How Computer Games Influence Violence Essay Example | Topics and Well Written Essays - 2000 words

How Computer Games Influence Violence - Essay Example Several researches have focused on the effects of video games on adolescents and children. This is because children belong to an age whereby they are vulnerable to deceptions (Signorielli 2006, p. 36). This means that they can barely separate illusions from reality. Children easily develop emotions that make them vulnerable to script of their play. It is essential to note that video games are proven to have positive effects as well. For instance, video games could be responsible for improving manual dexterity. This is useful in handling things such as bicycles, vehicles and other machines. Additionally, video games could improve computer literacy of children. This is attributable to employment of various control keys and manipulations in creating a game. Technology improves to accord these games better graphics for real three dimensional experiences in playing. Such quality heralds video games as a distinct force in children’s lives. However, research and real life experiences show that video games increase aggression in teens. Video games have notably transformed to become increasingly popular with teenagers. An example concerns the studies, of Kaiser Family Foundation, that reported of most children homes’ ownership of video games. ... This mostly concerns shooting games in which other characters are depicted to have died. Video games necessitate a critical concern because children are active users of such medium. It is notable that video games demand significant attention that children gullibly accord. This gives greater credibility to the images that appear on the devices’ screens. Since parents rarely involve themselves in video games, they are unaware of the images. Some studies indicate that children who play martial games would possess the tendency towards aggression (Aboujaoude & Koran, p. 184). This would be different from motorcycle racing games whereby children are not likely to develop aggression out of playing. This affects children players in two dimensions. To begin with, it deceives players of their strength in case they win such games. It is vital to note that children become increasingly proficient with more games that they play. This proficiency enables players to easily win games by depict ions of shooting and murdering other characters. It creates a sense of self misconception whereby the children players feel that they can operate in the real world through violence. This means that such children would feel that they can get away with violence in the practical world. On the other hand, violence is attributable to frustrations of failing in games. This mostly occurs in cases whereby children are less proficient in manipulating video games. In certain instances, other characters end up shooting and killing the main character in terms of video depiction. This triggers anger and frustration in children players. In turn, they can fight with their peers in order that they convince of their strength. In addition, children could turn violent

Limitations and Requirements of ANOVA Essay Example | Topics and Well Written Essays - 500 words

Limitations and Requirements of ANOVA - Essay Example The samples’ variances should not be different though some departures can be accommodated. All individuals used in the samples must be selected randomly from the population. All individuals of the samples must have equal probability for being selected. The sizes of the sample should be equal but there is an allowance of some differences. One of the limitations of ANOVA is that, when a significant data difference cannot be found, the samples cannot be said to be the same. It only indicates differences between groups and not groups which are different. Normality assumes that the errors which are random within each group of treatment, the groups’ mean deviations, have a normal probability distribution. For normal data but variances which are heterogeneous, ANOVA is good for balanced designs but not for designs which are highly unbalanced. In normal data setting, heterogeneous variances and designs which are unbalanced, Welch’s ANOVA might be used for the accommodation of unequal variances. With variances which are homogenous but data which is non-normal, ANOVA is good for designs which are balanced with large samples. It is not good for unbalanced designs with small samples. In non-normal data setting, variances which are homogenous and a small sample or unbalanced design, a non-parametric procedure is preferred. If the distribution of data is not normal and heterogeneity of variances exist, there might be transformation necessity. The importance of a design which is balanced and existence of a large sample must be pu t into consideration. A common standard deviation is shared by all normal distributions. The different t-test options can be used around the equal variances assumptions or unequal variances assumption. The f-test, apart from being used to for t-tests, it can also be used to compare variations in two data sets in the CJ data. The test makes use of a calculated F stat

