Rose For Emily Essays (875 words) - A Rose For Emily, Emily Grierson

Rose For Emily The Reason the main character, Emily Grierson, in William Faulkner's "A Rose for Emily" murdered her lover, Homer Barron, was a combined contribution of the society she lived in. The cousin's snootiness and high expectations of the Grierson family legacy made it difficult for Emily and Homer to be together as a couple. "The two female cousins were more Grierson than Miss Emily had ever been." (5) The cousins would keep Emily in line because they were more aristrocatic, therefore forcing Emily into keeping the family name pure by not being with a labor worker who often got drunk and liked men. The cousins had a talk with Emily, which drove Homer out for a short period of time. For fear of Homer leaving her, she ventured to the local pharmacy to purchase arsenic (then used as rat poison) for what she believed might be the only way to keep the man she loved from leaving her. Emily's father scared all her suitors away, believing that she was too good for all of them, which in turn left her single at a very old age. Emily's over-possessive, father traumatized her into believing that she would be alone all of her life. "The ?Patrimony of a man' destroys Emily as her father smothers her with over-protectiveness. He prevents her from courting anymore" (Internet 1). Her father never gave her the opportunity of a happy, joyful family life, which every person deserves. Her father never gave her the opportunity of a happy, joyful family life, which every person deserves. When her father died and she found someone she liked, she instantly became attached to this man and was not willing to let him go. "Emily decides she will be vindictive, she will have her man"(Internet 2). Emily chose the first man possible in a sort of way to lash back at the father who never allowed her to have what she desired the most, companionship. With her father now deceased, she had complete freedom in choosing and keeping any suitor she found acceptable. Having never had the opportunity, Emily had no concept of how to treat and be a companion to the opposite sex. This would explain the unbreakable attachment to the first man who came along, Homer Barron. In a way she took what she could get at that moment thinking that there might never be another chance for her again, therefore she settled for Homer Barron. All of the town's pity, gossip, and assumptions about Emily and her family brought on more stress and insanity about keeping the Grierson name aristocratic and clean. In essence, she was living up to the family standards set by that of her local society. "Her father and the townsfolk that see her as an untouchable idol perpetrate this dementia; the loneliness that they force her to endure is maddening" (Internet 1). At times the town felt sorrow for her and had thoughts of consoling her but never actually put them into action. They always let her endure everything she was suffering on her own. Although they no longer had any reason to be, the women of the town still felt a pang of jealousy towards her family aristocracy and history. The women, to satisfy their own consciences, acted as if they actually felt sympathy for Emily, where in all honesty, not a single one cared for her in any way. The town merely wanted to put up a false front. Homer Baron, who was very inconsiderate and casual about her past, contributed to his own murder. Homer Barron was a bi-sexual, Yankee, drunk who was going to leave her after he had his way with her. She knew this from the town's gossip and she was growing more and more insecure about Homer. "We can imagine, however the outcome might have been had Homer Barron, who was not the marrying man, succeeded, in the town's eyes, in seducing her and then deserting her." (Short Story criticisms 150) Homer was seen drinking at the bar with men and it was known that he was interested in men. Homer was never really intending to stay long term with Emily. He was just a passer by who was only there for road construction. "And when she lost him she could see that for her that was the end of life, there was nothing left except to grow older, alone, solitary." (Internet 2) The thing she feared the most was being alone with no companion. Emily had endured all of this

Ballparks Then and Now essays

Ballparks Then and Now essays Ballparks are becoming more advanced and fan friendly. There has been six new stadiums built in the last three to four years, and 8 more are on the way. Does it have something to do with the stadiums falling apart or just the fact that fans need something new? Some new stadiums try to stay with some of the same features from their old stadiums and some go to something totally different. What has changed in the style of the inner and outer parts of ballparks? Have the changes, the use of technology and art in the ballparks bettered the overall environment of the game of baseball. Stadiums of the old have special items about them, like the green monster in Boston or the ivy on the wall in Wrigley but also have things that people hate. With the new parks built, the environment is supposed to change for the best baseball experience possible. A few big baseball cities have all gone from old parks with lots of problems to beautiful stadiums that people awe over. Boston has the oldest stadium currently being used in the majors. It has been in use since 1912, when it was built, by Osborn Engineering (ballparksofbaseball.com 1). It took one year to complete and it was built on concrete and steel. Originally it was one level and very plain inside. The only appealing thing in the stadium was the mammoth left field wall called the green monster (ballparksofbaseball.com 2). The outside of the building was a large red brick facade that has never changed. Another thing this stadium is known for is its construction of its wall and its messed up dimensions that make up its home run territory. It has a very low left field fence that is very close compared to most parks. Many players around the league frown upon this because of the bad collision as the fence takes out the players at the hip (Enders 32). The last major thing the stadium is known for is the famous Landown Street. This street runs behind the green mons...

Three ways to tame an out-of-control sentence

Three ways to tame an out-of-control sentence Three ways to tame wild sentences You dont have to work in a zoo, the circus or pest control to come face to face with a wild beast at work. Sometimes theyre found lurking in our writing. Sounds strange? Well, an out-of-control sentence can be a terrifying thing. Take this monster, based on a real-life example: I have attached a document to this report – ‘Marketing budget for 2016’ – which explains at length our new strategy, including why we are reducing spending on broadcast advertising, and the process of selecting partner agencies to work with in consultation with the CEO, and specialists within the marketing department. If you find yourself writing a sentence like this, you might end up feeling like you’re being attacked by your own creation. It’s frighteningly easy to get tangled up – and to make grammar and punctuation errors – when a sentence is 50 words long. The reader has it even worse. Long, complicated sentences are hard to follow, because they force the reader to keep track of several ideas at the same time while they wait for the full picture to emerge. Luckily, there are several ways to tame sentences that are starting to run wild. Here are three simple techniques that will have even the least domesticated sentences purring in your lap in no time. One sentence, one idea A sentence works best when it contains one idea. This means your reader has to take in only one thing at a time, making it easier for them to follow what you are saying. You may fear that this approach will dumb down your style – but it actually does the opposite. By ensuring each sentence contains just a single idea, you free up your reader’s energy to focus on your point, rather than on trying to keep track of your thought process. This is crucial if what you’re communicating is complicated or technical (or, dare we say it, a bit dull). It also makes your writing more powerful. If you string together several ideas in one sentence, they may each have less impact than if they were presented on their own. Take this example, which is based on a real-life letter to a customer: We are very sorry for the mistake that happened as we have a number of new staff working in sales, and regrettably one of them misunderstood the information given to them about our prices, and advised that we were offering a universal 40 per cent discount, when in fact this was a time-limited offer for existing customers. If we break down this sprawling sentence, we can see it contains three distinct ideas. They are: 1) We apologise for the mistake. 2) The mistake was caused by new staff misunderstanding our pricing. 3) The discount did not apply in this case. Now let’s apply the one-sentence-one-idea model: We are very sorry for quoting you the wrong price. This was because one of our new members of staff had misunderstood our pricing system. The 40 per cent discount you were offered in fact applies only to existing customers. This is clearer and has more impact. It also feels less like a rather rambling excuse, and more like a genuine apology and explanation. If it gets listy, put some bullets in it If you find that you’re weighing down the tail of a sentence with several related ideas, a bulleted list may help. For example, instead of writing: This document includes instructions on the program’s system requirements, how to use the program complete with screenshots, how to access the help file, whom to contact for more information, and licensing terms and conditions. you can split it into bullet points: This document includes: the program’s system requirements how to use the program (with screenshots) how to access the help file whom to contact for more information licensing terms and conditions. (If youre unsure how to punctuate bulleted lists, watch our short video that explains all.) Full stop them in their tracks Sometimes the simplest remedy is the best. If you find yourself agonising over whether to use a comma or a full stop, go for the full stop. Stringing together lots of ideas using commas often makes a sentence harder to read. For example: Thomas Atkins is the CEO of ACME Ltd, having founded the company in 1999, after seeing the low quality of widgets available at the time, responding with improved quality while charging the low prices ACME Ltd is still known for today. Splitting the sentence in two makes its ideas much more definite. First, the reader learns who founded the company. Then, why he did so: Thomas Atkins is the CEO of ACME Ltd, having founded the company in 1999. Atkins saw the low quality of widgets available at the time and responded by improving quality while charging the low prices ACME Ltd is still known for today. Even now, the second sentence remains a bit unwieldy. In cases like this, consider splitting it into even smaller units. This allows you to elaborate on each idea independently, in a way that would be unreadable as a single sentence. Thomas Atkins is the CEO of ACME Ltd, having founded the company in Bristol in 1999. Atkins was dissatisfied with the low quality of widgets available at the time, which were prone to breaking after a year’s use. So he dedicated himself to designing and producing better quality widgets, while charging the low prices ACME Ltd is still known for today. One. Last. Thing. We’re not suggesting that you eradicate commas and longer sentences altogether. Too many short sentences can give your writing a juddering, stop-start rhythm, which can be distracting for the reader. We recommend a maximum length of about 35 words for sentences – but below that limit, don’t focus too much on length. Instead, focus on the idea you want each sentence to communicate to your reader. You’ll find it much easier to write, punctuate and edit – and you’ll avoid unleashing any wild beasts. Image credit: Eric Isselee / Shutterstock

