Cult Films Essay

Eccentric, offbeat, weird, ‘unique’ and catering to esoteric tastes of a particularly small group and number of individuals, cult movies or cult films are the exact opposite of the blockbuster, hollywood and hollywood-type mainstream feature films being screened in major movie houses today. Cult movies usually acquire a ‘cult following,’ groups of individuals whose particular tastes and interests fall under the film’s wing. Classic cult films which come to mind are that of Stanley Kubrick’s controversial A Clockwork Orange (1971), Francis Ford Coppola’s anti-Vietnam war movie Apocalypse Now (1979), Ridley Scott’s loose interpretation of a Philip K. Dick novel, Blade Runner (1982), and the quintessential cult classic The Rocky Horror Picture Show (1975) by Jim Sharman. While cult films range from a variety of genres such as crime, suspense, science fiction, horror and so on, some cult films are deemed uncategorizable and exist in a ‘genre’ which could only be labeled as such: cult. The cast of characters which appear in most cult films are barely known to the general viewing public. These are artists who are in the initial stages of their careers, others gaining a certain degree of fame and recognition from the said cult movie, and on few occasions, a select number of renowned actors and actresses gracing the part of often particularly quirky and outrageously and/or obscuredly sketched characters in an equally obscure and eccentric setting and environment. The most recent cult films of today range from the local independent, to foreign movies packaged for different countries, to even top grossing movies well received by the mainstream movie viewing populace but regarded as a cult movie because of its ability to garner a particular group of dedicated following, which it would seem is growing in numbers, an example of such a cult movie is George Lucas’ Star Wars. The cult movie of today has taken a different form, although catering to esoteric tastes, these movies have also garnered a significant amount of mainstream appeal. Such is the case with Quentin Tarantino’s Kill Bill, received by a greater number of following subsequent to his first cult flick, Pulp Fiction, which seemed to have revolutionized and brought considerably significant amount of impact to the aspect of film making as it deals with aesthetic, style and content. The apparent ‘trashy’ content and material which critics refer to in Tarantino’s film approach reflects and probably sums up cult ideologies and what cult movies are generally about. The movie viewing populace of today is becoming less discriminate and blurring lines of that of the ‘cult’ and ‘mainstream’ movies, and viewing these films for what they are, a pastiche of shared beliefs, opinions, ideologies and meanings as interpreted by a director who subscribes to individuality and captured on over an hour or so of reel and screen time. It may or may not reflect the particular persuasions and leanings of the general populace and the rest of the masses, but as long as it applies to one individual, and an esoteric few, it makes every amount of difference. References â€Å"Cult Films. † Film Site. Org. Tim Dirks. (2007) Retrieved 12 December 2007 â€Å"Top 50 Cult Films. † Entertainment Weekly. Retrieved 12 December 2007 â€Å"Top Cult Films. † Dermansky, Marcy and Fauth, Jurgen. Retrieved 12 December 2007 .

American vs. Chinese Culture

Psychological anthropology is the study of individuals and their personalities and identities, within particular cultural contexts (Miller, 2007). Although American and Chinese people are raised in different cultures, their cultures are somewhat similar. Even though individuals are raised thousands of miles apart, is it possible to possess some of the same personality traits? In the American culture, baby showers are held to celebrate the impending birth of a baby. Family and friends bring many necessities needed for the new baby, such as, clothes, money, bottles, stroller, car seat, and or diapers. Once the baby is born it is the American culture to separate babies by gender. It is customary for boys to be dressed in blue and girls to be dressed in pink. As they grow, boys are encouraged to play with trucks, action figures and guns to promote strength and power. Whereas, girls are encouraged to play with dolls, cook with toy stoves, and play house to promote nurturing. As the child grows into adolescence, this is reinforced in the chores delegated to them. Boys are expected to cut the grass, take out the trash, and help out with any other â€Å"handyman† jobs. Girls are expected to wash dishes, do the laundry, sweep and mop floors. Hence, the stereotyping begins. This stereotyping is evident in adulthood. Men are labeled as providers, protectors, and head of the household. Men are expected to work to support their families. Men are often pressured to assert their masculinity and strength within there jobs and at home. Today, men are beginning to take on more responsibilities within the home. Women are labeled as mothers, housekeepers, and nursemaids, to name a few. Many years ago, women were not respected in the workforce. Their job selection was very slim, mainly secretaries. However, during World War II women took the place of men in the workforce showing they could perform the jobs just as well as the men. Today, women are highly accepted in the workforce and hold high powered positions within companies and even own their own businesses. Once men and women reach their senior years, they have achieved their social status. They are afforded the opportunity to retire from the workforce. In doing so, they are able to travel or just enjoy life at their leisure. They no longer have to pay taxes and receive their social security benefits as their compensation for working. Unlike the American culture where there is no animosity over the gender of babies, Chinese culture is different. Boys are considered treasured, so much so that years ago infant girls were killed. In doing this China has created an imbalance in the male to female ratio. In the Chinese culture, a baby’s birth is not celebrated until the infant is one month old. The family holds a â€Å"red egg and ginger† party. This is the time when the parents introduce their baby to friends and family, who bring gifts for the baby: boys receive â€Å"lucky† money and girls receive expensive jewelry. Parents present each guest with a dyed red egg to symbolize happiness and the renewal of life. Traditionally, gender roles in China are similar to the ones in the United States. The man goes to work, the woman is a housewife. This is changing, especially with the ‘one child policy’ in China. Women are not needed at home as much to take care of children since families are only allowed to have one child. In some cases, a family is allowed to have two children. For example, if the first born is a daughter, they may be permitted to have another child. There is a lot less social distance among Chinese people compared to Americans. It is a collectivist culture – people depend on each other and take care of each other. Chinese people spend a lot less time alone than Americans do. One example of this is the family unit is very close in Chinese culture. It is very common for three or more generations to live together because a lot of people still live with their parents when they have established their own families. Chinese people are more reserved when it comes to physical contact or showing public display of affection, especially in romantic relationships. Chinese people initiate physical contact very gradually compared to Americans. Premarital sex is a lot less common in China than in the United States. Both cultures show traits of openness by allowing individuals to explore their curiosity of the world and show their emotions. They also allow for individuals to be conscientious of their actions, to be self-disciplined, and to be cooperative towards others. Although two cultures are different it is possible for individuals to share the same traits. ? REFERENCES Chinese Culture. (n. d. ). Retrieved February 3, 2010, from English in Taiwan. com: http://www. englishintaiwan. com/foreigners/chinese_culture. php Gender: Gender Roles and Stereotypes. (2010). Retrieved February 3, 2010, from Marriage and Family Encyclopedia: http://family. jrank. org/pages/686/Gender-Gender-Roles- Stereotypes. tml Miller, B. D. (2007). Cultural Anthropology. Boston: Allyn & Bacon. Olsen, A. (2009, April 10). China's Population Laws Threaten Baby Girls, Favor Boys. Retrieved February 3, 2010, from The Huffington Post: http://www. huffingtonpost. com/2009/04/10/chinas-population-laws-th_n_185626. html Therese Hesketh, P. , Li Lu, M. , & and Zhu Wei Xing, M. (2005, September 15). The Effect of China's One-Child Family Policy after 25 Years. Retrieved February 4, 2010, from The New England Journal of Medicine: http://content. nejm. org/cgi/content/full/353/11/1171

Managing diversity Essay Example | Topics and Well Written Essays - 2500 words - 2

Managing diversity - Essay Example ng to this sociological theory, organisations may be compared with social systems in which individual needs were integrated with organisational needs through various approaches that reinforced human relations (Morgan, 1998). In general terms, diversity refers to the various differences that exist in human beings, not biologically, but based on sociologically created classifications such as gender, physical abilities, age, race, class, religion, socioeconomic status, and national and cultural groups. While the changes associated with human’s origin, like gender, race, and ethnicity do not change, other differences like socioeconomic status, age, political and national groups keep changing with time. From times immemorial, these differences are known to create inequalities among human beings that benefit some and harm others, overall creating an undesirable situation and yielding undesirable outcomes. From an organisational perspective, Barnard’s (1938) definition emphasizes the role of human beings in forming an organisation. However, if all the people belonging to the organisation do not get an equal opportunity to contribute, organisation’s scope for success and growth reduces. In addition to this, Barnard (1938) asserted that organisations play a significant role in shaping the society in terms of gender, race, class, political power, economic status, sociocultural influence etc (Handel, 2003; p.371). In the era of globalization, managing diversity promotes organisational effectiveness to a large extent. The term diversity management in business indicates a firm which employs heterogeneous workforce (like different generations, gender, race, age etc) and creates such an atmosphere that works for all employees. In order to manage the diversity successfully, an organisation must commit to maintain and create such a working environment that respects all the employe es, acknowledging the perspective and the diverse talents of individuals. Organisations

