language learning materials are self instructional materials written or adapted by teachers. They are made available and accessible to the pupils to work individually, in pairs or in groups with or without direct supervision from the teacher. The materials should cater for the pupils learning styles, abilities and interests. The materials written or adapted are based on the language skills, thinking skills, grammar and vocabulary.They may be learning materials, practice materials or test materials. Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (1 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Types of SAL Worksheets Practice worksheet | Test worksheet | Back to Chapter 3 Main Page | Home 1.Learning worksheet Learning worksheets are those which contain information and explanation for the pu pils to read, understand and apply them. Example of a learning worksheet: Yr. 6/Ep3/Blue/(07)/( ) Instructions: i. Read the sentences carefully. ii. Study the diagram below. We use ‘a' when the noun begins with a consonant, but if the noun begins with a vowel sound, ‘an' is used. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (2 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Task: Fill in the blanks with ‘a' or ‘an'. Example: I have †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. en. I have a pen 1. Pulau Gaya is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. island off Sabah. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (3 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Malaysia has †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. hot and wet climate. 3. Draw †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. line across this circle. 4. My brother Abu is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ kite maker. 5. My sister often takes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. apple to school. 6. Mary's mother bought her †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. new umbrella. 7. You cannot make †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. omelette without breaking eggs. 8.Puan Farida has †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. very pretty white cat. Yr 6/EP 3/Blue/(07)/( ) Answer Key 1. an 3. a 5. an 7. an 2. a 4. a 6. a 8. a file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (4 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Practice worksheets Practice worksheets give pupils the opportunity to reinforce the skills learnt in the classroom. The exercises include: * problem solving * games and puzzles Example of a practice worksheet: Yr4/R2. 1/Red/(03)/( ) Instructions: 1. Look at the pictures for the clues. 2. Copy the puzzle into your SAL book. . Complete the puzzle. 4. Check your answers with the answer key. Task: Rearrange the letters to find out the names of the things in the picture below. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (5 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Yr4/R2. 1/Red/(03)/( ) file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (6 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Answer key 1. 3. 5. 7. 9. TREES TRACTOR CLOUD PATH BRIDGE 2. 4. 6. 8. FIELD MOUNTAIN HEDGE GATE 10.RIVER 12. FENCE 11. TIN Example of practice worksheet Yr4/R4. 7/RED/05/( ) Instructions: 1. Look at the picture. 2. Read the questions. 3. Write your answers in your SAL Book. 4. Check your answers with your teacher. Task: Poh Quan is going to do something. What is she going to do? Why? file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/ self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (7 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 3. Test Worksheets file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (8 of 18)3/31/2005 12:05:54 AMSelf-Access Learning – Chapter 3 Test worksheet contain exercises given to pupils to test how much they have understood and learnt. Example of a test worksheet. Yr. 6/EP 3/(Blue)/(08)/( ) Instructions: 1. Do this exercise in your SAL book 2. Read the sentences carefully. 4. Check your answers with the answer key. Task: Fill in the blanks with ‘a' or ‘an'. Did you see †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (1) old lady with †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (2) umbrella walking here about †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (3) hours ago? She was wearing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (4) apron and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (5) unusual hat. She had †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6) animal with her that had yellow feathers. Was the animal †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (7) elephant? Was it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (8) anteater? Was it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (9) ostrich? Could it be †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (10) yellow bird? Yr. /EP3/(Blue)/(08)/( ) Answer key 1. an 6. an file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (9 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. an 3. an 4. an 5. BRIDGE 7. 8. 9. an an an 10. a TYPES OF SELF ACCESS LANGUAGE LEARNING MATERIALS file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. y/p&p/sal/chapter3. html (10 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Worksheets are essential in SAL. They are self-instructional and written or adapted based on the English Language KBSR syllabus 1982. The pupils who use these worksheets are learning from them with the teacher as a facilitator. Therefore teachers have to be precise, clear and appropriate when writing instructions. The format of a SAL worksheet is given below. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (11 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (12 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 a. Classification code enables the pupils to find the worksheets they need. It is written on the top right hand corner. It gives the following information: Year: Year 4 (Yr4) Year 5 (Yr. 5) Year 6 (Yr. 6) Skills: R L W EP – Reading – Listening – Writing – Examination practice Sub-skills: R1 – Recognise and Read file:///Volumes/GANPD/P& P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (13 of 18)3/31/2005 12:05:54 AMSelf-Access Learning – Chapter 3 R2 R3 R4 R5 – Read and Match – Read and Group – Read and Comprehend – Dictionary skills Level: The worksheets are graded to 3 levels of language proficiency: Green – elementary Red Blue – intermediate – advance Activity type Each piece of worksheet has a number which indicates the type of activity for the pupils to work on. The following are examples of activities for reading. 01 Read & Match 02 Read & Draw 03 Read & Arrange 04 Read & Sequence 05 Read & Solve 06 Read & Group 07 Read & Answer file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (14 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 08 Read & Complete 09 Read & Join 10 Read & Choose 11 Read & Follow 12 Read & Correct errors Note: Teachers may add more activiti es using their own numbers. Copy number: This number indicates which copy the worksheet is. First copy – (1) Second copy – (2) Third copy – (3) e. g. b. Instruction c. Task d. Answer key These are instruction for the pupils to follow. This is the actual exercise. Answer provided at the back of the worksheets for the pupils to check and correct. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (15 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Guidelines for writing worksheets * * * The worksheets should be attractive. The variety of tasks, exercises and activities should be motivating an challenging. The worksheets should be graded according to the pupils' level of language proficiency. Procedure for writing worksheets file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (16 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * * * * Identity the classification code (The classification code is given on page 22) Give clear and precise instructions.Set the task and plan the activities. Provide an answer key. Checklist for evaluation The following questions need to be asked and answer when one is evaluation SAL worksheet. a. Does the activity give a clear picture of the skills it is focusing? b. Does the activity give a clear picture of the language item or skill to be learnt or reinforced c. Does the worksheet fit in the following category: file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (17 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * learning? * practice? * test? d.Does the feedback take the following form: * an answer key? * a discussion with the teacher? * a discussion with a friend? * a model made by the pupil? e. Does the activity encourage creative and critical thinking? Writing SAL worksheets is a very challenging task. If we re flect on how our pupils will benefit from SAL we will work at it for â€Å"Tomorrow's comfort requires today's hardwork. † Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (18 of 18)3/31/2005 12:05:54 AM Self-Access LearningSELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 4 What is Learner Training | Why Learner Training | Aims | Teacher's Role Implementation of Learner Training Activities | Bridging The Gap Activities Learner Independence Activities | Language Awareness Activities Preparation of Pupils for SAL | Learner Orientation | Sample Questionaire 1 Sample Questionaire 2 | Sample Questionaire 3 | Placement Test for Year 4 | SAL Booklet file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4a. htm3/31/2005 12:06:10 AM Self-Access Learning – Chapter 4 Chapte r 4 LEARNER TRAININGWhat is Learner Training? Learner Training refers to a process of training the pupils to become more effective active learners during SAL period. It also means preparing pupils to learn how to learn; to work independently with or without teacher supervision. In learner training pupils must be trained to learn how to use self-access materials such as worksheets, books and equipment such as cassette recorders, video recorders and computers. Learner Training also trains pupils in self-assessment. Why Learner Training? The rationale for Learner Training is: file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (1 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 to train pupils to learn how to learn. to familiarise pupils with the use of the Self-Access Centre. to make pupils aware of the various materials and equipment found in the SAC. to create readiness in pupils to learn the English Language indepen dently. Aims To help pupils become effective learners and be responsible for their own learning. To help pupils focus their attention on how to learn rather than what to learn. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. tm (2 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The Teacher's role in Learning Training Encourages group interaction among pupils in the classroom. Helps pupils to be aware of the wide range of strategies for language learning. Creates a learning environment where pupils feel they can experiment with their own language learning. Counsels and guide pupils when possible. Prepares the pupils to learn on their own. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (3 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Implementation of Training ActivitiesLearner training activities are not introduced separately but they are integr ated in the daily English Language lesson. These activities are elements woven into the â€Å"fabric† of a daily English Language lesson and have been introduced to the pupils even before SAL was introduced in the school. Components of learner training activities for SAL at the primary school level are: Bridging the gap activities Preparation of pupils for SAL Pupil Orientation of the SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (4 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4Bridging the gap activities These are activities that prepare pupils for independent learning. They are: Activities which Develop Social Skills in Pupils The pupils working in the SAC will have to share the materials and take turns to use the equipment. Teachers need to plan activities which train and develop the pupil's awareness of oneself as well as the needs of sharing materials ability to choose the kind of materials and e quipment to use and what to do should someone else chooses to use them at the same time; and responsibility for their actions. Some activities which develop pupils' social skills, are: making them group eaders when doing work giving them duties to do after practical work organising competitions to see which area is the cleanest after pupils do practical work file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (5 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Independence Activities Such activities develop skills in the pupils to learn to take turns; to decide upon the role of leaders; to switch roles. These activities train the pupils to be independent and responsible and can be found in their textbooks.Many examples of a learner independence activity for Year 6 can be found in Exercise A Page 19 of Farida J. Ibrahim & Beatrice Thiyagarajah â€Å"Moving On With English KBSR Year 6. † D. B. P. file:///Vo lumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (6 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Language