Rhetorical Analysis of JFK'S Inaugural Address Essay

Rhetorical Analysis of JFK'S Inaugural Address - Essay Example Therefore, the speech encourages Americans that through him a torch of a new revolution has been handed over to them and all must participate. JFK feels that in unity Americans can achieve more. Therefore, he calls them to a pledge of allegiance to the nation. Additionally, JKF called for Americans to be proud of their nation and to give it the necessary support to climb ladders that other nations have not climbed. His speech lures Americans to believe in their great potential to bring about changes they want in their land and beyond. This paper will focus on rhetorical analysis of JFK’s inaugural address. The inaugural speech by JFK had several goals. First, JFK needed to pass a message of accomplishment in winning the presidential elections. Kennedy was nominated as the democratic candidate for presidency in 1960, defeating the republican’s choice, Richard Nixon. Therefore, JFK starts his speech with diction to show his celebration of winning and his belief in freedom gained through his election. To him, this day not only signifies victory but also is a celebration of freedom, because it symbolizes the end of poor leadership and a beginning of another era. JFK starts his speech by reminding Americans of the pre-existing sense of pride of their nation. Kennedy says, â€Å"For I have sworn before you and Almighty God the same solemn oath our forebears prescribed nearly a century and three-quarters ago† (Kennedy). One reason that makes Kennedy revisit ancient achievements is to show that he is in line with American Vision and to build a good name for himself. To Americans, the day when they have received their independence means very much – it is one of the most significant moments in their history. Mentioning it, Kennedy is bound to get some followers who associate themselves with the independence. He later claims, â€Å"Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage † (Kennedy). By this, Kennedy shows, through words, a picture to the Americans – he has taken the mantle from leaders before him to fulfill certain tasks and responsibilities according to the collective wish of the Americans. Secondly, JFK seeks support for his presidency and uses the unification tool to lure Americans to support him. His speech is full of anaphora of â€Å"to† and â€Å"let both sides† to address both the republicans and the democrats present in this inauguration. JFK has a goal of uniting all Americans and fighting racism. To achieve this, he sates, â€Å"And so, my fellow Americans: ask not what your country can do for you—ask what you can do for your country. My fellow citizens of the world: ask not what America will do for you, but what together we can do for the freedom of man† (Kennedy). This statement inspires Americans and the world at large as they have so much they can do for their country. Additionally, it demonstrates them that if people collectively put their mind to something, they will achieve it. For instance, it will take unification to do away with racism, corruption, and achieve world freedom and world peace. Additionally, Kennedy unifies the public through the use of alliteration. For instance, he says, â€Å"Let’s go forth and lead the land we love†

Philosophy - God's Existence Essay Example | Topics and Well Written Essays - 500 words

Philosophy - God's Existence - Essay Example In either case, belief in the existence/non-existence of God is the prime motivating force behind the manner in which we choose to lead our lives. Arguments for the existence of God are generally categorized into the ontological, cosmological and teleological. Saint Anselm uses abstract reasoning as proof of God’s existence. He conceives of God as a perfect being, â€Å"a being than which nothing greater can be conceived† (Anselm para1). This concept of God is understood even by the non-believer. Therefore, God exists in the understanding and cannot be conceived not to exist. Since the concept of God in understood and exists, God exists in reality. Saint Thomas Aquinas bases his argument on cosmology, which propounds that the existence of the world is contingent and must have a cause. Aquinas argues that motion, which is undisputed, predicates the existence of a mover. In this context, God is the â€Å"First Mover put in motion by no other† (Aquinas 58). Likewise, it is undeniable that everything has a cause and God here is the â€Å"First Efficient Cause† (58). Everything that exists has a necessity caused by another. God emerges as a necessary being, having his own inherent necessity and causing all other necessities. The acceptance of comparative degrees of quality: more and less, mandates the existence of â€Å"something which is uttermost† (59). This perfection is God. As all nature is designed to function towards the achievement of a particular purpose, it follows that this purpose has been ordained by an â€Å"intelligent being† (60), that is, God. Coming to the teleological argument, William Paley uses the analogy of a watch to assert that something as complex as nature has been ordered and specifically designed to serve a particular purpose. Therefore, even if we are unable to grasp the design and are aware of the defects, we cannot but acknowledge the contrivance which springs from â€Å"the intelligence of the

Standing Together Opposing Prejudice Essay Example for Free

Standing Together Opposing Prejudice Essay As I hail from a Muslim dominant Saudi society that is a manifestation of Islamic tenets of equality and fraternity. I was not aware of the racism and its different facets as Islam forbids any racial discrimination based on caste, creed or color and Saudi society follow this model of equality. So my first memory of racism is not related to an early age but it is at a mature level. Although I read several incidents and fiction about racism but my first direct encounter with racism was when I was studying at California State University and we were involved in a project on creating awareness about racial discrimination among student in particular and neighboring community in general. It involved a freshman Eric Butler from the University that used to work at a store and suffered from racial discrimination at the hands of a white male to whom Eric was offering his services to help. He complained about this racism to his employer and later to the company but company showed an attitude of indifference as nothing had happened. Students wrote letter supporting Butler castigating sentiments of racism in the adjacent community. I remained a part of the letter writing student community and later become involved in the student movement that was named Standing Together Opposing Prejudice (STOP). This movement emerged from that letter writing community and aimed at creating awareness about racial discrimination as most of the on-campus students including me believed that racial discrimination is a phenomenon of the past and nothing of this sort happens in contemporary era. Events like of Eric Butler’s happen due to lack of social tolerance. Although American society has struggled and succeeded to eliminate the notion of discrimination from the thoughts and action of people as a social habit but some individual still have malicious tendencies to involve in acts of social discrimination. This is due to some defect in the process of smooth socialization.