Education Research Paper Example | Topics and Well Written Essays - 1000 words

Education - Research Paper Example This essay will in detail include the QAR technique and also expound on this technique as a method of a pre-reading strategy. In this essay, the strategies discussed include the QAR strategy, an excerpt strategy and a visual graphic, organization strategy. QAR Strategy Taffy Raphael was an educationist who came up with the QAR tool. QAR is an abbreviation of the words Question Answer Relationship. This is a tool used in clarification of how the students are able to read texts and also provide appropriate answers from them. This strategy relieves the learners from engaging in other tiresome background information. Therefore, it enables the learner to discover what they are reading and its structure. This article is based on a content area reading field at large. According to this methodology, questions are presented to ensure that the learner can be able to give the correct responses of the questions. In addition, the QAR strategy presented below is linked with the book in discussion. QAR #1: Give a brief history concerning the foundation of the context area reading? QAR #2: Discuss the advantages and disadvantages that are involved in the content area reading process? QAR #3: Describe the content area reading field in regard to the book? QAR #4: Go through a brief significance of the content area reading field? Also, explain the main factors that are related to the QAR strategy? QAR #5: Is the CAR movement of any help to the general public? QAR #6: What is entailed in the content area reading sector? The questions presented above can help the learner cover an extensive field of study. This entails the learner’s research on the questions given and possibly coming up with the required results. For instance, if a learner is serious enough, he/ she can scan through the questions and try to come up with the correct responses to aid in his knowledge. 505 page excerpt for reading strategy Chapter 1, Section 1 Foundations of content area reading Questions are th e answers The field of context reading has significantly grown basing on its response from teaches in the middle section and secondary school. This concept was inaugurated in the 1930s. From a current perspective, this concept enables students to read the content areas and come up with skills from expert information. When instructors face a class, they open a book and elaborate in order to explain and clarify conceived questions. However, most students do not recognize the nature of the questions developed. Much of the content entailed comprises of well developed content that responds to pivotal questions. In reality, most of the questions are from the instructors who have recently launched a field known as content area reading (CAR). Firstly, those going through the text should take a significant approach to the CAR field. Secondly, after the learner fully understands the pivotal questions, then it is easier for them to come up with their own possible solutions. Finally, making new areas of study is undoubtedly vital to any student. This is the overall basis for a long and improved long-term memory, application of new knowledge in other forms of learning processes and sound concept formation (Anthony, Manzo & Matthew, 2009). In general, the CAR movement has enormously improved the school improvement. This shows that their aim of enabling students to read environment is quite a success. Lastly, the content area reading book is of significant representation to each and every learner. Graphical organization

Marketing Strategies Coursework Example | Topics and Well Written Essays - 10000 words

Marketing Strategies - Coursework Example Internet selling through websites and portals has broken all limits and definition of a domiciled corporation. Now corporations are not only selling to foreign nationals over the internet but are also actually relocating their production facilities in search of overseas markets. Since 1990s the concept of globalization has brought in revolution in the manner we trade internationally. Retailing is the nearest link to the consumer and has a direct role in accessing various products and services to the final consumer. If the menu of products and services offered to the customer is wide enough to be exhaustive and is offered at competitive prices in convenience settings then the retailer has achieved a major part of his marketing strategy objective. However marketing strategy is not just limited to reaching the consumers their preferred goods and services at a competitive rate; the obverse side of the marketing strategy coin has a distinct profit objective translated in the form of product specific margins at marketing strategy level and which goes on to merge in the overall accounting profit for the retailer once entire operations are counted in. All other objectives are subservient to this objective. In pursuance of this objective a retailer has to reckon in the entire line of distribution that precedes the arrival of products in his store and manage logistics so as to ensure ready availability of all products and services. As some researchers on retailing opine "While coping with the short-term uncertainties, retailers should set their sights on long term prospects to prepare themselves for the opportunities and challenges aheadThe three attributes that mainly rule the retail market are consumer, technology and innovation. It is the prime responsibility of retailers to understand, anticipate and cater to the needs of the consumersThe supply from the retailer should always be according to the demand and expectations of the consumers. Like in Japan, retailers have reacted to rapidly ageing population by offering more products that target middle-aged consumers. Departmental stores, which used to cater exclusively to youths and adults, now carry more products such as body odor-suppressing dress shirts for middle-aged men and conservation fashions for middle-aged women"(Verma,2003) As has been pointed out above globalization has touched most asp ects of business and trade and retailing is no exception. "With the globalization of markets and the growth of competition on a global scale, companies are increasingly expanding the geographic scope of their operations, setting up or acquiring companies in other countries, or entering into alliances across national boundaries. At the same time, with the spread of global and regional media, the development of international retailing, and the movement of people, goods, and organizations across national borders, markets are becoming more integrated. As a result, firms need to pay greater attention to coordinating and integrating their marketing strategy across markets". (Douglas & Craig, 1999). The link between international retailing and globalization has been brought about in clarity by the following statement:" Much

Individual 4 international financial market Essay

Individual 4 international financial market - Essay Example Mean is often used to determine the expected future returns of mutual funds since it is the best estimate that can be used from the past data. Resources such as NASDAQ stock prices or Yahoo finance are used to provide to help project the future returns of securities. As long as any positive trend or negative trend is noted and taken into consideration, the use of historical data is therefore appropriate in predicting future mutual fund performance. We can also use the mean to project the future and also deliver the obligatory caveat that past returns are not necessarily indicative of future returns. Discussion The mean return is used to analyse the current market performance of the business and to make future projection. The expected mean is sometimes appropriate best estimate available of future returns, where the actual return is likely to be equal to the expected return. Due to this reason investors would prefer to have an idea of how precise their estimates might be. To assist in quantifying the managers and investors estimates, standard deviation and variance are always preferred to be used. Standard deviation is the measure of variability which is also used as the standard measure of the total risk of individual assets and portfolio assets. It measures how far from the expected return the actual return might be. The two companies discussed has the same positive return but their level of risk as measured by the variance cannot be seen to be the same. ConocoPhillips (COP) It is a multinational energy corporation with its headquarters located in Texas in the United States. The company is viewed as one of the largest independent pure play exploration and production and it is also one of the big fortune 500 companies. The company was founded in 1875 as the continental oil and Transportation Company. The company have gone through different stages to reach this far. It is considered the top performing company financially in the NASDAQ financial market. Most of f inancial analysts use standard deviation when working with historical returns since they are deemed to be samples unless 100% of the data points are used in the calculation. The company recorded a negative average mean of -5.64%. Even though the company is the best performing in the current stock market its long term financial plan has failed and they have recorded a loss. On the other hand the company strategy for the upcoming trade is more profitable as shown by their projected return shown by the standard deviation measurement that have indicated a positive percentage of 4.41%. The variance of the company stock also shows a positive percentage of 19.46%, therefore showing that the company obligation to meet long term goals is positive. Dr. Reddy's Laboratories This is an international pharmaceutical company that is based in Hyderaband, Andhra Pradesh in India. The company was found by Dr Anji Reddy who had been working in a publicly owned Indian drugs pharmaceutical limited. The company manufactures and markets a wide range of pharmaceuticals in India and overseas, with over 90 different types of medication and 60 active pharmaceutical ingredients, for drug manufacture, diagnostic kits, critical care, and biotechnology products. The historical performance of the company has indicated a good financial market. The result of the return from the past 10 month’

HU300 Unit 7 A Research Paper Example | Topics and Well Written Essays - 1000 words

HU300 Unit 7 A - Research Paper Example It is to be understood as having a â€Å"life† that moves within it (Scruton, 2009, p. 7). Therefore, music is about life and is understood as the universal language. As a universal language of life, music portrays our moods in all aspects of our lives. People listen to music for a lot of reasons: to ease melancholy, to celebrate victory, to complement the feeling of romance and passion, to grieve and to listen to the new single of one’s’ favorite artist. Therefore, music is a way of life, and it forms part of our journey as humans. Music: Representation of Moods and Stages of Life Childhood Years During my childhood years, there was something about male and female groups that I really liked the most. I grew up listening to Spice Girls, Aqua, Boyz II Men, Westlife, and Blue, but most of all, I was notably addicted to Spice Girls. Perhaps, it was all about their stature and fame that I was hooked with their popular hits like 2 Become 1, Wannabe, Viva Forever, and Stop. These songs enlivened my childhood especially that this group also complemented their music with colorful outfits, those that would really dazzle the audience especially the young ones. Moreover, their songs were groovy and had the element of recall which made them easier to memorize. As a child, I would love to hear songs that make me happy, groove, and smile. These songs influenced my childhood in such a way that they became part of my everyday routine. During weekends, I played their CD all throughout the day that no wonder, the CD had tantrums once in a while. Adolescence Stage When I entered high school, the music industry was even livelier. Rock bands, talent search singers, and veteran hit makers continue to make songs for mass consumption, most especially that the Internet was on its hype, and almost all music released or are presently hitting the waves are very much available online. I still adore U2, The Fray, Red Hot Chili Peppers, and The Calling. Notice the shift from being so obsessed with an all-female group to alternative rock bands. Nevertheless, I started to appreciate the music of The Calling. My adolescent music life was filled with vigor with this band on my A-list. My preference to their music was not in any way a matter of ‘going with the flow’ as most teenagers were head-over-heels with rock bands. It was because I recognized this band’s passion to write songs that reflect strong emotions, most notably songs that contain sincere messages about being in-love and standing strong against the odds of being in a relationship. I was magically transported to another dimension of the world when I heard the song ‘Stigmatized’ by The Calling. When one is in the adolescent stage, all you think of is making the most out of life. Surely, one manifestation of living life as if it is the world’s end is by being in love. ‘Stigmatized’ reflects teenagers drive to make a relationship work, despit e all the circumstances stopping the possible romance to bloom. The melody brought by the acoustic guitar and the intense vocal prowess of the lead singer make the song more of a personal conversation rather than a compilation of words and melody. Certainly, this song has been part of my youthful years. Comforting Music There is this beauty not found in every note and lyric of the song but on the general properties of music (Cook & Everist, 1999). Music comforts us through the whole impact of the song and not in every syllable or