Awareness Activities These activities help pupils to think and understand the language. They are carried out during the English lessons. The following examples are taken from page 42 and 43 of Farida J. Ibrahim & Beatrice Thiyagarajah â€Å"Moving On With English Year 6,† D.B. P. Example 1 Guess where these people are going. Then make sentences about what they wear. Example: Hashim is going to the mosque. He wears a baju Melayu a sarung and a songkok when he goes to the mosque. Example 2 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (7 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The policeman is trying to catch the thief. He talks to four men. What are their answers? file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm . my/p/sal/chapter4. htm (8 of 15)3/31/2005 12:06:20 AMSelf-Access Learning – Chapter 4 Preparation of pupils for SAL Preparing the pupils to work independently or with minimal teacher supervision would include training them to: read and understand instructional language read and follow instructions plan their own learning programmes make them aware of their learning strategies monitor their own learning â€Å"If you give a man a fish, you feed him for a day. If you teach a man to fish, you feed him for a lifetimes. † Confucius (551-471 BC) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. tm (9 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Orientation Pupils need to be familiar with the SAC and SAL materials and equipment; so they are taken to the SAC and given a guided tour of the place. During the tour these pupils are given a short quiz to familiarise themselves with the self-access learning s ystem of the school. An information sheet listing what is available and where to find it can be given to the pupils. Pupils will be given a learner's file or a SAL booklet on the first day they go to the SAC. They are asked to use that booklet till they leave the school.In this way the pupils are able to record their progress and also the change in their learning attitude. It is important to realise that learner training is a systematic and gradual process. Teachers need to give their pupils time to develop and become effective independent learners. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (10 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 1 Getting to know your SAC Instruction: Answer the following questions. 1. Look around you. Can you name 5 things in the SAC? __________________________________________________________ 2. Where would you go to get a green level worksheet? ________ _____________________________________________ 3. What are the colour codes found in the worksheet? _____________________________________________________ 4. If you want to look up the meaning of words, what book would you take? Where can I get it? ___________________________________________________________________________ 5. Label the plan of your SAC. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (11 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4SAMPLE QUESTIONNAIRE 2 Tell me about your SAC Instruction: Answer the following questions. 1. Is your SAC different from your classroom? ___________________________________________________________ 2. Are there any reading cards in your SAC? _____________________________________________________ 3. Where can you find them? _____________________________________________________ 4. Name three corners in the SAC? _____________________________________________________ 5. Whi ch corner do you like best? Why? _____________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (12 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 3 What you can do in during the Self-Access Learning Period 1. Do you already know about the self-access learning room / corner in your school? _________________________________________________________________________ 2. What kind of materials can you find in your SAL corner / room? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (13 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 3. Can you do the following activities or use the following mat erials at the self-access learning corner / room in your school? What is their code? predicting outcomes learn more about universal truths get the meaning of words from the text itself read and solve puzzles listen to a story listen to music Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Code No. Code No. Code No. Code No. Code No. Code No. 4.Can you get help when you are working at the SAL corner / room? Who will help you? __________________________________________________________________ 5. When do you take a book during the SAL period? __________________________________________________________________ Do you play games during the SAL period? Can you list the games you can play in pairs and in groups during the SAL periods? __________________________________________________________________ __________________________________________________________________ 6. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet ile:///Volum es/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (14 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (15 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Placement Test PLACEMENT TEST FOR FORM 4 Name Year : _____________________________________ : _____________________________________ Placement Test Before the pupils begin to use the SAL materials and equipment in the SAC, they are given a placement test to determine their English Language proficiency level.The marks they score in the test will enable them to work on the SAL materials according to the colour code. Questions are based on the skills taught that particular year. Suggested marking scheme according to SAL colour code. 0 39 marks 69 marks (Green) (Red) (Blue) 40 – 70 – 100 marks An example of Placement Test for Year 4 Questions 1 – 5 A. Name the objects below. Use the words in the box. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (1 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 1. __________________ 2. __________________ 3. _________________ 4. __________________ 5. __________________ Questions 6-10 B. Read the sentences below. Write them correctly beside each picture. She waters the flowers at 5 o'clock in the evening. She leaves the school at 1 o'clock in the afternoon. She reads her books at 8 o'clock at night. Rina gets up at 6 o'clock in the morning. She goes to bed at 10 o'clock at night file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (2 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 6. _______________________________ 7. _______________________________ . _______________________________ 9. _______________________________ 10. _________________ ______________ Questions 11-15 C. Give the opposites of the words below. Choose the answers from the circles. 11. bad 12. happy 13. thin – __________ __________ __________ 14. good 15. clear – ___________ ___________ file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (3 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test Questions 11-15 D. Fill in the blanks with the correct words. Rubber tapper butcher postman carpenter nurse 16. 17. 18. 19. 20.Pak Aman is a _________________. He sells meat at the market. My brother is a _________________. He delivers letters and parcels. Zaniah's sister is a ________________. She works in a hospital. En Hashim is a __________________. He makes furniture. My neighbour is a _________________. He works in a rubber estate. Questions 21 – 25 E. Match A and B. Write the sentences in the space provided. ___________________________________________________________ __ _____________________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. tm (4 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Questions 26 – 30 F. Arrange the sentences below to form a story Every evening he practises in his school field. First he runs around the field. Then he practises high jump. When it gets late, he goes home. Sham is taking part in the 100 metres race and the high jump. 26. _________________________________________________________________________ 27. ________________________________________________________________________ 28. _________________________________________________________________________ 29. ___________________________________________________ ______________________ 30. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (5 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _________________________________________________________________________ Questions 31 – 35 G. Look at the picture. Fill in the blanks with the following words. out on in near at Samad has a canary.He keeps it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (31) the cage. He puts the cage †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (32) the cupboard. His cat sitting †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (33) the table is looking †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (34) the bird. The cat is trying to catch the bird. Samad comes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (35) from his room and chases the cat away. Questions 36 – 40 H. Arrange the words below to make meaningful statements. 36. __________________________________________________________ file:/// Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (6 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 37. __________________________________________________________ 38. _________________________________________________________ 39. __________________________________________________________ 40. __________________________________________________________ Questions 41 – 45 A. Read and circle the correct answers. Ali's Diary SUNDAY Isa and I went to Tanjung Malim. Very hot day. Storm at night. The roof leaked. Woke up and had to move my bed. Ashiah's birthday. She had a party. A man came to look at the roof. Late for school because the bus broke down. Some men repaired the roof. Some dead birds in the roof. Dad went to Penang for two days. Helicopter crashed in Singapore.Had stomach ache in the morning. Better in the afternoon. MONDAY TUESDAY WEDNESDAY file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20 lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (7 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test THURSDAY Dad returned. Uncle came. Letter from Zainal in Australia. Broke my bicycle pump. 41. Where did Isa go on Sunday? A. Pulau Pinang B. Tanjung Malim C. Singapore D. Australia 42. Which of the following statements is TRUE? A. Ashiah's birthday was on Sunday. B. Ali's father repaired the roof on Monday. C. Ali had stomach ache in the morning. D.Ali's uncle came from Australia. 43. What did Ali break during the week? A. His bed B. The bus C. His bicycle pump D. The roof 44. Why did Ali move his bed on Sunday night? A. It was a stormy night. B. It was very hot. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (8 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test C. There were dead birds in the roof. D. The roof leaked. 45. The word returned in the diary means †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. A. came back B. went C. gave D. arrived Questions 46 – 50 B. Read the passage and answer the questions that follow.Ahmad lived in a village. He had fifty sheep. He liked to play tricks on people. One day Ahmad took his sheep to the hill. He rested under a big tree. Suddenly he had an idea. He decided to trick the villagers. He shouted that a tiger was attacking his sheep. The villagers rushed out to help him. They did not see any tiger. They knew that Ahmad had tricked them. They were angry. One afternoon, a tiger really attacked Ahmad's sheep. He shouted for help but †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 46. How many sheep did Ahmad have? He had __________________________________________________ 47. How did he trick the villagers?He tricked them by __________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (9 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 48. The villagers were angry because ______________________________ ________________________________________________________ 49. Choose the best ending to the story. A. the villagers came to help him B. the villagers caught the tiger C. the villagers did not come to help him D. the villagers tricked him 50. From the story we know that Ahmad was †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. A. naughty boy. B. A hardworking boy C. A cheerful boy D. A lazy boy file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (10 of 10)3/31/2005 12:06:50 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools SAL BOOKLET Contents | Plan of my SAC | My learning contract | My study plan | My activity plan My evaluation sheet | My record sheet (Sample 1) | My record sheet (Sample 2) My record sheet for reading (Sample 1) | My record sheet for reading (Sample 2) Rules on the care of SAL materials and equipment ile:///V olumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/booklet. htm3/31/2005 12:07:05 AM Self-Access Learning – SALBooklet SAL BOOKLET – Contents file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (1 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet PLAN OF MY SAC file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (2 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet

Music Appreciation Essay

Question 4: Tchaikovsky’s 1812 Overture was a very interesting song; there were many changes through out the piece. It started out sounding like a battle symphony where Tchaikovsky used the instruments to make a choppy sound, which reminded me of a march, as well as gun sounds. He has a great use of crescendo at the beginning. Along with increasing the sound level he also increases the tempo and brings the piece into a dramatic point as all of the instruments join. This includes many different types of instruments: orchestra, woodwind, and percussion. This composer also has a great use of repetition, in the first minute of the song he repeats small sections with the same instrument, but as the song develops he makes this more complicated and repeats longer sections and changes instruments each time. I really like this style because it allows the listener to hear each instrument individually, which is rarely done in a song. Drums are used to keep the beat in this section of the piece, whic h makes the battle feeling stronger and alludes to a heartbeat sound. But it is really the trumpets that stand out in the song and give the beginning of the battle presentation. After the repetition involving different instruments the song begins a decrescendo, this is a great transition into the next big change in the music. A dramatic shift happens and the music turns into a soft, smooth melodic tune that you would dance to at a ball. There is the use of a tiny bell sound that lightens the mood. The notes in this section are much longer and smoother than previously. Also, the woodwinds were taken out during this section and we only hear orchestra. I did not particularly enjoy this song until it transitioned in such a dramatic way; I have never heard such a transition in a piece where it goes from a battle theme to a ball dance theme. This section is very relaxing when compared to the pervious part. We then  transition into the third section and the tempo speeds up, the instruments still include the orchestra and a tambourine was added. The music quickly becomes quiet with a long pause and returns to the sound of the trumpet just like in the beginning of the piece along with the orchestra. There is a great crescendo and all of the instruments join in together, to me this section really clashes due to all the different sounds. This is where the gun shot sound comes in. All of the instruments join in a long scale that continues to decrescendo as the tempo slows. This is a simple part to write but I believe it is a very good part because it makes all of the instruments really need to work to stay together because it would be very obvious if one were a note off on the scale. As the scale ends the instruments instantly come to a loud crash. There are so many bells and trumpets and other instruments playing that it is hard to distinguish what is going on. This part is very repetitive with all of the instruments playing. The song then changes into a faster tempo and I recognize this tune from somewhere else, it is the trumpets and drums mainly playing until the cannon sound returns once again, and we come back to the battle scene. The is a very big, dramatic scale leading into the large bell sounds as the song is ending. All of the instruments then play the same half notes with short pauses between them and end with a long note to finish of the song. Overall, I really enjoyed this piece it was very interesting to listen to and hear all the different ways that the composer switched up the mood in the song. Question 8: Mozart Don Giovanni Act 2 Finale Part 2 Commendatore Scene is a great piece of opera, and I usually do not like opera. This part of the opera takes place in Don Giovanni’s dining room, he is having a feast made for a king when Donna Elvira arrives to tell him that she is no longer mad at him, but he questions why she isn’t and it is because she now pities him. She then asks him to change his lifestyle, but he refuses to and laughs claiming that women and wine are the necessities of mankind. She angrily leaves and then you hear her scream. Don Giovanni tells Leporello to find out why she screamed. He then leaves and comes back frightened as well and jumps under the table. He tells Don Giovanni that the statue he invited from dinner has arrived. Don Giovanni meets him at the door. The statue tells him to repent  for his sins, but just as before he refuses. When he does this a flash appears and the Earth below them opens and the statue pulls him down to hell. When Donna Elvira arrives on the scene the tempo is quick with light music showing the excitement and turn of events, but when she is asking him the important question of changing his lifestyle the music quiets down because he wants you to hear what she is saying to him. Then during his answer the music crescendos as he pokes back at her and gets down on his knees as well. Then as the discussion continues the music is played as the characters speak and stopped when they stop speaking. At the end of their argument they are holding each other and both singing at the same time and while they are doing this music crescendos with their argument to make it more dramatic. Then when she leaves the room and screams the tempo speeds up and gets loud for a second when Leporello screams. When he is explain what is going on to Don Giovanni the tempo increases to its greatest point showing fear and anticipation. When Leporello stomps on the ground to imitate the steps of the statue the music mimics him as he does it, which adds to the effect. We then hear the great set of knocks at the door accompanied by the whole orchestra and woodwinds. As the flash occurs all of the instruments are playing loudly in a sort of frantic way. There then is a long pause before they all come back in together dramatically as the statue enters. The music quiets as the statue begins to talk and this makes his voice sound very loud and booming in a scary way. It then turns to just the orchestra playing this Halloween type of tune that gives off a scary, creepy feeling. As the statue talks again the music quiets, I really like how the composer does this because it really sets his voice apart from the others. As he continues to speak the music in the background does a little scale heightening the anticipation. This continues quietly as they argue back and forth. The music quiets right before the statue makes his big announcement of why he came and they comes back in with a loud burst when he begins to speak. As the statue speak the music gets louder and as he stops speaking it grows quieter to show his authority. When Don Giovanni is answering the music goes back to the orchestra making the Halloween type of music. As they are holding hands the music cuts in and out, playing when Don Giovanni is talking and stopping when the statue is. This music crescendos as the Earth opens beneath them and does not stop until the play does getting louder and  deeper in sound as it goes. Question 5: Wagner’s Die Walkure â€Å"The Ride of the Valkyries† is a very familiar piece to most people because it is used in many other things. The leitmotif is what is so memorable in this song and what has been used so many times. The purpose of the leitmotif is to have a consistent sound that listeners will remember because it continues to repeat over and over again. A motif is very important because it creates a theme, it then links this sound to the story and when people hear this again they will think back to what was going on. This leitmotif has been used for so many different movies and played by so many people. I think the leitmotif is a great way to make a piece stand out, generating a common theme and repeating it over and over will stick it into the listeners minds and they will anticipate and expect it to come and when they are correct it bring a sense of joy. I like the idea of using this type of form; I believe it is very powerful and effective. Question 7: Beethoven’s Symphony No. 5 is my favorite of all of his songs. This is another example of a great motif. The first four notes of this piece set the stage for the rest of the song. It is three short notes (G) followed by a longer note (Eb). The time signature is 2/4 and there is a quarter note rest at the beginning of the bar. This was actually used in World War 2 as ‘dot-dot-dot-dash’ for ‘V’, which stood for victory. This is a very widely known set of four notes. The best part about this piece is the fermata that Beethoven put in the opening because it is an indefinite hold which means that the conductor can hold onto the note as long as he wants.