Essay --

InterContinental Hotels Group PLC (IHG) Holiday Inn Chris Elder Baker College Holiday Inn (IHG) Holiday Inn purpose of business InterContinental Hotels Group (IHG) was created in 2003 from which the Holiday Inn brand is overseen. Holiday Inn’s are located world wide in 100 countries with over 4,600 hotels (IHG, 2014). Holiday Inn provides a service to their over 100 million guest nights each year customers and currently have over 47 million members enrolled in the IHG rewards club and rank â€Å"highest in satisfaction† in their category (IHG, 2014). IHG can be found on the stock market and has publicly offered stock since 1967. In 2013 IHG showed a net income of $237.99 million and is currently a profit operating company (Market watch, 2014). In 2013 over 67% of gross sales were conducted electronically through IHG web sites and affiliates (IHG, 2014). History of Holiday Inn In 1952 the first Holiday Inn was built by Kemmons Wilson and was located just outside of Memphis Tennessee (Orrill, 2014). Customers knew exactly what to expect when arriving at Holiday Inn because each included the same features and amenities. Inspired by a 1951 road trip Wilson pictured a chain of affordable fresh lodging along major freeway exits (Orrill, 2014). Wilson’s first hotel had 120 rooms. Each hotel room had television, air condition and telephone. Each hotel had an outdoor swimming pool and children under 12 stayed free (Orrill, 2014). In 1956 a $76 billion highway development offered Wilson the opportunity to expand (Orrill, 2014). Wilson recruited investors in 1953 and began offering stock publicly in 1967 for the chains ongoing expansion (Orrill, 2014). In 1967 Wilson opened his first European hotel and was the first hotel chain to surpa... ...the government requirements of the US Sarbanes-Oxley Act and rules of the NYSE and are also applicable to it as a foreign private issuer (NYSE, 2014). Since IHG is a foreign private issuer it is required to disclose any important ways in which IHG’s corporate practices are different from those of the US companies (NYSE, 2014). These are as follows: Basis of regulation, independent directors, chairman and chief executive officer, committees, non-executive director meetings, shareholder approval of equity compensation plans, code of conduct and compliance certification (NYSE, 2014). Each year all Chief Executives of any US company must confirm to the NYSE that he or she is not aware of any violations by their company with regards to NYSE corporate governance listing standards (NYSE, 2014). These standards in the most part drive business decisions within the company.

Reflection on mental health nursing Essay

This is a reflective essay based on my attendance at a multidisciplinary team (MDT) meeting whilst on my two-week placement at a local mental health day hospital. The aim of this essay is to discuss the importance of the multidisciplinary team within the mental health environment and discuss factors that can influence the success or failure of multidisciplinary teams. Mental health teams generally comprise of psychiatrists, clinical psychologists, nurses, occupational therapists and social workers, but other therapists such as family therapists, psychotherapists and counsellors might also become involved in the care of the patient (Perkins & Repper 1998). Multidiscipline involvement is important within mental health nursing as people with mental health problems have multiple needs, so a variety of expertise is required to meet the needs of these people (Darby et al 1999). Multidisciplinary mental health teams can been defined as: â€Å"A group of practitioners with different professional training, employed by more than one agency, who meet regularly to coordinate their work providing services to one or more clients in a defined area† (Ovretveit,1993: 9 cited in Onyett 2003) The advantage of a multidisciplinary team approach is that all professionals work together by collecting the facts and by bringing information together, to obtain as complete a view as possible of the problems of each individual patient. In doing this they are able to make sure that the proper range of treatments are used in a properly planned way (Onyett 2003). One of the disadvantages of a multidisciplinary team is that problems can be encountered when different professionals work together, there can be unclear goals, lack of direction and poor leadership (Darby et al 1999). In order to structure this reflection I have chosen Gibbs (1988) as the model to help with my reflective process. This model comprises of a process that helps the individual look at a situation and think about their thoughts and  feelings at the time of the incident. Reflective skills help us to think about what could have been done, so that if a similar situation occurs again the experience gained can be used to deal with the situation in a professional manner (Burns et al 1997). To enable me to use this situation for my reflection the patient will be referred to as â€Å"Kate†. This is in order that her real name is protected and that confidentially maintained in line with the NMC (2002) Code of Professional Conduct. Description Kate is a 66-year-old lady, retired from her job as a nurse 10 years ago. She has lived alone since the death of her husband 7 years ago, and has one very supportive son who lives locally and visits 2-3 times a week. Kate was referred to the hospital by her doctor after presenting with an 18-month history of memory problems and it was decided that she should attend the day hospital for a period of six weeks to be assessed and to be involved in therapeutic activities whilst there. Whilst attending the day hospital she was observed, and found to be repetitive with obvious evidence of fabrication, very disorientated, with poor concentration and very poor short-term memory. The consultant asked the mental health nurses to assess Kate and tests indicated that she may be suffering from a moderate degree of dementia. Dementia is a mental disorder caused by structural changes in the brain and affects around ten per cent of people aged over sixty-five (Newell & Gournay 2000). An MDT meeting was then arranged to discuss the package of care needed for this lady, to enable her to continue living safely in her own home. The Consultant chaired the meeting by bringing the team to the attention of Kate’s medical history and the problems herself and son had been experiencing. He felt she would benefit from medication to help her memory problems. The community psychiatric nurse (CPN) then discussed to the team the concerns of Kates son, he had informed her that Kate is wandering at inappropriate times of day and rarely remembering to eat, she is also regularly forgetting to turn off the taps and gas appliances in the house. He is very concerned for the safety of his mother. The occupational therapist suggested she visit to assess Kate’s safety in her home concerning these issues. The social worker discussed the possibility of home carers but the mental health nurse who knows Kate well, tells of her concerns that Kate is never at home. The social worker suggested a case meeting involving the son who could possibly ensure that his mother takes her medication regularly and to try and ensure that she remains at home until the carers arrive. It was agreed that if this did not work or was unsuitable for Kate or her son, any problems identified could be discussed and resolved at a future MDT meeting. Feelings I felt very comfortable and very accepted within the MDT meeting. The atmosphere was friendly and relaxed and everybody there seemed to have something to contribute. Everyone was encouraged to participate and I felt that I could have contributed to the discussion if I had known the patient better. I feel they would have listened to my ideas and not dismissed them due to me being a student. Everybody communicated well with each other and had the best interests of Kate in mind and so discussions were made until the best outcome was achieved for her. This demonstrates the benefit and importance of communication within a team and how all contributions within meetings should be valued (Perkins & Repper 1998). Evaluation There are many positive aspects of this particular MDT they all worked well together as a team with the same goal in mind. The team discussed all the different options available and all the problems that might arise and looked  to the future to discuss further meetings to assess if the package of care put into place was suitable. I found it very interesting to see a MDT in action and witness the teamwork between different disciplines. With the help and support provided by her son and the MDT Kate will hopefully be able to remain living in her own home, safely for as long as possible. The disappointing aspect of this case is that if Kate is never at home when the CPN, and carers arrive this can have a negative impact on the package of care put in place, and residential care may need to be considered at a later date. Analysis This particular mental health team worked extremely well together, the consultant chaired the meeting and was the leader of the meeting. Onyett (2003) suggests that the presence of a clear team leader is associated with team effectiveness. The NMC (2002) states than nurses should work in a collaborative manner with healthcare professionals and others involved in providing the care for the patient, and recognise and respect their particular contributions within the care team. The case of Kate is evidence of a multidisciplinary team and health professionals working together and breaking down barriers to provide the correct package of care for this individual. Kate’s illness not only affects her but also members of her family who are trying their best to support her, Darby et al (1999) states that theses difficulties can have a profound impact not only on the life of the individual who experiences them, but also on the lives of those around them. The MDT were fully aware of this and so arranged a case meeting with the son so that all the different options could be discussed. Kate wanders off alone unaware of the time of day or night. Whilst someone  with dementia wandering off and getting lost on a cold night is clearly in danger, little can be done to make a person stay indoors against their wishes. Perkins & Repper (1998) discusses the difficult balance between the wishes, demands and rights of the individual to live as they wish and professional codes of conduct which impose upon the health professionals a â€Å"duty of care† to ensure the safety of the individual. Conclusion It can be seen from this MDT meeting that clear leadership and good communication between members of the team is vital to ensure they come together with a clear understanding of the outcomes to be achieved and equally equipped with all the information available to overcome patients’ individual problems. Team working forms the basis of mental health nursing and can influence the success or failure of the care and treatment the patient receives. This effective team has the potential to achieve positive outcomes for both Kate and her son now and in the future if needed. Action plan If I find myself in this type of situation again, I would be more confident in participating in the MDT meeting. I have learnt from this situation that good teamwork and communication between each other is vital to the outcome of the package of care decided. This reflection has highlighted the need to increase my knowledge and understanding of the multidisciplinary team and the importance of the outcomes of these meetings and how they can affect the patients and family’s quality of life, which will help me to think very carefully about the decisions I make concerning patients care in the future. I will address this learning need by working closely with my mentor and other multidisciplinary team members and by reading relevant literature. As a student I am aware that there is a lot more to learn and with more time and experience and with the help of my mentors I will be able to increase my knowledge and understanding of how different disciplines work together. References Burns, S. Bulman, C. Palmer, A. (1997) Reflective Practice in Nursing – The growth of the professional practitioner. London: Blackwell Science. Darby, S. Marr, J. Crump, A Scurfield, M (1999) Older People, Nursing & Mental Health. Oxford: Buterworth-Heinemann. Gibbs, G (1988) Learning by Doing, A guide to teaching and learning methods. Cheltenham: The Geography Discipline Network. (GDN). Newell, R. Gournay, K (2000) Mental Health Nursing – An evidence based approach. London: Churchill Livingstone. Nursing and Midwifery Council (2002) Code of Professional Conduct: London Onyett, S. (2003) Teamworking in Mental Health. Bristol: Palgrave Macmillan. Perkins, R. Repper, J. (1998) Dilemmas in Community Mental Health. Oxon: Radcliff Medical Press Ltd.