Corporate governance and ethical decision ion making Essay

Corporate governance and ethical decision ion making - Essay Example The board of directors, as the top management team, therefore plays a major role in defining a company’s corporate governance as well as the governance’s effectiveness in achieving the company’s objectives. Subject to legal provisions and a company’s memorandum, the directors guide their organizations through offering directives as the top managerial decision making organ. Simpler forms of businesses such as partnerships or limited liability partnerships and companies may have their top management roles vested in teams or persons (Kazmi, 2008). The roles and responsibilities of an organization’s top management centers on making macro organizational decisions that are then passed to line managers for implementation. One of the roles of the top management is developing an organization’s missions and values that define the organization’s overall direction. The management also determines major strategies to be adopted and lays down operational plans. Similarly, the top management acts as a supervisory body to â€Å"monitor and control† the organization’s managers and other officers besides evaluating the organization’s position and making recommendations to owners and other stakeholders (Kazmi, 2008, p. 398). In a small laundry repair business where a father is the technician and his son is the administrator, the son assumes top management responsibilities to make strategic decisions, communicate the decisions, and supervise the father and other employees, and report recommendations to the stakeholders (Kazmi, 2008). An organization’s top management, whether board of directors or individuals, are in their roles faced with social responsibility, which is the moral obligation to maximize benefits of all stakeholders to a strategic decision. The management’s decision should therefore consider possible adverse â€Å"economic, legal,

Poem analysis of Digging (1966) by Seamus Heaney Essay

Poem analysis of Digging (1966) by Seamus Heaney - Essay Example The first image, the pen, also serves as a frame for the poem, appearing in the second line of the poem and the thirtieth line. These images contrast the purposes of each implement. The narrator of the poem appears to be a writer. His ancestors are all farmers. The tools they used all had a specific purpose that resulted in a way of life, farming. By becoming a writer, the narrator has broken the mold of his family. Throughout the poem, he considers the spade his father and grandfather used, and the pen is obviously not as useful in a physical sense as the spade. But, by comparing the pen to a gun, the narrator is giving it power. The pen cannot gather food from the earth or split turf to sell, but the words it creates can be as powerful as a gun. Words have inspired wars and resulted in the imprisonment of writers. The next juxtaposed images are of the father gardening and the father digging potatoes. In the first stanza, the narrator is composing at a window. While he is writing, his father is below the window digging in flower beds. This image thrusts the narrator into the past where he remembers his father digging potatoes. The juxtaposed images are present in the line, â€Å"I look down / Till his straining rump among the flowerbeds / Bends low, comes up twenty years away† (Heaney 5-7). This image mirrors the thoughts of the narrator about the usefulness of his pen. The father once engaged in meaningful work with his shovel, digging potatoes, but he now spends his time digging in flower beds. The narrator feels the same about his ancestry and his current occupation. He is a writer, which is the practical equivalent of digging in flower beds instead of in a potato patch. The image continues as the narrator travels back to memories of his grandfather, who used his tools for one purpos e, cutting peat. For the narrator, the value of a tool seems to

The Life and Presidency which were ended Essay Example for Free

The Life and Presidency which were ended Essay He was the first American President to be born in the twenty-first century. He became the first American President of Roman Catholic religion. At the age of 43, he was the youngest man ever to assume the seat of the chief executive of the United States of America. He was also the youngest ever president to die while his term as president has not yet ended. On the afternoon of the 22nd day of November 1963, an assassin bullet killed the then President John Fitzgerald Kennedy (Rabe 63). It marked the end of his young life as well as his term in office which he was only able to serve for two years and ten months. The rest of the world mourned his sudden death. Members of royalty, premiers, and presidents attended his funeral. The then Vice President Lyndon B. Johnson assumed the presidency following his assassination (Barnes 8). It was his New Frontier program that earned him the edge to ultimately succeed in the presidential race (Schlesinger). Kennedy represented the Democratic Party. The then Vice President Richard M. Nixon of the Republican Party was his opponent (Scott 290). Kennedy earned international respect as the leader of the Free World (Barnes 60). By the year 1962, Kennedy significantly augmented the country’s prestige the moment he prevented a nuclear war from happening. This move forced the Soviets to pull out missiles from Communist Cuba (Rabe 4). It also signed the start of the period of â€Å"thaw† during the Cold War while relationships between the country and the Soviet Union grew friendlier. During the year 1963, a treaty prohibiting underwater and or above the ground nuclear weapons testing was signed by the both countries counting as well over a hundred other nations. On the domestic scene however, the country enjoyed the highest peak of its wealth during this point in time. The demands of the people of color for civil rights produced major domestic crises. However, the people of color were able to achieve more significant developments in their pursuit for equal rights than ever before since the Civil War. The first manned space expedition by Americans happened during President Kennedy’s term of office. The National Aeronautics and Space Administration also geared up to send astronauts to the moon during this time (Schlesinger 920). Kennedy’s Political Career Several Democratic leaders believed that Kennedy possessed quite a lot of weaknesses as a presidential aspirant. According to them, one of Kennedy’s major disadvantages as a presidential candidate was his faith. Among the other potential weaknesses include the presidential aspirant’s relative inadequate experience in dealing with international affairs, the Kennedy family’s wealth, as well as John F. Kennedy’s youth. Some members of the Democratic Party opposed Kennedy for the reason that they deemed that the presidential aspirant is too conservative. The presidential campaign of 1960 was quite a hard-fought battle. Kennedy and his opponent, Nixon were both spirited and young campaigners. Initially, most experts assumed that Kennedy’s opponent would be held victor of the election (Barnes 69). Nixon earned the advantage of serving as Eisenhower’s Vice President (Barnes 33). It is important to take into consideration that Eisenhower was an extraordinarily popular President. Nonetheless, John F. Kennedy was not as anonymous as some people consider him to be. His beautiful wife, Jackie, his affluence, and his good looks caused him to become a popular subject of magazine and broadsheet articles. His exposures in television have also been of great help to his political career. His four debates opposite Vice President Nixon were aired on television during that time (Barnes 75). The debates they had signaled the start of presidential aspirants arguing about campaign issues confronting each other (Author #). The debates Kennedy and Nixon had helped the former in gaining nationwide recognition. Kennedy’s self-confidence aided in his response to criticisms that he lacked the maturity required for assuming the chief executive position in the country. Kennedy as President He was inaugurated to the highest seat in government on the 20th day of January 1961 (Schlesinger 120). When Kennedy assumed the responsibility of the federal government, he was confronted by internal problems which include a slow-moving economy, unemployment, and augmented racial tensions. Moreover, in terms of international relations, Kennedy dealt with the ongoing spread of Communist influence as well as the threat of nuclear warfare (Barnes 105). His program called the New Frontier went on a slow start. However, the 87th Congress eventually started passing actions supported by the Kennedy government (Schlesinger 1081). The Congress endorsed the aid to economically depressed areas in April of 1961. In the following month, they allowed an increase in the minimum wage per hour from a dollar to a dollar and twenty five cents. They approved Kennedy’s Trade Expansion Act in September of 1962. It gave Kennedy extensive authority to reduce tariffs in order for the country to engage in a free trade with the European Common Market (Schlesinger 844). The United States Peace Corps was one of the most successful programs of his administration (Rabe 5). The corps deployed thousands of Americans overseas to aid the citizens in developing countries to improve their standards of living. The President restructured the country’s defense strategies by increasing standard military hardware. Kennedy sought to be equipped for non-nuclear warfare as well as to exert all possible efforts to prevent the use of nuclear weapons of destruction (Schlesinger 825). One of the chief domestic concerns during his term as president was the demands of the people of color for equal rights. With the intention to meet the rising demands of the people of color, the President called on the Congress to ratify a legislation which would require restaurants, motels, and hotels to admit customers regardless of race (Spencer 29). Furthermore, Kennedy likewise called on the Congress to give the authority to the attorney general to start court suits to desegregate academic institutions on behalf of private citizens who were not able to begin taking legal actions on their own (Spencer 30). His Assassination and his Legacy On the fateful day of November 22, 1963, while their motorcade traveled along the streets of Dallas, the President was assassinated through a series of fatal gun shots which took his life (Spencer 5). The President arrived at Dallas along with the First Lady, Vice President Lyndon B. Johnson and Mrs. Johnson. The primary goal of their visit was to settle the tension in the Texas Democratic Party prior to the 1964 Presidential campaign wherein the President considered running for a second term. The group passed through the streets of Dallas in Texas in a motorcade as they head to the Dallas Trade Mart. The motorcade approached an expressway at the final leg of the trip at around 12. 30 in the afternoon (Barnes 136). All of a sudden, three gun shots were heard as President Kennedy fell down after the bullets stroke his neck and head. The doctors who attended on the wounded President did their best in a desperate attempt to save his life. However, the doctors said that the President had no chance of survival the moment he was brought to the hospital. The untimely demise of the spirited and youthful President stunned the rest of the world. The legacy of his short-lived term as chief executive of the county is one of hope instead of an enduring achievement. He assumed the highest position in the country at a time that is regarded to be one of the most dangerous periods in American history. Nonetheless, although he may have had a frequently turbulent term in office, it still remained vibrant. Ultimately, however, his legacy was one that is emotional. Kennedy’s legacy is a nostalgic commemoration of his short term presidency at a time when a new generation was in control and the country had an utterly glamorous and a well-renowned head of state. Perhaps, it is America’s version of Camelot. Although it was not for real, it is enough to cling onto until the divisiveness and unattractiveness set in (Rabe 6). The debate over the legacy of Kennedy as a chief executive and as a person remains unabated. To most of his fellow men and women, particularly those who came of age during his term of office, a sense of lost idealism and nostalgia continues to linger upon him. In recent times, however, revisionist historians have stressed his defects – the manner in which he and his brother, Robert bended the law while serving government positions by means of wiretapping and intimidating their political opponents, his numerous affairs and willingness to conceal the truth behind his health condition from his fellow men and women, the level to which his political career was sustained by his father’s wealth and influence, and his international relations policy errors in the Bay of Pigs and Vietnam (Schlesinger 293). A fair evaluation of his presidency is supposed to acknowledge his shortcomings at the same time credit his unquestionable achievements. Kennedy may have made a huge mistake in the Bay of Pigs. Nonetheless, he was able to prevent a nuclear warfare happening between the Soviets and Communist Cuba and parlayed his detente into notable agreements like the nuclear test-ban treaty. Kennedy may have failed to meet expectations in terms of affording the same civil liberties enjoyed by whites. Still, his instrumental support for the people of color was significant in their struggle in opposition to segregation. On one hand, there are those who claim that if the assassination of Kennedy had not taken place, he may have done the same mistakes in Vietnam which eventually pulled his successor down (Rabe 148). On the other hand, there are those who claim that Kennedy had an ability to rise to occasion in crucial moments, initially as a war hero and ultimately as the chief executive of the United States (Barnes 13). Perhaps most notably, by means of his rhetoric to unify the nation as well as by mean of his programs such as the Peace Corps, Kennedy inspired a generation of Americans in a manner that very few chief executives who have ever served the country were able to do during their term of office (Rabe 5). Having done so, Kennedy very well deserves the respect and admiration afforded to him. Controversy as well as mystery lingers around his death. There are those who regard his assassination as a horrible incident which signaled the end of the public innocence and marked the start of the social and political turmoil usually associated to the 1960s (Spencer 5). Even though Kennedy’s life and presidency ended all of a sudden, he was still able to leave behind a valuable political and personal legacy to his people and to the rest of the world. During his period, not everyone was enthusiastic about his actions as a President. Kennedy was looking forward that his trip to Dallas would strengthen relations between his government and the powerful, mostly Republican traditionalists who reside there. Even though he was very much aware of the opposition many of the locals there have towards him, Kennedy still had faith in the power of connecting with and reaching out with the residents and the political figures of that particular city in Texas (Spencer 6). No one could have thought the President’s trip to the city would end in a tragic way. His death permanently changed the way in which succeeding presidents mingle with, and is protected from the public. He was shot to death while he was sitting in a convertible car with the top down. From then on, no other chief executive of the nation sat in a vehicle which is not protected with a bulletproof shield (Spencer 6). The moment he was shot to death, presidential assassination is not considered to be a federal crime (Spencer 6). Thus, the police force of the city headed the investigation of the crime. Eventually, it was made clear that crimes of such magnitude could require the involvement of federal agents like those working for the Central Intelligence Agency as well as the Federal Bureau of Investigation (Spencer 7). Kennedy’s death likewise signaled significant technological as well as cultural changes in the country. News aired on television came of age reporting about his assassination as well as the events which followed thereafter. The arrest as well as the eventual murder of his suspected assassin, Lee Harvey Oswald was also aired on television (Spencer 7). The eternal legacy of his death may be something that is not certain. Nonetheless, he embodied a youthful optimism and dynamism which inspired not only his fellow men and women but people from all around the world too. He has the power, the wealth, and the youth. He kept his commitment to equality and freedom while serving his country and his people. As the chief executive, John Fitzgerald Kennedy was able to establish a public image greatly appealing to much of America. He inspired in many of his fellow men and women strong idealism and optimism, and he appeared prepared to carry the country out of one of the most challenging period in its history. Kennedy’s term as president and his young life may have been suddenly concluded by bullet shots from a gun, reducing not only his native country but the rest of the world as well in a period of great grief. His death was definitely tragic. Even so, it generated the impact of amplifying as well as reinforcing his legacy. Although Kennedy’s moments of presidential brilliance were interrupted by occasions of uncertainty, he is nonetheless cherished and respected by most people. How much greater he could have achieved, how farther he could have reached had his life not ended in an untimely death are among the most provoking inquiries that can never be given definite answers. Works Cited Barnes, John A. John F. Kennedy on Leadership: The Lessons and Legacy of a President. New York: AMACOM Division of American Management Association, 2005. Rabe, Stephen G. The Most Dangerous Area in the World: John F. Kennedy Confronts Communist Revolution in Latin America. North Carolina: UNC Press, 1999. Schlesinger, Arthur Meier. A Thousand Days. Massachusetts: Houghton Mifflin Harcourt, 2002. Scott, Peter Dale. Deep Politics and the Death of JFK. California: University of California Press, 1996. Spencer, Lauren. The Assassination of John F. Kennedy. New York: The Rosen Publishing Group, 2002.