Free Essays on Aviation Insurance

Abstract This report will discuss the future of the aviation industry and the effects of high insurance costs. As the industry cruises through this new age of aviation, the insurance industry must look at several problems facing those in aviation. Survival for the small FBO’s is getting harder each day; the threat of financial disruption is real when it comes to lawsuits. General aviation may be forced to change its way of doing business and become more like the military and commercial airlines. There is a great hope that society will change their attitude towards the aviation industry and the litigation that surrounds the industry. Insurance and the Future of Aviation: The aviation industry, as it is known today, has grown into a set of different industries. Modern aircraft range from military, commercial, and general aviation. Aviation has come a long way the last 100 years. The industry is still developing, with growth comes problems that must be solved before the industry can go to the next level. As the industry enters into a new era of aviation, the insurance industry must look at several problems that face the aviation industry. Legal concerns, in many cases, are influenced by our society. The court system plays a large role, by decisions that are passed down. It is rare when an aviation case goes to court, because insurance agencies generally know they will not win when the jury hears the case. It is too easy to prove pilot negligence. Also, when they do go to court, they very seldom mount a defense due to the unreasonable verdicts, and ridiculous awards. These practices have forced aircraft owners to stay away from new policies and let their insurance coverage lapse. Aircraft owners pay three to five times the amount for adequate liability coverage than their counter parts else where in the world. Survival for the small business operators is getting harder each day due to the General Aviation Revitalization ... Free Essays on Aviation Insurance Free Essays on Aviation Insurance Abstract This report will discuss the future of the aviation industry and the effects of high insurance costs. As the industry cruises through this new age of aviation, the insurance industry must look at several problems facing those in aviation. Survival for the small FBO’s is getting harder each day; the threat of financial disruption is real when it comes to lawsuits. General aviation may be forced to change its way of doing business and become more like the military and commercial airlines. There is a great hope that society will change their attitude towards the aviation industry and the litigation that surrounds the industry. Insurance and the Future of Aviation: The aviation industry, as it is known today, has grown into a set of different industries. Modern aircraft range from military, commercial, and general aviation. Aviation has come a long way the last 100 years. The industry is still developing, with growth comes problems that must be solved before the industry can go to the next level. As the industry enters into a new era of aviation, the insurance industry must look at several problems that face the aviation industry. Legal concerns, in many cases, are influenced by our society. The court system plays a large role, by decisions that are passed down. It is rare when an aviation case goes to court, because insurance agencies generally know they will not win when the jury hears the case. It is too easy to prove pilot negligence. Also, when they do go to court, they very seldom mount a defense due to the unreasonable verdicts, and ridiculous awards. These practices have forced aircraft owners to stay away from new policies and let their insurance coverage lapse. Aircraft owners pay three to five times the amount for adequate liability coverage than their counter parts else where in the world. Survival for the small business operators is getting harder each day due to the General Aviation Revitalization ...

Free Essays on Uranus

Uranus, the first planet discovered in modern times, was discovered by William Hershel while systematically searching the sky with his telescope on March 13, 1781. It had actually been seen many times before but ignored as simply another star (the earliest recorded sighting was in 1690 when John Flamsteed cataloged it as 34 Tauri). Herschel named it "the Georgium Sidus" (the Georgian Planet) in honor of his patron, the infamous (to Americans) King George IIIof England; others called it "Herschel". The name "Uranus" was first proposed by Bode in conformity with the other planetary names from classical mythology but didn't come into common use until 1850. Uranus has been visited by only one spacecraft, Voyager 2 on Jan 24 1986. Most of the planets spin on an axis nearly perpendicular to the plane of the ecliptic but Uranus' axis is almost parallel to the ecliptic. At the time of Voyager 2's passage, Uranus' south pole was pointed almost directly at the Sun. This results in the odd fact that Uranus' polar regions receive more energy input from the Sun than do its equatorial regions. Uranus is nevertheless hotter at its equator than at its poles. The mechanism underlying this is unknown.... Free Essays on Uranus Free Essays on Uranus Uranus, the first planet discovered in modern times, was discovered by William Hershel while systematically searching the sky with his telescope on March 13, 1781. It had actually been seen many times before but ignored as simply another star (the earliest recorded sighting was in 1690 when John Flamsteed cataloged it as 34 Tauri). Herschel named it "the Georgium Sidus" (the Georgian Planet) in honor of his patron, the infamous (to Americans) King George IIIof England; others called it "Herschel". The name "Uranus" was first proposed by Bode in conformity with the other planetary names from classical mythology but didn't come into common use until 1850. Uranus has been visited by only one spacecraft, Voyager 2 on Jan 24 1986. Most of the planets spin on an axis nearly perpendicular to the plane of the ecliptic but Uranus' axis is almost parallel to the ecliptic. At the time of Voyager 2's passage, Uranus' south pole was pointed almost directly at the Sun. This results in the odd fact that Uranus' polar regions receive more energy input from the Sun than do its equatorial regions. Uranus is nevertheless hotter at its equator than at its poles. The mechanism underlying this is unknown....

Learn about the Famous Resort Country of Monaco

Learn about the Famous Resort Country of Monaco Population: 32,965 (July 2009 estimate)Capital: MonacoArea: 0.77 square miles (2 sq km)Bordering Country: FranceCoastline: 2.55 miles (4.1 km)Highest Point: Mont Agel at 460 feet (140 m)Lowest Point: Mediterranean SeaMonaco is a small European country located between southeastern France and the Mediterranean Sea. It is considered the second smallest country in the world (after Vatican City) by area. Monaco has only one official city which is its capital and is famous as being a resort area for some of the worlds richest people. Monte Carlo, an administrative area of Monaco, is the countrys most famous area due to its location on the French Riviera, its casino, the Monte Carlo Casino, and several beach and resort communities.History of MonacoMonaco was first founded in 1215 as a Genoan colony. It then came under the control of the House of Grimaldi in 1297 and remained independent until 1789. In that year, Monaco was annexed by France and was under French control until 1814. In 1815, Monaco became a protectorate of Sardinia under the Treaty of Vienna. It remained a protectorate until 1861 when the Franco-Monegasque Treaty established its independence but it remained under the guardianship of France.Monacos first constitution was put into effect in 1911 and in 1918 it signed a treaty with France which stated that its government would support French military, political and economic interests and that if the Grimaldi dynasty (which still controlled Monaco at the time) were to die out, the country would remain independent but be under French protection.Throughout the mid 1900s, Monaco was controlled by Prince Rainier III (who took over the throne on May 9, 1949). Prince Rainier is most famous for his marriage to American actress Grace Kelly in 1956 who was killed in a car accident near Monte Carlo in 1982.In 1962, Monaco established a new constitution and in 1993 it became a member of the United Nations. It then joined the Council of Europe in 2003. In April 2005, Prince Rainier III died. He was the longest serving monarch in Europe at the time. In July of the same year his son, Prince Albert II ascended the throne.Government of MonacoMonaco is considered a constitutional monarchy and its official name is the Principality of Monaco. It has an executive branch of government with a chief of state (Prince Albert II) and a head of government. It also has a legislative branch with a unicameral National Council and a judicial branch with a Supreme Court.Monaco is also divided into four quarters for local administration. The first of these is Monaco-Ville which is the old city of Monaco and sits on a headland in the Mediterranean. The other quarters are La Condamine on the countrys port, Fontvieille, which is a newly build area, and Monte Carlo which is Monacos largest residential and resort area.Economics and Land Use in MonacoA large part of Monacos economy is focused on tourism as it is a popular European resort area. In addition, Monaco is also a large banking center, has no income tax and has low taxes for its businesses. Ind ustries other than tourism in Monaco include construction and industrial and consumer products on a small scale. There is no large scale commercial agriculture in the country.Geography and Climate of MonacoMonaco is the worlds second smallest country by area and is surrounded on three sides by France and on one by the Mediterranean Sea. It is located only 11 miles (18 km) from Nice, France and is close to Italy as well. Most of Monacos topography is rugged and hilly and its coastal portions are rocky.Monacos climate is considered Mediterranean with hot, dry summers and mild, wet winters. The average low temperature in January 47 °F (8 °C) and the average high temperature in July is 78 °F (26 °C).More Facts about Monaco Monaco is one of the most densely populated countries in the world Locals from Monaco are called Monà ©gasques Monà ©gasques are not allowed to enter Monte Carlos famous Monte Carlo Casino and visitors must show their foreign passports upon entry The French make up the largest part of Monacos populationReferencesCentral Intelligence Agency. (2010, March 18). CIA - The World Factbook - Monaco. Retrieved from: https://www.cia.gov/library/publications/the-world-factbook/geos/mn.htmlInfoplease. (n.d.). Monaco: History, Geography, Government, and Culture - Infoplease.com. Retrieved from: infoplease.com/ipa/A0107792.htmlUnited States Department of State. (2010, March). Monaco (03/10). Retrieved from: state.gov/r/pa/ei/bgn/3397.htm