Effects On Sexual Relationship Health And Social Care Essay

Globally human life is exposed to a premier threat of deathly HIV virus which have halted 35 million people to decease and 34 million were populating with HIV boulder clay 2011 HWO study, 2013. In the recent epoch, augmented figure of I.V drug users, insecure blood transfusion and multiple sex spouses are considered high hazards for HIV transmittal, on the contrary fright of stigmatisation, deficiency of credence in the community and effects on sexual relationship are some critical factors which hinder revelation of HIV position and advance rapid spreading of HIV among vulnerable people. Continuing the secretiveness of HIV position means endangering others life. Should the infected hazard the life of others? I assert that unwraping HIV positive position to sexual spouses and household will diminish hazard of HIV transmittal, better entree to medical intervention and increased chances of societal and moral support for the patient. Advocates argue that the foremost of import benefit of unwraping HIV position to sexual spouse and household is to cut down the hazard of HIV transmittal. Although to make up one's mind when, to whom and how to portion the dismaying HIV positive position is hard but after the revelation sexual spouses and household members become watchful to cognize their ain HIV position. To command HIV epidemics Voluntary HIV proving and reding ( VCT ) can efficaciously cut down hazard behaviours among persons vulnerable to HIV ( WHO, 2004 ) . This is non plenty to cognize about HIV position but sharing it with sexual spouse reduces associated emphasis and alteration in behaviour. Sexual spouse become interested to cognize the different path of HIV transmittal to follow preventative schemes. Up till now despite of the singular promotion in the field of medicine no vaccinums are available for HIV. However the lone defensive tool is to affect the vulnerable population in precautional behaviours. Rese arch based literatures have concluded that after unwraping HIV position the most frequent preventative behaviour followed by testing is addition in the usage of rubbers ( Lauretta et al, 2010 ) . Furthermore, in the survey of Niccolai, Dorst, Myer, & A ; Kissinger ( 1999, as cited in Lauretta et Al, 2010 ) it was concluded that the usage of rubber among those who have n't unwrap their HIV position to sexual spouse was about 23 % while 73 % of sample who have disclosed their position to sexual spouse were consistent to condom usage. The above given literature evident the positive result of HIV position that supports the statement of advocates that Unwraping HIV diagnosing limits the transmittal of infection. The advocates besides claim that unwraping HIV increase the inclination towards better intervention chances. Normally in our ain cultural context after sharing any dismaying diagnosing non merely patient itself but customarily the patient close relations remain in battle to place such centre where there is easy handiness and cost effectual intervention. Furthermore others shared their experiences and battles and seems helpful in designation of different agencies to acquire rid of the disease. During my clinical rotary motion I have encountered two HIV positive immature age patients. The parents of both patients knew the diagnosing and the male parent of one patient despite of limited income shifted his boy to Aga khan university infirmary for quality intervention. Certain intervention like HAART therapy if received in initial phase can cut down the lay waste toing consequence of HIV virus. HAART therapy decreases the patterned advance of HIV to AIDS by 86 % ( sterne, 2005 ) . Early d esignation, early revelation and early entree to intervention are good for the better forecast of any disease. Instrumental, informational, emotional and fiscal advantages can be achieved to better entree to medicine through unwraping HIV position to supportive web ( Waddell & A ; Messeri, 2006 ) . In the survey of Waddell & A ; Messeri ( 2006 ) it was concluded that those who did non concealed their HIV positive position from any family member the average odds of intervention was 0.64 with a high support comparison to those who did non unwrap their Status the average odds of intervention was 0.21. Different researches have been conducted to happen out the effectivity of HIV forecast and function of ART Harmonizing to Oppenheim. ( 2009 ) † about 80 % of patients are now alive 10 old ages after sero-conversion † . HIV virus targets the immune system specifically on CD4 cells ( type of immune cell ) finally reduces the defensive ability of the organic structure and the rat e of timeserving infection like Tuberculosis ( TB ) increases. Preventing the patient signifier these timeserving infection can better life quality of HIV persons. In 2010 among 34 million instances of HIV worldwide 1.1 million instances in sub-Saharan Africa were estimated holding HIV related TB ( Suthar et al. 2010 ) . To command the overpowering effects of HIV /AIDS revelation make it possible to entree the support commissions. There are different organisations in the universe which are working for bettering the life criterion of HIV patients for illustration Alaskan AIDS Assistance Association ( 2008 ) supply aid to 300 HIV single yearly in the signifier of money, medicine, supplying occupations, lodging, and instruction in Alaska ( USA ) . Unwraping HIV position seems helpful to acquire societal and emotional support from household. Not unwraping one ‘s HIV position is striping patient from psychological support which is possible to be achieved through revelation. Family members, friends and equal group become more sort, and credence is increased. Disclosure of HIV position to household or sexual spouse strengthen interpersonal relationship which reduces the emphasis related to the diagnosing either to unwrap or non, and every clip HIV patients think about credence in the community, rejection from the household and spouse, stigmatisation and favoritism if the people came to cognize approximately positive position. This lead towards societal isolation and finally produces bad impacts like emphasis, depression, related to maintaining the diagnosing in secrete. Harmonizing to WHO ( 2004 ) â€Å" revelation of HIV diagnosing increases societal support, credence, kindness and edifice relationship of trust among house hold members and septic individual † . These positive attacks from the household non merely cut down stress degree but besides due to the instrumental support from the household patient feels that he/she can stay in the society like others which increases their degree of self-esteem. The important others of the HIV positive patient facilitate induction and attachment to HIV intervention. Harmonizing to amy Norman ( 2006 ) Disclosure of HIV position can enable the activation of household or community support web and cut down the morbidity through better psychological direction, moreover revelation go an entry standard for many intervention plans and is important to adhere with intervention. Oppositions argue that HIV position of patient should non be disclosed because unwraping the diagnosing consequences in stigmatisation and patients feel the fright of rejection in household and community. Furthermore oppositions besides claims HIV positive patients are discriminated in the s ociety, their rights of confidentiality are violated and revelation to sexual spouse affects sexual relationship. Due to the mentioned grounds oppositions are support to maintain the diagnosing in secretiveness. Protecting others from catching disease is ethical and moral duty of every person. To diminish the opposition and increase credence of HIV positive patient, cumulative attempt are needed to convey a drastic alteration in the perceptual experience of people through verbally pass oning emotions and concerns. As a nurse it ‘s our premier duty to aware the people about HIV and alter the perceptual experience of people about HIV persons. I believe that maintaining HIV diagnosing in secrete will do its revelation more dismaying while increase figure of revelation will consequences alter in perceptual experience and the phobic disorder of the disease will be decreased. Once the position is shared with the sexual spouse does non intend that sexual activities can non be continued any longer. There are alternate preventative steps like usage of rubbers and serosorting to forestall the hazard of transmittal. In a peculiar survey HIV positive drug users after sharing their position with th eir sexual spouses were experiencing more comfy and relax with a lower anxiousness degree about transmittal ( Julianne, Daniel, Sarah & A ; Tinal 2005 ) . Evidences exist that reding can assist to increase the frequence of revelation to sexual spouse. The consequence of guidance can be evaluated from a cohort surveies with the result of 56-65 % revelation rate among those who attended six reding session comparison to those who attended three Sessionss and did non unwrap their position. ( Scaly et al 2012 ) . I will reason with the statement that it is more good to unwrap the HIV position of patient to cut down the hazard of transmittal, to hold a better entree to intervention, and to acquire more moral and societal support from household comparison to its disadvantages.