The Human Papilloma Virus and Cervical Cancer in Ghana

The Human Papilloma Virus and Cervical Cancer in Ghana CONTENTS INTRODUCTION HUMAN PAPILLOMA VIRUS Causes Risk factors Prevention Vaccination Screening CERVICAL CANCER Signs and symptoms INTRODUCTION Sexually Transmitted Infections (STIs) are infections that one can acquire from having sexual contact with an infected person. There are over 20 STIs which have been identified including HIV/AIDS, chlamydia, pelvic inflammatory disease, trichomoniasis, syphilis, gonorrhoea, HPV and genital herpes1. According to WHO, more than a million people acquire a sexually transmitted infection a day2. STIs require treatment but there are some such as HIV/AIDS which are incurable and deadly but can be managed to prolong life. Majority of STIs are asymptomatic2 but the infection can still be passed on to partners3. If there are symptoms, they include bumps, sores or warts near the mouth, penis, vagina, or anus, swelling near the penis, skin rash, painful urinations, weight loss, night sweats, aches, pains, fever, chills, jaundice, vaginal or penal discharge and severe itching near genitals4. Infections are spread predominantly, as suggested by its name, through sexual contact, including vaginal, oral, anal sex or even genital touching3. Some ways of protecting one’s self against STIs are; Abstinence from sexual activities Condom usage during sex Limiting the number of sexual partners one has. The more the number of partners one has, the higher the chances of catching an STI. Practicing monogamy. This means a couple should have sex with only each other Careful choice of sex partners. Dont have sex with someone whom you suspect may have an STI. Getting checked for STIs so that the infection is not passed on to others Knowing the signs and symptoms of STIs and looking for them in one’s self and their sex partners. Learning more about STIs to better protect one’s self.4 STIs are classified under bacterial, viral, and parasitic/fungal infections. For the purpose of this paper, the viral group shall be taken into consideration. In general, viral infections involve many different parts of the body at the same time5. Viral infections include; Human Papilloma Virus (HPV): The human papilloma virus (HPV) is the most common viral infection. There are about 40 types of HPV that are transmitted sexually through oral, anal or vaginal sex. Genital Herpes: Genital Herpes is caused by the Herpes Simplex Virus. It is in the same family of viruses that cause cold sores around the mouth. Hepatitis B Virus: Hepatitis B or Hep B, affects the liver. It is not to be mistaken with Hepatitis A or C, which are other forms of liver disease. Hepatitis B is easily transmitted not only through sexual activities, but by sharing items like razors, needles and toothbrushes. Human Immunodeficiency Virus (HIV): Human Immunodeficiency virus or HIV/AIDS attacks the body’s immune system, leaving infected individuals unable to fight off other illness. It is transmitted through sexual activities, but also spread by sharing items like razors, needles and toothbrushes. Cervical cancer occurs when there is an abnormal proliferation of cervical cells. These cells gradually develop pre-cancerous changes before turning into cancers. It is one of the most common cancers in women across the world. When pre-cancerous cell changes are detected early, using a method called the pap test, they can be successfully treated to prevent cancers from developing6. Cervical cancers are classified into squamous cell carcinoma and adenocarcinoma. The focus of this paper is to describe the relationship between one of the viral STIs, the Human Papilloma Virus, and cervical cancer in Ghana. HUMAN PAPILLOMA VIRUS Human papilloma viruses, commonly referred to as HPVs, are aetiological agents of cervical intraepithelial neoplasia and cervical cancer7. In humans, HPV is the most common sexually transmitted virus. It affects about 50% of sexually active people at some point in their lives8. Often, being infected is asymptomatic and the infection may go away without medical treatment. HPV is spread through contact with infected genital skin, mucous membranes and body fluids, and can be transmitted through vaginal, anal and oral intercourse. HPV lives in the epithelial cells of the body hence it usually affects the surface of the skin, vagina, vulva, anus, cervix, penis head, mouth and throat. Over 100 HPV types have been identified and each is referred to by a number9. HPV can be classified into a high-risk or low-risk strains. Not all of the sexually transmitted types cause serious health problems. High-risk HPV strains are known to cause about 70% of cervical cancers8. These are majorly types 16 and 18, but they also include types 31, 33, 35, 39, 45, 51, 52, 56, 58, 59, 68, 73, and 82. Low-risk HPV strains rarely cause cancers but instead cause warts on skin surfaces. Of the total number of virus types found, about 60 cause warts on hands and feet (A papilloma is a benign tumour derived from epithelium ­). There are about 40 types of HPV that are transmitted through sex. CAUSES HPV infection is caused when the virus enters your body through a cut or abrasion in the epidermis of the skin. The virus is transferred primarily by skin-to-skin contact. Genital HPV infections are contracted through sexual intercourse, anal sex and other skin-to-skin contact in the genital region. Some HPV infections that result in oral or upper respiratory lesions are contracted through oral sex. It is possible for a mother with an HPV infection to pass on the virus to her infant during delivery. This exposure may cause HPV infection in the babys genitals or upper respiratory system3. RISK FACTORS The following are some risk factors inherent in HPV: Prevalence of genital HPV is directly related to the number of lifetime sexual partners, recent changes in sexual partners, marital status, age at which one first had sex, illiteracy, oral contraceptive use, alcoholism, hormonal and dietary factors and immune suppression,(domfeh et al) Age at first sexual intercourse: the age of a person at the time which they first had sex could be an indicator for the number of sexual partners they have in their lifetime. Number of sexual partners. The greater the number of sexual partners one has, the more likely they are to contract a genital HPV infection. Having sex with a partner who has had multiple sex partners also increases the risk. Weakened immune systems. People who have weakened immune systems are at greater risk of HPV infections. Immune systems can be weakened by HIV/AIDS or by immune system-suppressing drugs used after organ transplants. PREVENTION The best way to prevent getting an HPV infection is to avoid direct contact with the virus, which is transmitted by skin-to-skin contact. It is difficult to avoid skin-to-contact with our loved ones in our relationships. Also, in most cases of HPV infection, there are no visible signs for us to know in order to avoid direct skin contact with infected individuals. Correct and consistent condom use is associated with reduced HPV transmission between sexual partners but areas not covered by condoms can still pass on the virus when they come into contact partner’s skin. Regular pap tests, which can detect precancerous changes in the cervix that may lead to cancer are recommended. SCREENING AND VACCINATION CERVICAL CANCER Most cases of cervical cancer are caused by two specific varieties of genital HPV: Types 16 and 18. Once HPV enters an epithelial cell, the virus begins to make the proteins it encodes. Two of the proteins made by high-risk HPVs (E6 and E7) interfere with cell functions that normally prevent excessive growth, helping the cell to grow in an uncontrolled manner and to avoid cell death. Often, infected cells are recognized by the immune system and eliminated. Sometimes, however, the infected cells are not destroyed, and a persistent infection results. As the persistently infected cells continue to grow, they may develop mutations in cellular genes that promote even more abnormal cell growth, leading to the formation of an area of precancerous cells and, eventually, a cancerous tumour. Other factors may increase the risk that an infection with a high-risk HPV type will persist and possibly progress into cancer. These include: Smoking or chewing tobacco (for increased risk of oropharyngeal cancer) Having a weakened immune system Increased parity (for increased risk of cervical cancer) Long-term oral contraceptive use (for increased risk of cervical cancer) Poor oral hygiene (for increased risk of oropharyngeal cancer) Chronic inflammation10 It can take 15 to 20 years for cervical cancer to develop in women with normal immune systems. It takes only about 5 to 10 years in women with weakened immune systems, such as those with untreated HIV infection 9 IN GHANA In Ghana, cervical cancer constitutes about 57.8% of all gynaecological cancers. It is the second most common cancer in women with an estimated incidence of 26.4 per 100,000. It is also the second most common cancer in women aged 15 to 44 years in Ghana. Every year, 3,038 women are diagnosed with cervical cancer and 2,006 die from it in Ghana (Edwin, 2010; Nkyekyer, 2000; WHO, 2010) The Pap smear and VIA have been observed to have challenges with regards to sensitivity and specificity even though the Pap smear is the gold standard for screening in Ghana. A study conducted at the Ridge Hospital in 2013, 201 women were sampled to be used to determine the prevalence of HPV and the associated risk factors. 1