Person-centred counselling Essay Example | Topics and Well Written Essays - 1250 words

Person-centred counselling - Essay Example   One of the most important principles of person-centred counselling is the presentation of the client as the expert (Arnason 2001, 299).   It aims to help the client to explore, express, and understand his own emotions.   It is believed that the client is able to understand what he feels as well as why he feels so.   Person-centred approach is based on the technologies of the self – the ones that permit the individual to effect by their own means or with the help of the other a certain number of operations in their own bodies, souls, thoughts and way of being.   This type of counselling helps individuals to transform themselves in order to become happy, pure, wise and perfect.     It should be added that person-centred approach to counselling places the great value on self-reliance and self-respect, individual initiative and responsibility (Arnason 2001, 299).   Similar to other types of counselling, person-centred approach requires that dialogues between the client and counsellor should be varied in pace and style within sessions.   There may be long periods of silences as well as lots of story telling from the client (Schapira 2000, 54).   In any case, the counsellors give the clients the opportunity to tell about their troubles and worried without any pressure.   Such relations help to establish the mutual trust and encourage the client to speak openly and voluntary.     Carl Rogers, as the founder of person-centred approach, felt no need to devise theories – trying to fit to the theory meant for him.... In any case, the counsellors give the clients the opportunity to tell about their troubles and worried without any pressure. Such relations help to establish the mutual trust and encourage the client to speak openly and voluntary. Carl Rogers, as the founder of person-centred approach, felt no need to devise theories - trying to fit to the theory meant for him that the experiences and perceptions of the client were ignored (Mytton 1999, 66). Person-centred therapy is the humanistic approach and instead of the focusing on the childhood origins of the client's problems, it is focused on the present experiences. Most of the underlining concepts of person-centred approach are the result of Rogers' childhood experiences: he was brought up to believe that human nature was corrupt and worthless. From this pessimistic view of the world, he has managed to develop the positive theory of personality. Similar to the plants who have the innate tendency to grow from the seed to their full potential, person-centred approach in relation to humans calls this approach the actualizing tendency. Actualizing tendency is the drive which continues throughout the life as humans move towards the fulfilment of all that is possible for them to achieve. Actualization for humans is more than mere physical growth and survival, it includes the reduction and satisfaction of psychological needs, the desire for live and safety, the drive to learn and be creative. Moreover, Rogers believed that actualizing tendency was the only motive needed to account for all human behaviour. The human world consists of memories, sensations, perceptions and meanings that are available to consciousness - internal frame

Security Legislations and Standards Essay Example | Topics and Well Written Essays - 1000 words

Security Legislations and Standards - Essay Example Some of the well known examples of these rules and regulations comprise the Clinger Cohen Act, the GPRA (Government Performance and Results Act) and FISMA (Federal Information Security Management Act). Seeing that these rules, policies, and regulations are very important for the measurement of information security, thus including them for the information security performance management is useful for the businesses (Chew, Swanson, Stine, Bartol, Brown, & Robinson, 2008). This paper discusses the various aspects of Security Legislations and Standards. Legislations and Standards Serving their Purposes Global information security management guidelines play a significant role in organizing and determining organizational information system security. In this scenario, organizations use various rules and guidelines (such as BS ISO/IEC17799: 2000, BS7799, SSE-CMM and GASPP/GAISP) in order to determine and compare how authenticated their strategies are, and how extensively they are implemented . However, it is discovered that BS ISO/IEC17799: 2000, BS7799, SSE-CMM and GASPP/GAISP were general or common in their scope; as a result they did not focus on the dissimilarities exist between organizations and the reality that their safety needs are exceptional. In addition, according to the research those security strategies were authenticated by application to extensive capability thus it was not a dominant foundation for significant global information security strategy. Thus, to cope with these limitations, it is assessed that information security management strategy should be observed as a library of policies material on information safety management for the committed companies (Siponen & Willison, 2009). In this scenario, organizational directed security standards are different in intensity of concept. In addition, they differ from slack structures for security management (for example GMITS), to a record of security essentials i.e., " perform that, don’t carry out tha t" (for instance standards like BS7799 1993, IT Protection guide 1996), that look like those in list of tasks or responsibilities (for instance "clients should implement passwords whose length is more than 8 characters) that inserted security to information system in a mark in the pack way. Furthermore, development standards also encompass a public level function, as they offer the safety â€Å"development† rank to the business (Siponen & Willison, 2009). How to enforce these Legislations and Standards? The legislation and standard of ‘good practice’ for information security is the leading influence on information security. Additionally, it ensures information security by following a company’s viewpoint, as well as offers a realistic establishment for evaluating corporate data and information systems’ security. In order to effectively implement security management standards and techniques we first need to see the nature of security issues and danger s which an organization is currently facing. In this scenario we need to assess some important security issues those need to be managed and handled through simple security solution. For the management and neutralization of serious security and privacy management aspects we need to build and implement an effective business management policy that could effectively oversee security and privacy related aspect. In this scenario, the basic aim of information security management and standard enforcement is to react against the needs of global security management associations. Another aim is to focus on developing some useful strategies for better handling and

Report on the book Great Leaders Grow by Ken Blanchard Essay

Report on the book Great Leaders Grow by Ken Blanchard - Essay Example Choosing the book was on the basis of past experiences where the authors have written other books pertaining leadership styles while sessions with the media caused their awareness. According to the book’s title, I expect to learn more ways of becoming a great leader and the different leadership styles present in the business sectors. I also expect to gain knowledge that will help me clarify the debate that argues whether a leader is born or made. The book has portrayed several objectives through character evaluation. The main purpose of the book according Blanchard is to create awareness on the strategies and procedures of becoming a great leader (Blanchard and Miller 3). It is evident through how the authors have defined the acronym GROW. It includes the four steps that should be followed by potential leaders towards growth and become great leaders. The meanings have been allocated to different chapters in the book. The letter "G" represents ‘Gaining Knowledge to help the leaders develop their skills. There are different ways that are illustrated in the book on how to help an individual obtain information at workplaces and organizations. Primarily, is to understand an individual’s personal strengths and weaknesses (Blanchard and Miller 33). The character Blake has been used to share his personal weaknesses with Debbie to help him get a job and become a leader. Once they are highlighted, the leader should seek solutions for their weaknesses to ensure there are no setbacks in the leadership process. After a personal exploration, the individual should try to understand other people in lower levels of the business (Blanchard and Miller 44). It will help in gathering knowledge on tastes and preferences of the followers in case the person is appointed as a leader. A great leader should also be open to change and at all time be a leadership student. Leadership is a continuous process and a leader should be ready to get new ideas