Appropriate language use and Pedagogic purpose in EFL classrooms The WritePass Journal

Appropriate language use and Pedagogic purpose in EFL classrooms Introduction Appropriate language use and Pedagogic purpose in EFL classrooms Introduction  Appropriate Language Use in EFL classroomsPedagogic PurposesAppropriate Language Use in Conjunction with EFL classroom techniquesDiscussionConclusionReferencesRelated Introduction Language is the only key that could open the doors of a particular culture when it comes to accessing its treasure trove of literature, history, and philosophy. It is impossible to know more about a people group’s way of life, if an outsider is unable to grasp the basic rudiments of their language. It would be impossible to understand how a certain society has been formed and how it is being sustained without a basic ability to use the language. It is the code breaker, an interpreter and investigative tool rolled into one. When it comes to the English language its importance goes beyond that of a code breaker and interpreter because it is the lingua franca of the modern age. The one who can speak the language does not only have access to the culture of the English speaking world; the person proficient in the said language also have the capability to create a massive network that spans all over the globe. This is due to the fact that English is spoken by many hundreds of millio ns of people. The person desiring to learn English must seek out an institution or a teacher that knows the importance of using appropriate language based on pedagogic purposes. Before going any further it is important to point out that the existence of superb curriculum and a set of effective teaching techniques have no value unless a passionate and knowledgeable teacher comes along to pick up and use these tools. These are just tools and nothing more. It is the teacher with dedication and clear understanding of his or her purpose that can infuse energy and intelligence into an EFL classroom making it an effective place for learning a second or even third language. It all begins with the realization that the teacher has the power to change the learning environment depending on the need. The teacher is not only the drill sergeant but also the coordinator, dictating the pace of the learning process while at the same time expertly using all the resources at his or her disposal to create a particular classroom dynamic that increases the capability of the students to learn and master a foreign language. Although the teacher has mastered the English language to such an extent that he can teach it to others does not mean to say that the teacher is the centre of the EFL classroom universe. It is crucial to appreciate the importance of collaboration. It is always advantageous to work with other English teachers. But more importantly it is imperative to be kept abreast of new teaching practices. One of the most helpful is the idea that teachers learn to use appropriate language in EFL classrooms. The key word here is context. The following are some of the definitions of context such as: â€Å"the part of a text or statement that surrounds a particular word or passage and determines meaning† (Walsh, 2011, p.24). The second definition focuses on the circumstances in which an event occurs; a setting (Walsh, year, p.24). And the third definition is states as the â€Å"parts of a piece of writing, speech, etc., that precede and follow a word or passage and contribute to its full meaning† (Walsh, 2011, p.24).   Appropriate Language Use in EFL classrooms The most important skill to develop is the ability to use appropriate â€Å"teacher talk†, which is the speech that is comprehensible to the students but not oversimplified (Richards Farrell, 2011, p.16). The assertion that it is imperative for EFL teachers to use appropriate language may be confusing at first glance. The objective of learning institution like EFL is to teach the English language to a non-native speaker. Naturally, the teachers would have to use the English language as a medium of instruction. Thus, it requires clarification when scholars pointed out the need to evaluate the language use in the classrooms. Upon close examination the meaning of the phrase â€Å"appropriate language use† has to be interpreted in the context of EFL. It is the use of metalanguage to teach another language. In this case metalanguage can also be symbols and other expressions that the teachers can use with other teachers to help them evaluate the teaching style. The metalanguage can be seen as common language shared by teachers in EFL and this can be used to unify all the strategies and techniques. Problems are to be expected if teachers cannot find common ground and the â€Å"lack of an agreed metalanguage makes the processes of comparison and generalisation practically impossible, as the constructs used have different meanings† (Walsh, 2011, p.109). A metalanguage can be developed using a research tool called the self-evaluation of teacher talk or SETT (Walsh, 2006, p.133). This is a framework that can be constructed by teachers or administrators to evaluate teacher talk or how they interact with their students (Housen Pierrard, 2005, p.217). An example of SETT framework is the use of audio-recordings of what transpired within an EFL classroom. In other cases teachers uses video cameras to record the activities within the classroom. Aside from using the SETT framework, teachers must engage in reflective practices with other colleague or professionals in order to clearly evaluate teaching techniques and strategies in an EFL environment (Walsh, 2011, p.147). Another way to discover the appropriate language for EFL is to carefully analyse feedback coming from students, fellow teachers, and collaborative teams. The students are the primary source of feedback. The teacher does something in the classroom and he or she immediately sees the reaction of the student. This comes in the form of a questions, a confused expression on their faces, or the excitement of learning as evidenced by their happy chatter. Feedback also comes from the results of exams and various tests to determine student progress. Another way to benefit from feedback is to learn from the experience of other teachers. In the faculty room or in other formal meeting fellow teachers that are also part of an EFL program shares the challenges and the triumphs that they had faced in the classroom. There are also occasions when a more experienced EFL instructor gets to observe another while teaching and offers a feedback regarding on areas that requires improvement. One expert pointed out the reason for doing collaborative work and he wrote that collaborators â€Å"may wish to create an environment in which learners, teacher and researchers are teaching and learning from each other in an equitable way (a trend which is enhanced by the growing interest in action research); or they may wish to experiment with ways of incorporating principles of learner-centredness into their programs† (Nunan, 1992, p.162). One way to apply the principles inherent in collaboration is to create teaching teams. If ESL teachers opt to create one the best way to start is to choose what kind of team the collaborators needed. The following are some of the common types of teams: a) Team Leader Type; b) Associate Type; c) Master Teacher/Beginner Teacher; and d) Coordinated Team Type (Nunan, 1992, p.163). In the Team Leader Type one of the team members has a higher status as compared to the others. Thus, the team leader may have a title given to her to formalise the formation of the team and he or she acts as the overseer as well as provide the general direction the team is headed. The Associate Type there is no in the team that has special status and any useful information generated by the team is the result of interaction among equals. The Master Teacher / Beginner Teacher is like assigning a mentor to a new teacher. This is also an effective tool because it speeds up the learning process especially when it comes to finding out the appropriate language to be used within an EFL classroom. The only drawback to this type of collaboration is that it does not add value to the veteran teacher. The Coordinated Team Type does not focus on the creation of joint responsibility, instead it is the sharing of resources by two different teachers assigned to teach two different groups of students. Aside from student feedbacks and the teaching tips that one can receive from fellow teachers, another way to analyse feedback is to develop a collaborative geared towards learning more about appropriate language use. Team work in this case provides a better chance of discovering flaws in teaching since it is a concerted effort. Efficiency in the learning process can be achieved making it easier to change teaching style to produce more satisfactory results. Appropriate language used must be top priority because teachers may have a false understanding of the real marks of success. The teacher may come to believe that if he or she has completed all the lessons that must be taught in a given time frame then that is the mark of progress. The real measurement for success is the ability of students to communicate effectively and oral fluency in the English language. This must be the standard. The failure of appropriate language use is based on the inability of teachers to evaluate their skills and the needs of their students. It is therefore crucial to have tools that would inform the teachers on the areas that they need to improve on. At the same time they need to know the weakness of their students. And finally they need