Social Security :: essays research papers

Just having a Social Security number is no longer a symbol of adulthood, the numbers use is no longer confined to working and paying taxes. Government agencies, business and schools rely on Social Security numbers to identify people in their computer systems. Many people receive their Social Security numbers when they start their first job. It is the first step into becoming an American citizen and, to pay taxes. Since the beginning, in 1935, the Social Security number has become more and more important, to make even the simplest purchase, to have to supply one. However many people are not comfortable with handing over this valuable asset. The Social Security Administration (SSA) has become aware of this growing concern through the years, but unfortunlly there is no law prohibiting their use by business and government. Banks and other financial institutions use this number to report interest earned on accounts to the IRS. Other government agencies use these numbers in computer matching operations to stop fraud and abuse. Although you can't prevent others from asking for the number, it does not give the use the right to access you Social Security records. The privacy of these records is guaranteed, unless by use of the government for health or welfare programs. Each Social Security number comes in 9 digits, and has 3 parts. The first three digits indicate the state shown in the mailing address on the original application. The lowest numbers were assigned to the New England states, and the number grew higher in the south. But, in recent years, this relationship has been disrupted somewhat by the need to allocate numbers out of sequence as state populations change. The middle two digits do not really mean anything, but serve to break numbers into blocks. Social Security :: essays research papers Just having a Social Security number is no longer a symbol of adulthood, the numbers use is no longer confined to working and paying taxes. Government agencies, business and schools rely on Social Security numbers to identify people in their computer systems. Many people receive their Social Security numbers when they start their first job. It is the first step into becoming an American citizen and, to pay taxes. Since the beginning, in 1935, the Social Security number has become more and more important, to make even the simplest purchase, to have to supply one. However many people are not comfortable with handing over this valuable asset. The Social Security Administration (SSA) has become aware of this growing concern through the years, but unfortunlly there is no law prohibiting their use by business and government. Banks and other financial institutions use this number to report interest earned on accounts to the IRS. Other government agencies use these numbers in computer matching operations to stop fraud and abuse. Although you can't prevent others from asking for the number, it does not give the use the right to access you Social Security records. The privacy of these records is guaranteed, unless by use of the government for health or welfare programs. Each Social Security number comes in 9 digits, and has 3 parts. The first three digits indicate the state shown in the mailing address on the original application. The lowest numbers were assigned to the New England states, and the number grew higher in the south. But, in recent years, this relationship has been disrupted somewhat by the need to allocate numbers out of sequence as state populations change. The middle two digits do not really mean anything, but serve to break numbers into blocks.

Essay --

The impact of Social Media on academic life In this report we will be discussing a whole range of topics on how social media has had a massive impact on academic skills. The reason why we choose this as a group is because we all know how big social media and also social networking sites has had a massive impact on us and also a lot of people not just youngster but adult as well so this research/project really fits in our age democrat and our day to day lifestyle. We split the research and presentation evenly so between the three of us know one had too much to do or too little to do. As a trio I believe we worked well as a team even though we only knew each other’s couple weeks prior the group research was given out. No matter what people do everybody socialise with different people whether if it’s on the phone, computer, work, school, colleges and even universities. What we really want to know is why it has a massive affect on people’s academic life, seeing as people mostly use social media networking sit es to communicate with family members and friends. The issues that will be discussing in this report will be: †¢ What is social media †¢ History on how social media expanded †¢ Several different types of social media †¢ Advantages of social media on academic life †¢ Disadvantages of social media on academic life †¢ Our view on social media on a whole and conclusion What is social media? Social media is interacting with people using the internet. Having varies of social channels, websites that allows you to blog communicate, upload pictures and videos are all different types of social media. This allows you to share information with one another. Social media is increased throughout the years, every other month and new social media ... ...attending our meetings or lessons we will let the teacher know and also deal with the matter ourselves. This risk assessment shows what we have planned for any risk that may accrue while doing our project. We also showed what and how we would handle them as a team. Few of the risks above did occur to us which is what we put it in our risk assessment. References Dave Kerpen (June 7th 2011). Likeable Social Media: How to Delight Your Customers, Create an Irresistible Brand, and Be Generally Amazing on Facebook (and Other Social Networks). New York: McGraw-Hill Companies. 25-30. http://webtrends.about.com/od/web20/a/social-media.htm (website) http://www.icrossing.co.uk/fileadmin/uploads/eBooks/What_is_Social_Media_iCrossing_ebook.pdf (book/webiste) http://www.bbc.co.uk/schools/parents/cyber_bullying/ (website) Spot light news by John Puecell (newspaper article)