EPI in MRI Essay Example | Topics and Well Written Essays - 2500 words

EPI in MRI - Essay Example Notably, the boundaries existing between fat and compact bone are affected by the rapid de-phasing of the transverse magnetic field as well as distorts the signal. Resultantly, this leads to the wrong positioning of the frequency in the phase direction. K-space line is another parameter that could be optimized so as to change the EPI. A shift in the k-space line from its normal line leads to geometric distortion (Amin & Afzal, 2009, p.232). Such a shift may be resulting from field in-homogeneities. However, this artefact is reduced by spin echo sequences, which do rephrase the spins each time a 180-degree pulse is applied. On the other hand, gradient echo structures of the refocusing of the artefact. Undeniably, EPI makes use of a gradient echo sequence, thus leading to the accumulation of the effect with no radiofrequency (RF) pulse to correct the same. It is worth noting that any accumulation of errors arising from phase encoding will be wrongly registered, thus exposing EPI to thi s artefact. In the event that the duration of the EPI trajectory if considerably long, the EPI itself gets to be affected even by small field in-homogeneities (Ye et al, 1996, p.219). Change in the parameter can be so achieved through increasing the bandwidth. Such an action will lead to a reduction in the echo time (TE). So as to realize more ramp sampling, the dwell time can be increased. In optimizing EPI, the frequency of the phase encoding can be increased using a zero filling. The end result of this is an increase in resolution. On the other hand, TE can be increased so as to increase the transverse magnetization, thus giving a greater T2 and T2*. Moreover, a gradient with a relatively high performance can be used in optimising EPI (Ye et al, 1996, p.220). Bandwidth represents the frequency range resulting from the already read gradient across the field-of-view (FOV). This measure is quite imperative in the determination the

Persuasive Speech Essay Example | Topics and Well Written Essays - 1250 words

Persuasive Speech - Essay Example For every one of us, our childhood was the precious gift by the lord above. But wait, if it was a precious gift for us what about those unprivileged children who are badly struck with the fears of poverty, fear of getting beaten up at work, more precisely, the child labor, fear of being the victim of physical, emotional and sexual abuse. For all those children, childhood means nothing but a nightmare filled with abuses, injuries, pains and lots more. Today I will speak on Child Abuse. Can we spare a minute from our busy lives to think and act against all sorts of abuses to protect our children to save our future generation and our future leaders from all the evils dwelling in our society? Say no to child abuse. Help a child to restore his self-esteem and his confidence but most importantly, his childhood. I was surprised to know when I read that a number of children die of abuse and extreme neglect than of natural calamities. With the passage of time, the percentage of child abuse is soaring day by day and unfortunately. I have never observed any serious efforts or actions taken by the developed societies on this serious problem. How oblivious we are? Today, here with all my heart I condemn child abuse; be it physical, emotional, mental or sexual. Every child has a right to live a life of freedom. They deserve the same share of happiness and joy as we deserved in our times and like many of the privileged children around the world. It is important to understand the term â€Å"Child abuse† before I continue further. Child abuse is a serious injury inflicted purposefully upon a child by anyone who is in the role of his caregiver. Child abuse can be physical, mental, emotional or sexual. Child abuse is a global issue which needs serious efforts by all of us. It has been affecting children from all age groups to 18 years of age. The percentage of reported child abuse cases are increasing day by day. However, it has been observed that a large number of child abuses

Nicene Creed Essay Example | Topics and Well Written Essays - 250 words

Nicene Creed - Essay Example This shows that despite Christianity being viewed as a religion of many denominations, the concept behind Christology is one and the same. This is a very important aspect of Christianity as it ensures that Christology is defined in a similar manner by the various denominations that are under Christianity. The creed achieves this because it contains significant and fundamental statements that form the very basis of the existence of Christianity. The Nicene Creed is divided into 12 sections. Though there is a controversy in regards to the filioque clause, the creed is generally accepted by the major branches of Christendom. The implication of this is that how the major branches of Christendom define Christianity will be similar and as result the definition of Christianity cannot differ. The Nicene Creed therefore forms a basis for a uniform definition of Christology by various branches of the church. I believe in the Nicene Creed as it restates the very fundamental beliefs which are the pillars of Christianity in general. It is worth noting that the Eastern Church only disagrees with part of this creed and generally it is in agreement with most of the statements in the creed. Though the Creed caused a rift between the Eastern and Western church, it has since then held the Western church in unity. I am in agreement that the Nicene Creed may have changed the importance of the Christology of the Eastern Church. The Western Church is more prominent and maybe the Eastern would have equally enjoyed the same status had it not disagreed with part of the Nicene Creed. Nevertheless, it is worth noting that the Nicene Creed still plays a crucial role in pointing out the pillars of Christianity and that is very important for both the Eastern and Western

Persuasive Speech Essay Example | Topics and Well Written Essays - 1250 words

Persuasive Speech - Essay Example For every one of us, our childhood was the precious gift by the lord above. But wait, if it was a precious gift for us what about those unprivileged children who are badly struck with the fears of poverty, fear of getting beaten up at work, more precisely, the child labor, fear of being the victim of physical, emotional and sexual abuse. For all those children, childhood means nothing but a nightmare filled with abuses, injuries, pains and lots more. Today I will speak on Child Abuse. Can we spare a minute from our busy lives to think and act against all sorts of abuses to protect our children to save our future generation and our future leaders from all the evils dwelling in our society? Say no to child abuse. Help a child to restore his self-esteem and his confidence but most importantly, his childhood. I was surprised to know when I read that a number of children die of abuse and extreme neglect than of natural calamities. With the passage of time, the percentage of child abuse is soaring day by day and unfortunately. I have never observed any serious efforts or actions taken by the developed societies on this serious problem. How oblivious we are? Today, here with all my heart I condemn child abuse; be it physical, emotional, mental or sexual. Every child has a right to live a life of freedom. They deserve the same share of happiness and joy as we deserved in our times and like many of the privileged children around the world. It is important to understand the term â€Å"Child abuse† before I continue further. Child abuse is a serious injury inflicted purposefully upon a child by anyone who is in the role of his caregiver. Child abuse can be physical, mental, emotional or sexual. Child abuse is a global issue which needs serious efforts by all of us. It has been affecting children from all age groups to 18 years of age. The percentage of reported child abuse cases are increasing day by day. However, it has been observed that a large number of child abuses