to develop appropriate teaching methodologies to increase their efficiency. Pedagogic Purposes The use of the SETT framework is made more effective if the teachers are aware that there are four major modes of learning strategies that can be employed in the classroom and these are: a) managerial mode; b) materials mode; c) skills and systems mode; and d) classroom context mode (Walsh, 2003, p.3). The pedagogic goals of the managerial mode is to transmit information. This is achieved by having an extended teaching turn and the negative result is the absence of contribution from the students. The materials mode’s pedagogic goal on the other hand is to elicit response to a particular material. This is achieved by the extensive use of display questions and the use of scaffolding. The skills and systems mode on the other hand focuses on the need to enable students to produce correct form. This is also achieved by allowing teacher to dominate the discourse. The classroom context mode has a different pedagogic goals than the other three because its emphasis is to enable the students to express themselves clearly and to establish a context. This is why the strategy used is extensive learner turns. One of the factors that enable people to master a particular language or a local dialect is described as the â€Å"exposure to rich and contextually appropriate input† that resulted in the development of pragmatic competence in the said target language (Soler, 2008, p.45). This is what happens when a child learns the predominant language used in the home. The child observes the facial expressions and listens to the conversation made by adults. For instance, in a dinner table the father gestures to a plate of food and utters the request to pass the plate to him and the child takes note of the language used in that particular event. At the same time the child mimics the adults, speaking the same words and he or she receives feedback. In both instances one can see a contextually appropriate input that facilitates the learning process. In the case of the person learning a foreign language within the four walls of a classroom, the same environment that produces contextually appropriate input is usually absent. As a result there is a need to recreate the same experience in a practical manner. Thus, there are many practitioners in the field of EFL that are happy about the use of audiovisual materials. In this way the EFL teacher can provide learners with â€Å"samples of appropriate language use in a variety of contexts† (Soler, 2008, p.245). The problem is made more evident when a foreign language teacher attempts to teach English using conventional methods. One conventional approach is the use of a dictionary to learn new words. The weakness of this approach was summarised by a foreign language (FL) expert who wrote that a child learning his native tongue is â€Å"exposed to words in a variety of different contexts, and can so from a well-rounded concept of both the word’s meaning and its use there are also many excellent human dictionaries in the form of parents and teachers, who are frequently asked to give explanations for new words† (Lochtman Kappel, 2008, p.78). The same cannot be said in an EFL environment where the students usually know one person able to speak the language in a proficient manner. Thus, they can only interact with this person on a limited basis hampering the speed and efficiency of the learning process. The teachers must be trained in the principles of interactional awareness (Cummins Davidson, 2007, p.954). There is also the need to promote activities that would help teachers detect errors in language use (ibid). At the same time there is the need to encourage teachers to study the theories that supports their pedagogical practice (ibid). It is also important to look at the cultural context of the classroom because culture creates the frame for viewing interaction (Wolfram, Adger, Christian, 1999, p.84). Appropriate Language Use in Conjunction with EFL classroom techniques Before going any further it is important to point out that English is both the focus of learning as well as the medium of instruction. This stems from the fact that â€Å"English is both the target of learning as well as the medium of teaching† (Richards Farrell, 2011 p.16). It is therefore crucial that proficiency in this language is the top priority of the teachers. According to experts, â€Å"It will influence many crucial aspects of teaching such as the ability to provide good language models (Richards Farrell, 2011, p.16). After teachers are aware of their need to improve proficiency the next step is to determine appropriate language usage in the EFL classroom. The use of the SETT framework enables the teachers to detect errors and to improve the language use in the classroom. But it was also discovered by experts that the ability to develop appropriate language is not only based on what the teachers have learned from the feedback coming from colleagues or even experts in the field of second language acquisition. Interestingly the enhancement of teaching techniques when it comes to appropriate use of language can only be achieved if the teacher allows student participation. In this regard it is time to seriously consider the managerial mode of teaching and allow students to participate more in discussion. It is therefore important to allow them to speak and to encourage the learning of the spoken language first before mastering written communication. Experts are saying that it was only recently that there was a renewed interest and awareness of the â€Å"importance of the study of spoken language and a realization that this study is essential for any real understanding of actual language use† (Cummins Davidson, 2007, p.860). Aside from these benefits the preference of student-teacher discourse as to written communication in learning a second language is based on the insight that each language has its own â€Å"preferred strategies for aural decoding† (Carter Nunan, 2001, p.8). This is crucial in an EFL classroom when there is the realisation that the ability to speak fluently in English is one of the signs that a program has been a success. Just to clarify the following are the four fundamental properties of spoken language and underscores the importance of encouraging verbal interaction in the classroom and these are: Phonological system: the phonemes used in a particular language; Phonotactic rules: the sound sequences that a language allows to make up syllables; Tone melodies: the characteristic variation in high, low, rising and falling tones to indicate lexical or discourse meanings; The stress system; the way in which lexical stress is fixed within an utterance (Carter Nunan, 2001, p.8). One of the ways to apply insights about spoken language in the EFL classroom is to utilise the turn-taking technique. According to practitioners teachers and students can learn from observing people conversing and using turn-taking as a process of communication. This enhances the teachers’ ability to evaluate teacher-talk. One of the most important developments with regards to the need for appropriate language use in EFL is the creation of a teaching methodology known as task-based language teaching or TBLT. This was derived from Communicative Language Teaching and the main purpose was to â€Å"bring ‘real-world’ contexts into the classroom, and it emphasises the use of language for completing tasks rather than as a focus for study† (Walsh, 2011, p.26). By using TBLT, the students are able to interact with others and enhance the learning process when it comes to the acquisition of a foreign language. It simulates what happens in the real world where people use language not to study it but to accomplish a task. In the course of using TBLT techniques such as oral communicative tasks students are able to identify gaps in their knowledge as well as â€Å"notice connections between different linguistic features, find ways of saying something even when they do not have the most appropriate language, and so on† (Walsh, 2011, p.27). A good example of a BLTB inspired communicative task is to assign students into groups and give them a situational problem that they need to solve. One of the best examples is the situational problem involving the crash of a light-aircraft in a remote island in the Pacific. The two passengers survived but they have to choose wisely what to bring with them as they leave the plane and walk towards the clearing or the shore. The items are: parachute; knife; flashlight; matches; mobile phone; mobile phone charger; notebook; pencil; shaving kit; make-up kit; one apple; cigarettes; a bottle of lotion; airplane radio; and a bottle of water. The instructions further states that they can only bring five items with them. The items are words that they encounter in their readings or words commonly used in the real-world conversation and by engaging themselves in this problem solving exercise they go beyond mere memorisation of the words and learning the definition. Their minds are engaged in a deeper level and therefore learning is enhanced in a manner that can never be duplicated in a simple classroom type discourse. It is also important to provide opportunities for students â€Å"for interactive and collaborative uses of language among learners† (Richards Farrell, 2011, p.16). According to one practitioner in the field of intercultural language use a communicative methodology is to â€Å"acquire the necessary skills to communicate in socially and culturally appropriate ways, and, in the learning process, focus should be placed on functions, role playing and the real