Florida Should Legalize Euthanasia :: Free Essay Writer

Florida Should Legalize Euthanasia Florida should legalize euthanasia and I offer the following plan. The way Florida would legalize euthanasia should be by setting up a set of professional doctors who could examine all cases in which a person or an ill patients family request euthanasia due to extreme pain or an incurable disease. The doctors could examine these people and if they find there is no way other than the use of machines 24-hours a day to keep these people alive they will allow the doctor of the patient to assist in suicide or in better terms freeing an immense pain and agony. The benefits from legalizing euthanasia in Florida would be the health care spent to keep many of the people who live on machines from terminally or incurable diseases would be saved, many families would not have to watch there family member die slowly, and many stories like Sue Rodriguez's would never be. In the first place, health care on people with incurable or deadly diseases cannot be paid by many people because of no medical insurance according to Euthanasia questions by the IAETF. The government jumps in and pays for the treatment and care. This could be replaced in incurable or agonizing pain situations with the better and cheaper treatment of death. Next, not all family life is harmonious, and underlying pathology can often be exacerbated by the stresses of a family member's terminal illness bring says an article in Law Medicine & Health Care of 1992. If euthanasia is legalized the family members of a patient could sleep peacefully knowing that they have been "mercied" and died easily and with little pain instead of being kept alive by a machine or dying slowly and painfully from an incurable disease. Finally, let me tell you a true story from Vess Fast Access TO Information On Euthanasia, about a 31-year old mother named Sue Rodriguez. Sue Rodriguez was dying slowly of the incurable Lou Gehrig's disease. She lived several years with the knowledge that the disease would one by one waste away her muscles until the point while still conscious the lack of muscles would choke her to death. She begged the courts to allow her and her doctor to choose the moment of her death instead of the inspicable pain of being choked to death. The court refused to mercy her and she lived in terror every day. Every morning she would wake up wondering if this is the day she would be choked to death maybe while her children watch. In February 1994, Sue Rodriguez died. Florida Should Legalize Euthanasia :: Free Essay Writer Florida Should Legalize Euthanasia Florida should legalize euthanasia and I offer the following plan. The way Florida would legalize euthanasia should be by setting up a set of professional doctors who could examine all cases in which a person or an ill patients family request euthanasia due to extreme pain or an incurable disease. The doctors could examine these people and if they find there is no way other than the use of machines 24-hours a day to keep these people alive they will allow the doctor of the patient to assist in suicide or in better terms freeing an immense pain and agony. The benefits from legalizing euthanasia in Florida would be the health care spent to keep many of the people who live on machines from terminally or incurable diseases would be saved, many families would not have to watch there family member die slowly, and many stories like Sue Rodriguez's would never be. In the first place, health care on people with incurable or deadly diseases cannot be paid by many people because of no medical insurance according to Euthanasia questions by the IAETF. The government jumps in and pays for the treatment and care. This could be replaced in incurable or agonizing pain situations with the better and cheaper treatment of death. Next, not all family life is harmonious, and underlying pathology can often be exacerbated by the stresses of a family member's terminal illness bring says an article in Law Medicine & Health Care of 1992. If euthanasia is legalized the family members of a patient could sleep peacefully knowing that they have been "mercied" and died easily and with little pain instead of being kept alive by a machine or dying slowly and painfully from an incurable disease. Finally, let me tell you a true story from Vess Fast Access TO Information On Euthanasia, about a 31-year old mother named Sue Rodriguez. Sue Rodriguez was dying slowly of the incurable Lou Gehrig's disease. She lived several years with the knowledge that the disease would one by one waste away her muscles until the point while still conscious the lack of muscles would choke her to death. She begged the courts to allow her and her doctor to choose the moment of her death instead of the inspicable pain of being choked to death. The court refused to mercy her and she lived in terror every day. Every morning she would wake up wondering if this is the day she would be choked to death maybe while her children watch. In February 1994, Sue Rodriguez died.

Impressionism vs. Mexican Muralism

Impressionism vs.. Mexican Muralist As we all know, cultures and events shaped the world were being mirrored in the world of art. From Impressionism to Mexican Muralist, art has experienced lots of movements and it is easy to get confused regarding the similarities and difference between Impressionism and Mexican Muralist. In this essay, I will clear those things from two paintings: Camille Pissarro Boulevard Montmartre (Afternoon, Sunshine) and Diego River's A Dream off Sunday Afternoon in Alameda Park.The two images above are excellent examples of different styles of the Impressionism and Mexican Muralist. While the content is relatively similar, such as natural background, bright color, and even both of them depicted a scene happened in the afternoon, the feeling of the two paintings is remarkably diverse. The painting Boulevard Montmartre has a much softer edges and low-tone feel too it, compared to the stark contrast of A Dream of a Sunday Afternoon in Alameda Park with its clea r boundaries and striking use of color.Actually, besides the optical effect, Mexican muralist also aimed at conveying social and political messages to the public. Impressionism which can be noninsured as the first obviously modern movement in the art occurred from 1860 to 1890 in France, and its effects have spread well beyond Europe and eventually the United States. Its sponsors who against Academic des Beaux-Arts, which predominated the French art scene at that time, were accordingly rejected to exhibit their art works in Salon des Paris, such as works from Meant, Monet and so forth(Lana Barras Hill 119).Instead of portray likenesses that mirrored a subject in as much as detail as possible, Impressionism artists focus on natural light and intend to capture the fleeting movement in an instant time. In order to perform this effect vividly, they moved from the studio to outdoors. One of the representative works which can reflected this style is Boulevard Montmartre, a series painting s drawn by Camille Pissarro in early 1897. â€Å"Pissarro was looked upon as the father of the impressionism group, and he was the only painter to exhibit at every one of the eight Impressionist exhibitions† (Ian Barras Hill 135).Pissarro was inspired to paint outdoors. As a freer handling of brighter colors, he always applied colors softly and his talent clearly lay in the reality of nature in landscapes with figures. After spending six years painting for rural setting, he returned to Paris and rented a room at the Grand Hotel De Russia in Paris in order to have a perfect view and unusual angle of the intersection of the Montmartre Boulevard† (Anne Gray 16).Boulevard Montmartre, afternoon, sunshine is an extraordinarily energetic painting of the fourteen painting series, which displays a fasting moving and dynamic urban life in Paris during the working hours of the day. Since he is looking out the left of his bedroom window, his eyesight was falling and the vanishing p oint is higher. As a exult, the strong central shape of the receding boulevard, flanked by rows of trees, street-level shops and impressive apartments, dictates the open, powerful composition and high perspective.Rapid, thick brush strokes used on the sky and road draw the eye down this thoroughfare, which has crowds and heavy traffic. Like the blurred photos, figures, commissaries and omnibuses in this painting hold no discernible details. Pissarro captures a bustling movement in an instant time and just rough sketches of them. Of course, a broad pointillism is also used in many places, such on a road surface. In addition, the scene is presented with a palette of great subtlety and colors are applied side-by-side with mixing creating a vibrant atmosphere: grey, browns and whites accented with red and tiny amounts of green.Certainly, softly edges between pedestrians and background produced by Pissarro makes the color much more natural. Abbreviation depicted the subject matter imply that the Impressionism artist emphasizes on capturing the essence of the subject. Besides, Pissarro still focus on the changing natural light and weather effects, and the figures under the sunlight which contrasts the shadow, dark Cambridge and looting convey the rich atmosphere effect. Nevertheless, Mexican Muralist which prevails specifically during the ass's and ass's is extremely different from Impressionism.The three main and most important artists during this movement were Jose Clement Rocco, Diego Riviera, and David Alfalfa Queries, and the muralists in Mexico were interested in Aztec and Amman cultures, depicted some Mexican people and their heroes' live and work. During the early years of the twentieth century, those three representative muralists who were influenced by the European modernist art returned to Mexico and began to paint and teach. Dorothy Chaplin 26).In contrast to Impressionism, Mexican Muralist movement is not only an artistic movement but also a social and political movement. In fact, the mural styles by Mexican Muralist artists were regarded as a teaching method, aimed at convey social and political messages to the public regardless of race and social class. Among the three Mexican muralists, Diego Riviera who were good at large wall works in fresco is the most prominent and controversial artist in Mexico. Riviera developed his own native painting style that was also social realism. Under the influence formAztec, he was skilled in applying bold and vivid colors to paint Mexican peasant or large simplified figures. (Ivory Davies 38). River's mural A Dream of a Sunday Afternoon in Alameda Park which is a fifty foot fresco takes the viewer on a Sunday walk through Alameda Park. It was painted on a wall of the Hotel Paradox in 1947. Minion, an earthquake destroyed hotel, but the mural, perhaps the best known of River's works was relocated to a new museum across the street (Renee Pamela 8). † The painter presents people and events i n Mexican history from cotes, the emperorMacmillan, the revolutionaries Million Capita and Francisco Madder, to his own day' (R Hagen 101). Portrayed in the mural are numerous historical figures, more or less from left to right, but not in chronological order. Specifically, Diego Riviera in this mural depicted as a child holding the hand of a fashionably dressed skeleton figure, the omnipresence of death in the everyday life of Mexico. The figure standing maternally beside him is his wife, who is a self- portrait artist and feminist icon in Mexico and parade around them is impervious rich and unrequited poor.Unlike the repose for capturing the transient quality of life in impressionism, River's painting intends to present a universal political dream in Mexico and covey some social and political message to the public. As in the Dream of a Sunday Afternoon in Alameda Park, this is no class martyrdom and colonial tragedy. The message of Dream of Sunday is accusation of the tension of t he violent matter. Besides, he also combined historical and allegorical imagery. Actually, balloons on the background represent the strife for Mexican Liberty.As previous stated, there are more than a hundred satirical figures in this mural. Unlike pedestrians with rough sketches in the Boulevard Montmartre, Riviera cataloged social types from ruler to the bottom of the society, costumes, adornments artifacts, animals, and plant. This mural is a descriptive and documentary painting, which carried to utmost limits of crowded detail and illustrative functionalism (Gilbert Chase 11). In turning away from softly edges and rough sketches which impressionism artists of their day aspired, Riviera chose a realism to convey that subject matter through this fresco. What's more,Riviera was mastery of sense of composition, space and striking use of color. Instead of dark clothes and commissaries in Boulevard Montmartre, people from different classes wear brightly colorful costumes. Furthermore, the bright yellow and purple applied in the tree or sky stands in sharp contrast to the grey and brown sky in Boulevard Montmartre. In conclusion, River's artistic masterpieces were a collection of many European styles. Although Mexico Muralist inspired by the painting technique of impressionism, artists during Mexican Muralist began to realize all this innovation ad little to do with real life.As a result, in order to convey political and social messages to the vast number of uneducated people, Riviera chose a traditional art form and style to present the new subject matter (Gilbert Chase 12). Got away from focusing solely on optical painting in Impressionism, Mexican Muralist artists who began to carry a clearly discernible social and political comment in their artworks creates a new era in the human art treasure. Works Cited Anne Gray. Incubi: last impressions 1907-17: National Gallery of Australia. Seep. 2009. Print. Dorothy Chaplin.