Affirmative action,is it necessary in the 21st. century Essay

Affirmative action,is it necessary in the 21st. century - Essay Example And although they have nurtured a particular vision of social justice. Unfortunately, not all the problems of equal opportunities at the workplace have been solved. For females and minority employees, affirmative action proposes great opportunities to be equally treated and protected (to some extent). During half a century, affirmative action policies have proved their effectiveness, but cannot "abolish" gender and racial inequalities. For this reason, training and promotion activities as a part of affirmative action are vital for successful organizational performance. Nevertheless, there are some disadvantages of these policies. They include low-qualifies fork force and low-personal achievements of employees involved in the affirmative action programs. To over come these possible threats the organization should conduct programming of specific human resources activities, based on personal development and human capital policies.Organisations play a major and continuing role in the liv es of people, especially with the growth of large-scale business organisations and the divorce of ownership from management. Organisations of one form or another are a necessary part of a society and serve many important needs. The decisions and actions of management in organisations have an increasing impact on individuals, other organisations and the community. It is important, therefore, to understand the role of affirmative action and the pervasive influences which it exercises over the behaviour of people. In the 21st century, the debate over pros and cons of affirmative action is still alive. Heated discussions concern the role of affirmative action in organizational development and its impact on HR management. The policy of affirmative action has deep roots. It goes back to 1941 when F. Roosevelt "encouraged minority employment by ordering defense contractors to cease discriminatory hiring" (Yates, n.d.). Further, this concept was developed by Lyndon Johnson in 1965 when he "put teeth into minority hiring rules for government contractors' (Yates, n.d.). The next amendments took place under the presidency of J. Kennedy who introduced Equal Employment Opportunity Commission (EEOC) "establishing to investigate contractors' practices, impose sanctions, collect employment statistics, and ensure compliance with government regulations" (Yates, n.d.). The necessity of Affirmative action was caused by dominance by white males in American workforce. At the middle of the XX century they occupied the majority of managerial positions and many of the more important blue-collar jobs. The role of women was to occupies lower-paying positions. On the other hand, racial minorities found considerable barriers to entering the labor market at the higher paying levels. The necessity of affirmative action is still an issue of the day, because people are discriminated in many aspects of our life and work. The selection process in particular directly discriminates between people in order to offer the reward of a job to one but not the others. Certain forms of discrimination are acceptable but others are not, and have been made unlawful. Facts rather than prejudice, and relevant facts rather than irrelevant facts, are important criteria in determining what type of discrimination is acceptable. "For instance, members of minority groups, females, the hard core disadvantaged, persons with disabilities, veterans, and persons more senior in age than most or who have sexual preference differences. People and groups of people typically discriminated against on the job, in promotional consideration, in employment retention, in hiring, in services and in admissions" (Martinez, 1997). Legislation, voluntary codes

Spanish Conquest of South America Essay Example for Free

Spanish Conquest of South America Essay The Age of Exploration was an important time period in history without which the modern map would not be as we see it today. During this era, Europeans had a sudden urge to explore, discover, a feeling they had never had before. With the advancement in technology, the Europeans, as well as the Asians were able to explore the uncharted seas and discover the unknown land. During this time, many discoveries were made, but the one most remembered is the discovery of the Americas. This was a big discovery which added a whole new continent, never known about, onto their map. As soon as the land was discovered, so was the curiosity of the Spanish. The land was soon inhabited by the Spanish as well as the indigenous. The two races lived side by side happily, but soon the Spanish greed for gold, glory became too much and disaster struck. Whole communities were torn, murders committed and whole communities exterminated. Genocide: a terrible crime against the indigenous. Apart from the wars, more deaths were occurring, however they were not intentional. Both Spanish and the Indigenous were falling victims to new diseases. There were many reasons for death/murder whether intentional or not but no races or cultures were put to extinction due to the attack by the Spanish proving that the Spanish Conquest was not a genocide. After the discovery of America, the Spanish had access to a whole new continent, a whole new way of life as well as people. The Spanish were eager to lay claims on whatever they could, build their power, and gain wealth. The Spanish built communities, they scavenged for the land, for power and for control. The Spanish bred happily, sharing their way of life with the indigenous, learning new techniques, mastering technology and living peacefully. However, soon the Spanish wanted more; their greed was for more than what they had and soon war struck out. To gain power, land and wealth, the Spanish attacked the indigenous, taking as much as they could. The war raged on until the Spanish had full control, the indigenous people were forced to retreat. The land was destroyed. The Spanish had killed so many for a mere piece of land. Exploration wasn’t always safe. It exposed the explorers as well as the indigenous people to diseases, foods, animals they had never encountered before and this was going to prove dangerous. The indigenous people were exposed to diseases such as Influenza or Tuberculosis against which their immune systems had no power having never encountered them before. These diseases killed more people the wars fought between the Spanish and Indigenous. As the time passed, the indigenous people developed immunity against these diseases however these diseases never stopped and forever remained on the island infecting and maybe even killing more people over time. This effect didn’t happen only to the Indigenous. The Spanish were also exposed to new diseases such as Polio and Hepatitis which were even carried back overseas to Europe infecting a much larger population. Apart from only the diseases, new foods were also stumbled upon. These foods could make you fatally sick due to the fact that your body (as with the diseases) has never encountered them. Some foods that the Spanish came across were Tobacco and Tomatoes while the indigenous came across Coffee and Rice. During the Spanish Conquest of South America, many deaths occurred. There were intentional killings through the wars and equally unless more due to the exposure to a new environment. The Spanish killed many people, destroyed many communities, however they did not exterminate whole races as in the definition of genocide. Races or cultures might have been put to extinction later due to the diseases that were imported to America from Europe. The Spanish killed and destroyed however no races or cultures were put to extinction by this attack proving that the Spanish Conquest was not genocide. The Age of Exploration was an important time period in history without which we would not know of half the world available to us. Now the Europeans too to exploring the seas, discovering new land, it was now that the continent of America was discovered. This was an exciting new discovery for the Spanish. The Spanish were eager to inhabit the newly found land and gain power and wealth. They found the indigenous and continued living peacefully together. The Spanish greed soon became more than they could handle and war was started. However, those were not the only problems occurring in South America. The Spanish had brought with them diseases. People were dying everywhere, but was the question is whether it was genocide. Looking carefully, we can conclude this was not genocide as there were no cultures or races put to extinction by the Spanish.

Falstaffs Influence on Prince Hal in I Henry IV :: Henry IV Henry V Essays

Falstaff's Influence on Prince Hal in I Henry IV   Ã‚  Ã‚   In Shakespearean histories, there is always one individual who influences the major character and considerably advances the plot.   In I Henry IV by William Shakespeare, Falstaff is such a character.   Sir John Falstaff is perhaps the most complex comic character ever invented.   He carries a dignified presence in the mind's eye; and in him,   we recognize our internal admiration and jealousy of the rebellious dual personality that we all secretly wish for. The multi-faceted Falstaff, in comic revolt against law and order, in his role as father figure to Prince Hal, and ultimately, in his natural ability to discern and adapt to any situation, emerges as the most complex and paradoxical character in drama.      Ã‚  Ã‚  Ã‚  Ã‚   Frequently, in literature, the sun represents royalty, or in this case the king, who strives to uphold law and order.   Rhetorically, the moon, symbolizes instability, not only because it does not remain the same size to one's eyes as time passes, but because it reigns the ebb and flow of the tides. Therefore, as a knight guided by moonlight, Falstaff is a dissenter against law and order.   This conclusion finds support in his witty tautologies and epithets. Falstaff is invariably aware that Hal will one day become king, and when that happens, robbers will be honored in England by   "Let[ting] us be indulgence Diana's foresters, gentlemen of the shade, monions of the moon; and let[ting] men say we be men of good government, being governed as the sea is, by our novle and chaste mistress the moon, under whose countenance we steal" (I, ii, 25-30). Falstaff's final dismissal of law and order culminates with a comic plea to the prince, urging him to have nothing to do with "old father antic the law?   Do not thou, when thou art King, hang a thief" (I, ii, 62-63).   We see a similar epithet in the next act, "send him packing" (II, iv, 301), in which Falstaff again denounces responsibility, law, and order.   Despite his lack of care for order and responsibility, the rebel dormant in readers applauds Falstaff's defiance of the establishment of his defense.   Falstaff seems to appeal to the average reader, for he relates to them, just as a twentieth-century American