situations, among other aspects† (Soler, 2008, p.59). â€Å"Play has been noted as valuable in helping pupils’ development of oracy and literacy skills the normal practice during structured play sessions was to encourage pupils to respond to their experiences using the language at their disposal at the time† (Beaumont O’Brien, 2000, p.16). An example of structured play is when students are told to participate in a make-believe game where they are supposed to buy fruits and vegetables from a shopkeeper. Thus, instead of just teaching them about fruits and vegetables and showing these items in visual presentation format, the students are now able to exercise the ability to use the language in a practical matter. It can also be argued that the structured play enables them to participate in manner that is more intense as compared to sitting back and merely listening to the teachers speak. In this type of scenario the students learn more than just the words but also the feel of the language when spoken in a natural setting. One of the foundational principles is the realisation that â€Å"language is based on and is an extension of spoken language† thus it must be the starting point in the study of language (Cummins Davidson, 2007, p.859). However, in the latter part of the 20th century teachers did not pay careful attention on developing training strategies to teach language from a verbal standpoint. The reason for neglect was that â€Å"spoken language was seen as disorganised, ungrammatical, and formless and written language as highly structured and organised† (Cummins Davidson, 2007, p.860). This is the preferable course of action as one keeps in mind that in an EFL environment â€Å"there are only a few proficient speakers of English and there is no constant verbal interaction as in a native-speaking environment† (Lochtman Kappel, 2008, p.78). Discussion The acquisition of a second language hinges on different factors. The effectiveness of the teaching strategy used and the speed of acquisition depend on the proficiency of the teacher when it comes to using the English language as the medium of communication. It is also affected by the classroom environment and the cultural setting. But the most crucial factor is the appropriate use of language in order to facilitate learning. It has been discovered that the inappropriate use of language is based on the fact that teachers in an EFL classroom sometimes treat their students as if they are native speakers. A native speaker has a different mode of learning English because they have access to parents, teachers, and other people that are proficient in the English language. In the case of students studying English in a foreign land there is only one person that is proficient in the English language and he or she happens to be the teacher. The teacher therefore has to be sensitive to this fact. It is therefore important that the teacher be sensitive to the way he or she teaches especially when it comes to the appropriate use of language. The detection of errors and the measure of effectiveness can be achieved by using the SETT framework. This tool enables the teacher to evaluate â€Å"teacher-talk† by using strategies and methods that capture feedback and then evaluate the same. The use of audio recording devices and even videotape is an important took for this particular purpose. The use of the SETT framework can be made more effective if the teacher is aware of the four modes of learning strategies used in the EFL. By doing so the teacher would discover that the managerial mode is a problematic approach because it limits the capability of the teacher to evaluate â€Å"teacher-talk† and at the same time limits the ability of the teacher to determine the feedback coming from the students. This is based on the fact that the managerial mode encourages teacher to dominate the classroom discourse. The study of the four modes of teaching would reveal that the classroom context mode is the best way to promote learning. In this mode the students are allowed to participate. In this method of teaching the teacher enables the student to express themselves more effectively. At the same time it promotes oral fluency. If one thinks about it this is the main goal of teaching English to foreigners and it is to make them more fluent in the English language. Another interesting discovery in the discussion regarding the appropriate use of language is that the teacher cannot develop the correct materials or use the appropriate teaching method if the teacher does not enable collaboration between students and teachers and among themselves. It is easy to understand why students must be given time to express themselves in the classroom setting but it is another to consciously develop a strategy to allow them to speak by taking turns. The strategy of allowing them to speak in turns provides the ability to learn the language in a deeper way. If the students are merely allowed to speak on their own then there are nuances of the language that they are unable to detect and appreciate. But when they are allowed to talk with fellow students they uncover something that the teachers may not be able to discuss in class. Experts pointed out the fact that when students began to collaborate and discuss in the English language they begin pinpoint gaps in their knowledge. In the managerial mode of teaching and even in the materials mode of teaching the students are focused on the teacher and the materials. The goal is to mimic the teachers and at the same they are conscious of being able to copy the forms of the language displayed. As a result students become experts in mimicry such as copying the sounds made by the teacher or the ability to copy the letters of the English alphabet and yet when it comes to the things that really matter they fail. Students must not only be able to recite properly but they also have to fully understand the words that they are saying. They must not only be aware of the vague definition of the words that they are saying but also the different meanings of a word in different contexts. Experts agree that this can be done in a conversation. It is therefore crucial that teachers promote the spoken language as well as the written forms of communication. One of the most effective means to promote learning is to use situational problems that enable students among themselves. This is not just an ordinary discussion but structured interaction that allows them to focus on common words and then provide them the opportunity to use these words in a â€Å"real-world† context. There is a different feel when students discuss a scenario using the target words as opposed to simply reciting these words as the teacher flashed them in a projector or when these items are displayed in a visual presentation. By observing the students in collaborative exercises and by listening to feedback coming from different sources, the teacher identifies weaknesses in the teaching methodology. The teacher can then proceed to make adjustments and then repeats the process of evaluation. The goal is to improve the ability of the students to express themselves and to promote oral fluency. The students must be able to identify the meanings of the words in different contexts and use the words in a â€Å"real-world† setting. The conventional methodologies used in the past must be revised. The focus on materials and the way teachers dominate classroom discussion has been proven ineffective. Conclusion It is imperative that teachers are well aware of appropriate language use. They must realise that simply sticking to a plan does not produce students that are proficient in the English language. They must use all the available tools in order to evaluate â€Å"teacher-talk† and by doing so update their teaching techniques and strategies. Interestingly, the ability of the teacher to improve his or her skills in the use of appropriate language in an EFL environment is also dependent on the collaboration of teacher and students. Thus, it is also crucial that teacher allow students to speak in class and to interact with fellow students. It is only through these strategies that teachers are able to determine which areas they are deficient and then proceed to correct their errors. References Beaumont, M. T. O’Brien. (2000). Collaborative Research in Second Language Education. London: Trentham Books Ltd. Carter, R. (1995). Keywords in Language and Literacy. London: Routledge. Carter, R. D. Nunan. (2001). The Cambridge Guide to Teaching English to Speakers of Other Language. Cambridge: Cambridge University Press. Cummins, J. C. Davison. (2007). International Handbook of English Language Teaching. Part 1. UK: Springer Science. Housen, A. M. Pierrard. (2005). Investigations in Instructed Second Language Acquisition. Berlin: Walter de Gruyter. Lochtman, K. J. Kappel. (2008). The World a Global Village: Intercultural Competence in English Foreign Language Teaching. Brussels: VUBPress. Nunan, D. (1992). Collaborative Language Learning and Teaching. Cambridge: University of Cambridge Press. Richards, J. T. Farrell. (2011). Practice Teaching: A Reflective Approach. Cambridge: Cambridge University Press. Soler, E. (2008). Intercultural Language Use and Language Learning. UK: Springer Science. Walsh, S. (2003). Developing Interactional Awareness in the L2 Classroom. Journal of Language Awareness, 12(2), 124-142. Walsh, S. (2006). Investigating Classroom Discourse. Oxford: Routledge. Walsh, S. (2011). Exploring Classroom Discourse in Action. Oxford: Routledge. Wolfram, W., C. Temple, D. Christian. (1999). Dialects in Schools and Communities. New Jersey: Lawrence Erlbaum Associates, Inc.