Meaning of Life and Language

Written Assignment 1: Language related tasks Submit : __/__/_____ Length: Between 800 and 1000 words Aim: To develop your ability to look at language (structure, functional language and vocabulary) from the students’ point of view to enable you to prepare thoroughly for language lessons. You should make use of grammar reference books or course books and a monolingual dictionary. Bullet points may be used in this assignment. TASK: From the box below, select one item from each pair to analyse, and: a) Analyse meaning: Give a clear definition (appropriate for level) of what the item means; focus only on the meaning used in the statement. ) Analyse form and label the parts (using terminology): * Structure – statement/negative/question forms (if applicable); make sure it’s clear which words can be substituted and which are â€Å"set in stone†. * Vocabulary – label the item e. g. adjective, phrasal verb etc; irregular past forms, common collocations, etc. * Functional Language – show which parts are â€Å"set in stone† and which parts can be changed e. g.? Would you mind + verb+ing (present participle) + object? c) Highlight key pronunciation features. Use phonemic script where useful. * word or sentence stress, * weak forms, intonation, * links between sounds, contractions, lost sounds, etc. d) Anticipate problems – think about what problems students might have with the features you listed above. a) What aspects of the meaning might be difficult for students to grasp? Are there other words/structure that express something similar? Does the structure exist in students L1? b) What form-related mistakes might students make when trying to use the item? c) What problems might sts have with particular sounds, word stress or other pronunciation issues? Use your common sense as well as reference sources. ) Imagine your students are not familiar with each language item. Describe a context that would help convey its mean ing so that you could elicit the target statement. f) State how you would check students’ understanding of the language item. Write the concept questions you would ask and provide the answers. If a timeline is appropriate, you should also include this. You can include other ways of checking too, if you wish. g) State which reference book(s) or other source(s) you used to obtain the above information. ————————————————- Choose ONE example from each pair.The target language has been underlined. ————————————————- 1. ————————————————- I’m meeting Dave for lunch on Sunday. (elementary) 2. ———————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- If I get the job, I’ll need a new car. (elementary) ————————————————- ——————————————————————————————————– 3. ————————————————- He shouldn’t have insulted the policeman (upper-intermediate) 4. ————————————————-She might have left already. (upper-intermediate) ————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ——————————————————————————————————– 5. ————————————————- He takes after his mother. (pre-intermediate) 6. ————————————————- She is very sensitive to criticism. (pre-intermediate) ————————————————- ——————————————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ 7. ————————————————-How about watching a movie on Friday? (elementary) 8. ————————————————- Do you mind if I open the window? (elementary) ————————————————- ——————————————————————————————————– 9. ————————————â €”———- I would like to try the tropical fruit/fruits on the island. 10. ————————————————- You want teens to have committed academic lives? Get real! WORKED EXAMPLE: VOCABULARY Target statement: John’s borrowed $200 from Holly. Intermediate) Analysis| d) Anticipated Problems| a) Meaningto receive and use something that belongs to someone else, and promise to give it back to them later| * Sts use lend instead of borrow| b) Form * to borrow (transitive verb – regular) * borrowed – past simple/past participle * To borrow + something (object) + from (preposition) + somebody/something| * Sts use incorrect preposition i. e. to borrow sthg to so. | c) Pronunciation * stress on 1st syllable borrow /’b? r / * silent â€Å"w† at end * past simple & particle â€Å"ed† is pronounced /d/ * preposition â€Å"from† is weak e. g. /fr? /| * sts pronounce silent w at end * incorrect pron of ed /id/ * sts stress 2nd syllable | e) Providing a context/conveying meaning Tell story about my friend John who is always short of money but who always wants the latest technical objects e. g. mobile, computer, etc. John saw this new DVD recordable player but didn’t have the money so he asked if Holly, his girlfriend, would give him $200. He promised to pay Holly back at the end of the month when he got paid. She said OK so .. (write on whiteboard) John †¦Ã¢â‚¬ ¦.. $200 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Holly. f) Checking understanding Did Holly give John $200? Yes What for? To buy a new DVD recorder.Is the money a present from Holly? No Will she get her money back? Yes, hopefully g) References â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 â€Å"Practical English Usage†, Michael Swan (OUP, 1980) WORKED EXAMPLE: STRUCTURE Target statement: I used to do exercise regularly. ( intermediate) Analysis| d) Anticpated problems| a) MeaningTo say what was true or what happened regularly in the past, especially when you want to emphasize that this is not true or does not happen now. | * Sts might think it refers to present habits, perhaps due to confusion with ‘be + used to + verb+ing’. * Sts may use it for single past events e. . I used to go to the cinema yesterday. * Possible confusion with the lexical verb ‘use’. | b) Form * statement: subj. + used to + verb (bare infinitive)+†¦ * negative: subj. + didn’t use to + verb (bare infinitive)+†¦ * question: Did (auxiliary verb) + subj. + use to + verb (bare infinitive) +†¦| * Sts may use past form of second verb, (I used to did exercise †¦) * Sts may forget â€Å"to† (I used do †¦) * Ss may use â€Å"used† instead of â€Å"use† in negative and question forms. (I did/didn’t used to .. )| c) Pronunciation * stress would normally fa ll on used and 2nd verb i. e. I used to do exercise regularly * weak form of ‘to† sed: /t? / * connected speech: used to /’just? /| * Ss might say /ju:zd tu:/ i. e. stress /d/ in â€Å"used† Ss might not use weak form of â€Å"to† /tu:/ instead of /t? /| e) Providing a context/conveying meaning Tell an anecdote about myself as a 16 year-old. I went running every morning and often went to the gym in the evening (use pictures/mime, if necessary). Then I stopped running and stopped going to the gym when I was about 25. I’m now 30 and I don’t do much exercise at all. So, â€Å"I †¦Ã¢â‚¬ ¦ (try to elicit the target phrase) †¦ used to do exercise regularly. † f) Checking Understanding: Did I exercise in the past?Yes Did I do it once, or often? Often Do I exercise now? No Can you think of something you used to do but don’t do now? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmi llan English Dictionary†, Macmillan Publishers Ltd. 2003 WORKED EXAMPLE: FUNCTIONAL LANGUAGE Target statement: Would you mind getting me a cheese sandwich? (intermediate) Analysis| d) Anticipated Problems| a) Meaning * to request politely that someone do something for you. * Often used with slightly bigger requests or more distance in relationship between the speakers. * Answer: Yes = no and no = yes. * Sts might not realise there are other less complex ways to ask for things politely * Sts get the answer yes/no wrong * This structure suggests a bigger request or a less personal relationship between speakers. | b) Form * Would you mind + verb+ing (present participle) + object? * Short answer: Yes/No, subj. + would/wouldn’t| * Sts use infinitive instead of present participle e. g. Would you mind to get me †¦? * Sts use â€Å"Do† instead of â€Å"would† * Use Yes/No, I mind/don’t mind as the short answer| c) Pronunciation * Rising intonation * St ress on â€Å"mind† and â€Å"getting† * Weak form of would and you / w? / /j? / * Linking of would + you + mind /w? dj? ’ma? n/| * Sts say it forcefully or with flat intonation and it could sound impolite * Sts give equal stress to would+you+mind and don’t link| e) Providing a context/conveying meaning Jane has just started working for a new company. One of her new colleagues is going out to the local supermarket and asks her if she wants her to get her something for lunch. Jane is really hungry and ask her to get her a sandwich. What does she say? (Try to elicit â€Å"Would you mind getting me a cheese sandwich? †) f) Checking Understanding: Does Jane want a cheese sandwich?Yes Is she asking or demanding her colleague to get her a sandwich? Asking Is she polite? Yes Do you know another way to ask her to get a sandwich? Can/Could/Would you get me a †¦.? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmi llan English Dictionary†, Macmillan Publishers Ltd. 2003 Written Assignment 1: Language related tasks Length: Between 800 and 1000 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail|Assignment 1: Language related tasks| | | | If necessary, please resubmit by:See reverse side for resubmission details. | ————————————————- Assignment criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. —†”——————————————- Analysing language correctly for teaching purposes. b. ————————————————- Correctly using terminology relating to form, meaning and phonology when analysing language. c. ————————————————-Accessing reference materials and referencing information they have learned about language to an appropriate source. d. ————————————————- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CEL TA Syllabus and Assessment Guidelines What are we looking for? An assignment that shows an ability to:| You| Overall| a. Clarify the meaning of language appropriate for level. | | | b. Clarify the form of language, using appropriate terminology. | | | c. Clarify key pronunciation features of language. | | d. Identify potential problems with meaning, form and pronunciation. | | | e. Provide a clear and appropriate context to help convey the meaning. | | | f. Check the students’ understanding of the target language appropriately. | | | g. Use reference books to analyse language and acknowledge these sources. | | | Also the assignment †¦| | Is complete, i. e. answers all sections, and adheres to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. | | Overall Comments:| ————————————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words Aim: To develop your ability to assess the needs of a group of learners, and to act on this information by finding appropriate material for language support. Task: Prepare a case study of your TP group. Your report should include (250-300 words): . Information about the students’ backgrounds (approximate ages, nationalities, reasons for learning English, previous English learning experience) b. The students’ learning styles (what they like/dislike in lessons, t he things they find easy/difficult, how they like to learn) c. What YOU have noticed in their classroom behaviour (degree of participation, quantity or output in different stages of the lesson, fluency/accuracy of output, similarity of level amongst the group) ————————————————- Points a, b and c of the assignment should take the form of a REPORT.You should use a formal style of language. Make use of headings and sub-headings, paragraphs, linking words, etc to organise your work. d. A paragraph (150-200) words summarising your TP students’ main strengths in grammatical and phonological areas as well as in receptive skills. e. Identify 2 areas of weakness in your students’ grammar, 1 in pronunciation and 1 in vocabulary, providing at least one example to support your observation. State why you think the students made this error and what the correct form should be. (250–300 words) Point e can be put into boxes and bullet points can be used.Remember to include specific examples. Grammatical