A Gap Year: Just Say No Essay -- Education, A Gap Year

You’re coming back from a well needed break from school and you feel invigorated and ready to start. The first few weeks are the hardest to adjust to because your brain hasn’t been used throughout the break. The dilemma with breaks, such as summer break, is that one loses valuable information from past academic courses that are essential to ones progress towards higher education. Imagine a whole year without learning and then coming back to intense rigorous classes at a University. Seniors at high schools over the nation have the opportunity of taking a year off before committing to a college. This is known as a Gap Year; instead of directly enrolling into a University many students feel the need to take a break before starting their education towards their future career. Yes, a Gap Year does sound pleasing and beneficial, but in the long run it can be damaging towards ones future. Students should be aware of the ramification a Gap Year brings, such as, t he possibility for enrolling in a graduate school is lower, academic growth is reduced, and social obstacles become present. Before understanding the consequences of a gap year, it is important to understand why people take a Gap Year. Senior year can be tense and come with several unanswered questions. Seniors are given four options when leaving High School. Those choices are either joining the army, going straight to work, applying to college, or taking a Gap Year. In a journal by Sunny Niu and Marta Tienda, â€Å"Delayed Enrollment and College Plans: Is There a Postponement Penalty?† explains some of the reasons why high school graduates tend to not go directly to a four year university. One of the main reasons high school graduates are hesitant to attend co... ... index.php/considering-a-gap-year/why-take-a-gap-year>. Holmes, Bradford. "Decide If a Gap Year Makes Sense to You." Us News: n. pag. Print. Horn, Laura, Emily Forrest Cataldi, and Anna Sikora. "Waiting to Attend College." National Center of Education Statistics. N.p., n.d. Web. 8 Dec. 2013. . Niu, Sunny, and Marta Tienda. "Delayed Enrollment and College Plans: Is There a Postponement Penalty?" Journal of Higher Education (2013): 1-28. Print. O’Shea, Joseph. "Delaying the Academy: A Gap Year Education." Teaching in Higher Education (2011): 1-14. Print. Wells, Ryan S., and Cassie M. Lynch. "Delayed College Entry and the Socioeconomic Gap: Examining the Roles of Student Plans, Family Income, Parental Education, and Parental Occupation." Journal of Higher Education

Adults Essay

Childhood is a first moment of experience that people encounters after the birth. I saw many people especially my friends who said they want to go back to their childhood. Childhood can be the best moment of life because you don’t have to worry about many things. However, in my opinion, childhood is not the best moment of a person’s life. First, childhood is not the best moment of a person’s life because it is limited. Since childhood refer that we are still kids, adults prohibit us for many things. For example, in amusement park, I saw a staff restricted some people who are below in age 7 to ride some rides which is kind a unfair to me. Another reason why childhood is not the best moment of the person’s life is because you are physically weaker than adults. It is obvious that children are much weaker than adult’s body because their bodies are not yet developed than adults. We need stronger and developed bodies enable to protect ourselves and do works fast. Lastly, childhood is not the best moment of the person’s life because they are not free. I saw many children appealing to their parents to let them spend one night in their friend’s house. Most of the parents refuse them to go there because they consider their child’s security. However, adults are free to sleep in anywhere. In conclusion, childhood is not the best moment of the person’s life because many children are restricted and not free for many things and their bodies are not fully developed. If people ask me when could be the best moment of my life, I would choose adulthood because you can enjoy youth.

Mental Health Self Reflection Assignment Essay

Introduction Although theoretical preparation clearly is important, there is no substitute for the learning that takes place during clinical experiences. Clinical experience is acknowledged as being the core of nursing education. As nursing student without previews experience in mental health, I was reflecting the same attitude held by general public that mentally ill patient are dangerous, prone to violence, unpredictable, and to some degree responsible for their illnesses. Also, at the beginning of the semester, I felt unprepared, anxious and stressed before starting mental health clinical but the positive relationships with clinical staff gave me confidence and increased my satisfaction with the clinical experience. However, I found that over the course of the clinical experience and through observation and active participation that I started feeling less anxious and more comfortable interacting with the patients in the facility. Narrative The few first clinical days, I was fearful to be around patients suffering mental illness such as anxiety disorder, mood disorder, psychotic disorder, personality disorder and so on. I felt that one of those patient may smack me or hit me , especially that on the first day of clinical one of the patient in the facility was right on the back of one the student sniffing on her hair. After time in the facility, I start feeling a little more comfortable around the patient. Then a different fear start, which is how to pick the right words in the right situation .for instance, a hallucinating patient start making a story from the picture of the celebrities on the magazines on the table of the lunch room, at that time I felt that my theoretical learning would not help me on how to communicate with this patient. So, my only option was to keep listening to him, show interest in his stories and give little to no feedback by nodding my head as I did understand the subject of the conversation. Furthermore, many times I felt that I had become very emotional and had empathy toward young girls’  patients especially those who got physically or sexually assaulted by close family member. For example, a teenage girl who was sexually assaulted by her grandfather and what worsen the situation that her mother knows but she didn’t do anything to help her. Also, another situation where a young female women in her early twenties had made many attempt to commit suicide.As a result of absent family support after her mother passed away when she was 15 years old, her father have another family in Japan and she was sexually abused by her own brother. As a woman and a mother of two girls, I felt that I cannot stand those kinds of situations where I had to be very careful, patient and cautious all at one time. However as nurse student, I was trying hard to separate between my feeling and clinical setting and to keep acting and responding to patient in an appropriate professional way. Clinical setting was a great learning experience for me as I got to see how mentally ill patient in the real world instead of a bunch of descriptive words in the psychology book. For example Miss P diagnosis was psychotic disorder, bipolar disorder and major depressive disorder. I was very impressed to see this patient bizarre behaviors during a ten minutes team meeting in which the patient flip from showing a strong personality at the beginning, to an angry person in a few minutes later, to be an actor ,then laugh then cry then laugh again in such a short period of time. Moreover, I felt that the nurses and staff provided to me and other students a welcoming and relaxed atmosphere by answering our questions, allowing us to join staff meeting and group therapy and counseling. In my opinion, the stuff attitude toward student is an important component in creating a positive clinical experience. Literature review These negative and stigmatizing attitudes seem to be more prevalent at the begening of the nursing program with more positive attitudes reported by students in their final year of training (McCann et al., 2010, p. 34) these attitudes appear to have a significant influence on nursing students’ career choices. However, orientation to the clinical areas should not only familiarize students to the physical environment and policies and procedures relevant to the clinical setting, but also must acknowledge students’ anxiety and offer students strategies to address this. The lack of experience contributes to student stress in clinical practice and can lead  to nursing students being confused about their roles (Grav, Juul, & Hellzen, 2010). AS a result, students often demonstrate a lack of confidence and a sense of inadequacy with their role of therapeutic interaction. Therefore, clinical staff and nurse educators need to be effective in anticipating and alleviating clinical stress for students. It is important that educators encourage students to advocate the people they are working with, but to do this, students need support. Emotional support is identified as being an important component of the role of both the clinical mentor/preceptor and the academic lecturer/instructor (Koskinen et al.,2011). However, with appropriate support nursing students will grow in skills, knowledge and confidence throughout their clinical experience. Conclusion Through the clinical experience, I have learned something new about myself. I have learned basic counseling skills by listening to the patient, identifying potential problems, empathizing with him and providing basic care to prevent further problem. I didn’t know that with just a few simple words of encouragement and empathy, it could please and calm a mentally ill patient. Communication can make the patient, feel relaxed and cheerful. For example Miss H end up in the facility as a result of an attempt to commit suicide. In addition to medication, one to one therapy and group therapy helped Miss H to look at the reasons and causes which led her to find life meaningless and thinking of death as an escape. Finally, I have learned that supporting recovery requires a cultural awareness embedded in the vision of values and trust (NHS, Scotland, 2011). Therefore, this working relationship to recovery is a very valuable process which puts the responsibility on promoting personal and professional growth and understanding. To conclude, I hope to improve further in my psychosocial and counseling skills as I continue my journey in nursing. References References Koskinen, L., Mikkonen, I., & Jokinen, P. (2011). Learning from the world of mental health care: nursing students’ narratives. Journal of Psychiatric & Mental Health Nursing, 18(7), 622-628. doi: 10.1111/j.1365-2850.2011.01711.x NHS Scotland, (2010) An Evaluation of the Impact of the Dissemination of Educational Resources to Support Values-Based and Recovery-Focused Recovery Learning Materials. McCann, T., Clark, E., & Lu, S. (2010). Bachelor of Nursing students career choices: A three year longitudinal study. Nurse Education Today, 30(1), 31-36. Grav, S., Juul, E. M. L., & Hellzen, O. (2010). Undergraduate nursing student experiences of their mental health clinical placement. Nordic Journal of Nursing Research & Clinical Studies / Và ¥rd i Norden, 30(1), 4-8.