Changing social diversity in the United States Essay Example for Free

Changing social diversity in the United States Essay As USA is a land of opportunities, millions of people of different origin have migrated to the country and settled there, thus changing the social and cultural diversity of the nation. Children at the young age face problem as they get exposed to two sets of language and culture at school and home. A massive increase in Hispanic population has increased the importance of Spanish language and more businesses related to Spanish have come up. But this Hispanic population has no difficulty in accepting English as their main language. The uniqueness of the immigration is that everybody wants to get integrated into American mainstream. Changing diversity in USA 3 Changing social diversity in the United States As United States is known as the land of opportunities for many decades, millions of people had migrated to this country since long time. It has been mentioned in the website http://www. sedl. org/pubs/sedletter/v12n02/2. html that the make up of the US population has changed so much over the last three decades that the definition of diversity has itself got transformed in the process. It has also been stated that for the first time in the US census held in 2000, individuals were allowed to tick on more than one race in the form. Due to this change in diversity, cultural and socioeconomic factors are now becoming increasingly important while interacting in the society. The website http://www. naeyc. org/about/positions/pdf/psdiv98. pdf deals with the problem children faces in schools due to increased linguistic and cultural diversities. To quote from the above mentioned website, â€Å"At younger ages, children are negotiating difficult transitions between their home and educational settings, requiring an adaptation to two or more diverse sets of rules, values, expectations, and behaviors. † If the child forgets his home language, it may cause disruption in family communication methods. Thus families are facing increasingly complex responsibilities. The website http://knowledge. allianz. com/en/globalissues/demographic_change/gender_diversity/hispanics_integration_us. html states that there has been a massive growth in Hispanic population in the USA and most of them have accepted English as their main language. But the importance of Spanish is also growing as many newspapers have come up in Spanish and Hispanic related businesses are growing in the United States. Changing diversity in USA 1) Responding to Linguistic and Cultural Diversity Recommendations for Effective Early Childhood Education; in National Association for the Education of Young Children adopted November 1995; Retrieved on 13th March 2009 from the website < http://www.naeyc. org/about/positions/pdf/psdiv98. pdf > 2) A Changing Nation: The Impact of Linguistic and Cultural Diversity on Education by Kathleen Trail ; SED letter Volume XII Number 2 December 2000; Retrieved on 13th March 2009 from the website 3) Ethnic Business in a Changing America, Allianz Knowledge Partner site, published on September 11, 2007; Retrieved on 13th March 2009 from the website < http://knowledge. allianz. com/en/globalissues/demographic_change/gender_diversity/hispanics_integration_us. html > Changing social diversity in the United States. (2017, Feb 20). We have essays on the following topics that may be of interest to you

You can write the title Assignment Example | Topics and Well Written Essays - 500 words

You can write the title - Assignment Example The company is a company that is useful in the bringing together of labor, business, governments, residents, and to improve lives for individuals. 1. Context- that should be the general layout of the website including visual design. The website for United Way Company is one that is easy to navigate and the color scheme for the website is appropriate for its marketing design. The website is readable because it has some white space that has wordings that can be easily read by the people visiting the website. I would rate the company’s website at 9/ 10 because I have a definite way of navigating the website and the context is understandable. 2. Commerce- The website is safe because it is meant for commercial purposes. A website that is safe is one that cannot pass information about person transacting in the website to people that do not have authorization. It would be appropriate for a company to encrypt its website so that it can become safer to use. I would rate the website at 5/10 because it has no clear security system. 3. Connection- this is the ability of a site to link with other sites. The content should be in such a way that it can be retained or can be used as a path out of the site. For united way, I did not spot such a link and I think that the company should work on that. I would rate the website at 2/10 because there are no connection links. 4. Communication- Communication is a component in which the company is able to communicate to its customers. That is done by the customers signing up for offers that may include surveys and newsletters. United Way Company’s website has a way of communicating with customers because it shows any future events or news that may be useful to the customers. I would rate the website at 8/10 because the company communicates about its future events. 5. Content- This usually includes the sound, graphics, or texts that have been used in the website. The company that