Weaknesses| Incorrect word order * I work also on Saturdays (I also work) * I went often home (home by bus)Reason: In German, the verb is usually the second idea in the sentence and students have transferred this rule to English. | f. Select 2 specific language focused activities (100-200 words) from published materials (not your course book) to focus on areas of weakness you identified: * 1 exercise/task focusing on grammatical areas of weakness AND * 1 exercise/task on phonological areas of weakness OR 1 exercise/task on the lexical weakness. For EACH activity: ) state the aim of the activity (i. e. by the end of this task, students should be better able to accurately use/discriminate between †¦Ã¢â‚¬ ¦ ) 2) state briefly why you think the activity would be suitable for your students. (Remember to link this to your weaknesses and your profil e of the students. ) 3) State where it comes from (Book, Author, Pg no. , Exercise no. ) and attach a referenced a copy of the activity Collecting your data: You will want to interview them so that you can note any good or weaker examples of language used. You might want to tape the interview so that you can identify language later.You could also get students to write something for you spontaneously e. g. a letter to a friend inviting them to spend the summer with them. You could also give them a reading and listening to do. You can further make use of the time before lessons start or during the breaks to chat to your students and find out the information you need. You should continue to make notes during TP classes. It is not necessary for you to personally interview all members of the class; you can interview 2 or 3 students and then share your findings with the other teachers in your TP group.You can also make generalisations on the basis of 2 or 3 students. Suggesting specific l anguage focused activities: There are an abundance of activities in different books and on the publisher’s websites too. Attach photocopies of the relevant exercises that you would recommend. Don’t forget to reference your material, i. e. book name, level (if applicable), author, publisher, and page number, or website name and date accessed on. ————————————————- The students as people and as language learners. ————————————————-These questions could be asked in an interview or informal chat 1. ————————————————- How long has s/he been learning English? 2. —————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Does s/he like learning English? 3. ————————————————- What is her/his mother tongue? Is English second/third language? 4. ————————————————- Does s/he have any experience of learning another language? 5. ————————————————- Does s/he have any specific aims in learning English? (e. g. isit to UK/need it for work) 6. ————————————————- What does the learner do for a living? 7. ————————————————- Is this their first English learning experience? Have they learnt English before? Where? How long? 8. ————————————————- In their previous learning experience, what kinds of methods were used? 9. ————————————————- What did they enjoy/not like about their previous learning? 10. ————————————————- What do they like doing in class? 11. ———————————————— Which areas of their English do they feel they need work on? 12. ————————————————- What d o they find easy/difficult to do in class? ————————————————- ————————————————- These questions can be focussed on during TP 1. ————————————————- What kinds of activities do they seem to prefer? 2. ————————————————- Are there any activities they seem to dislike? 3. ————————————————-How do they react to working with others in class? 4. ————————————†”———- Do they contribute to pair/group work? 5. ————————————————- Who are the stronger/weaker members of the group? 6. ————————————————- Note down examples of good language used. 7. ————————————————- Which topics do they seem to enjoy/not like talking about? 8. ————————————————- Note down any pronunciation/grammatical/lexical errors the students make? e. g. sounds, stress, intonation, verb tenses, articles, word order, etc) so that you can give examples. 9. ———————— ————————- Observe the students listening and reading abilities. Are they better at gist or specific reading/listening? Is it necessary to pre-teach vocabulary? Do they worry about words they don’t know? Do you have to grade your language when you talk to them? Do you have to paraphrase if they don’t understand? * In the assignment, don’t mention sts’ names. Say e. g. Some are interested in†¦ Three students want to learn English†¦The main reason for learning English is†¦ Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 2Focus on the learner| | | | If necessary, please resubmit by:| —â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: ————————————————- ) Showing awareness of how learners’ backgrounds, previous learning experience and learning styles affect learning. ————————————————- b) Identifying the learners’ language/skills needs. ————————————————- c) Correctly using terminology relating to the description of language systems and langua ge skills ————————————————- d) Selecting appropriate material and/or resources to aid the learners’ language development. ————————————————- e) Providing a rationale for using specific activities with learners. ———————————————— f) Finding, selecting and referencing information from one or more sources ————————————————- g) Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that†¦| You| Tutor’s Comments| Provides information on the learners’ ages, nationalities and reasons for learning English. | | | Provides information on students’ learning styles and preferences. | | Provides information on learners’ classroom behaviour. | | | Summarises students’ strengths | | | Identifies and gives specific examples of weaknesses in learners’ grammatical abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in learners’ phonological abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in the learners’ lexical use. Plus error rationale. | | | Selects an appropriate activity to develop learners’ grammatical weakness. | | | Selects an appropriate activity to develop learners’ phonological OR lexical weakness. | | States aim of each activity and provides rationale for choice based on learner profile. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections and adheres to word limit and is written as outlined| | | Provides a referenced copy of the activities| | | Uses clear and coherent language and is essentially free of mistakes in spelling, punctuation and grammar. | | | ————————————————- Overall Comment:————————————————- ————————————————- ————————————————- —————————————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ | ————————————————- 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words (not including the authentic material for classroom use and activities) Aim: To develop your ability to look at authentic materials from a teaching perspective to enable you to prepare these thoroughly for language lessons.TASK: Choose an authentic text of between 200 and 700 words AND a) Give an opinion on text and discuss suitability for lower/higher level students. b) Identifiy barriers to reading OR listening in general and link to own students c) Provide suggestion for interest raising task d) Select appropriate vocabulary to pre-teach and suggest a pre-teach task e) Describe what each sub-skill means (from background reading) f) Design a skim task g) Design a scan task h) Design a follow-up task that includes SPEAKING or WRITING. i) Devise a freer productive (speaking or writing) activity as a follow-up for the reading or listening.ALSO†¦ Clarify the reasons for using the material and each of the activities. Tasks (and their respective keys) must be included as appendixes to the assignment Remember, the assignment is NOT a Lesson Plan, but rather an informed description (What will be done, How and Why) of your choices in terms of text, tasks and their sequences. It can be used as a basis for a full lesson plan, but this NEED not be included in the assignment ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: ———————————————— Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 3Skills assignment| | | | If necessary, please resubmit by:See reverse for resubmission details. | ————————————————- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Correctly using te rminology that relates to language skills and sub-skills. b. ————————————————-Relating task design to language skills practice. c. ————————————————- Finding, selecting and referencing information from one or more sources d. ————————————————- Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? | You| Tutor’s Comments| Gives an opinion on text and discusses suitability for lower/higher level students| | | Provides suggestion for interest raising task| | |Selects appropriate vocabulary to pre-teach and suggests a pre-teach task| | | Describes what each sub-skill means (from background reading)| | | Designs a skim task| | | Designs a scan task| | | Identifies barriers to reading OR listening in general and links to own students| | | States overall aim of speaking OR writing task clearly. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections, & adheres to the word limit. | | | Provides a referenced copy of practice tasks if not designed independently. | | | Uses clear and coherent language, which is essentially free of mistakes in spelling, punctuation and grammar. | | Is written in continuous prose (where appropriate)| | | Includes references to background reading. | | | Overall Comments:| ————————————————- 1st Tutor’s signature:Date: ———†”————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words AIM This assignment assesses your ability to identify strengths & weaknesses in your own teaching and your development needs.It is meant to help you reflect on your own teaching and on what you have learnt from the observation of others. TASK Write a report using the following headings. Section 1 What strengths and weaknesses (name two of each) do you identify in your own teaching? For this section reflect on the feedback you have received from learners, your peers and tutors and give concrete examples from your own teaching. Section 2 Discuss what you have gained from observi ng experienced teachers (including video observations) and your peers and how this has influenced your own teaching. Section 3Identify three ELT areas of knowledge and skills which you need further development in and give reasons for your choice. Describe specifically how you could develop in these areas after the course. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 4Lessons from the classroom| | | | If necessary, please resubmit by:See reverse side for resubmission details. ——————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Noting their own teaching strengths and weaknesses in different situation in light of feedback from learners, teachers and teacher educators. b. ————————————————- Identifying which ELT areas of knowledge and skills they need further development in. c. ————————————————-Describing in a specific way how they might develop their ELT knowledge and skills beyond the course. d. —â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that:| Tutor’s Comments| Identifies 2 strengths in your teaching. | | Provides concrete examples of strengths from your own teaching. | | Identifies 2 weaknesses in your teaching. | | Provides concrete examples of weaknesses from your own teaching. | Reflects on what you have learnt from observing peers and experienced teachers. | | Highlights 3 areas for further development. | | Provides reasons for areas chosen. | | Provides concrete ways to address these development needs after the course. | | Also the assignment †¦| | Is complete, i. e. answers all sections. | | Keeps to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. Makes use of headings and sub-headings| | Overall Comments:|