Prospectus on Upsc Essay Example for Free

Prospectus on Upsc Essay ABOUT CIVIL SERVICES The Civil Services Exam popularly known as IAS Exam is conducted by UPSC (Union Public Service Commission) every year. It is a combined exam to recruit officers into Indian Administrative Service (IAS), Indian Foreign Service (IFS), Indian Police Service (IPS), Indian Revenue Service (IRS), Indian Audit and Accounts Services, Indian Railway Traffic Service (IRTS) and several other GROUPAGROUP B Central services. All India Services officers i.e., IAS and IPS officers are given state cadres after the selection. The cadre controlling authority of IAS is Ministry of Personnel and Public Grievances, Government of India. The IPS cadre is controlled by Ministry of Home Affairs, Government of India. Overall, the IAS officers as District Collectors play a major role in the administration of the country. LIST OF CIVIL SERVICES FOR WHICH COMBINED EXAMINATION IS HELD 1 2 3 4 5 6 7 8 9 Indian Administrative Service. Indian Foreign Service. Indian Police Service. Indian P T Accounts Finance Service, Group ‘A’. Indian Audit and Accounts Service, Group ‘A’. Indian Revenue Service (Customs and Central Excise) Group A Indian Defiance Accounts Service, Group ‘A’. Indian Revenue Service, Group ‘A’. Indian Ordnance Factories Service, Group A (Assistant Works Manager, Administration) Indian Postal Service, Group ‘A’. 13 14 15 16 17 18 19 20 21 Indian Railway Accounts Service, Group ‘A’. Indian Railway Personnel Service, Group ‘A’. Post of Assistant Security Officer, Group A in Railway Protection Force. Indian Defence Estates Service, Group ‘A’. Indian Information Service (Junior Grade), Group ‘A’. Indian Trade Service, Group A (GR.III) Indian Corporate Law Service, Group A Armed Forces Headquarters Civil Service, Group ‘B’ (Section Officer’s Grade) Delhi, Andaman Nicobar Islands, Lakshadweep, Daman Diu and Dadra Nagar Haveli Civil Service, Group ‘B’ Delhi, Andaman Nicobar Islands, Lakshadweep, Daman Diu and Dadra Nagar Haveli Police Service, Group ‘B’ Pondicherry Civil Services Pondicherry Police Service, Group B Indian Civil Accounts Service, Group ‘A’. Indian Railway Traffic Service, Group ‘A’. REQUIREMENTS 1. Minimum Educational Qualifications : Graduation in any discipline from a UGC recognized University. Students in final year of graduation are also eligible forthe exam. The eligibility of being graduate is required atthe time of filling Mains form. 2. Age limit: GENERAL : 21 to 30 YEARS O.B.C. : 21 to 33 YEARS (Non-creamy Layer) SC/ST : 21 to 35 YEARS Note: Age is calculated as on 1st August of the year of the examination. 3. Number of attempts allowed: GENERAL : 4 attempts O.B.C. : 7 attempts (Non-creamy Layer) SC/ST : Up to 35 years of age EXAMINATION PATTERN Stages of Examination: (1) Prelims (1) Prelims : †¢ This examination is meant to serve as a screening test only; the marks obtained in the Preliminary Examination by the candidates who are declared qualified for admission to the Main Examination will not be counted for determining their final order of merit. †¢ From the year 2013 onwards the Civil Services (Prelim) Exams shall serve as the Screening Test for both the Civil Services as well as the Indian Forest Service Examinations. †¢ Candidates will be asked to exercise their option to either choose Civil Services or Indian Forest Service or both, as per their eligibility conditions. †¢ Combined Prelim Exams for Civil Services Indian Forest Service, 2014 shall be held on 24th August, 2014.(NOTE:- The dates of Notification, commencement and duration of Examinations are liable to alteration by UPSC. (2) Mains (Written): †¢ †¢ Only those candidates who are declared by the Commission to have qualified in t he Preliminary Examination in the year will be eligible for admission to the Main Examination of that year provided they are otherwise eligible for admission to the Main Examination. Marks thus obtained by the candidates in the Main Examination (written part as well as interview) would determine their final ranking. Candidates will be allotted to the various Services keeping in view their ranks in the examination and the preferences expressed by them for the various Services and Posts. Civil Services Mains (Written Examination), 2014 shall commence from 14th December, 2014. Indian Forest Service Mains (Written Examination), 2014 shall commence from 22nd November, 2014.(NOTE:- The dates of Notification, commencement and duration of Examinations are liable to alteration by UPSC. (2) Mains (Written) (3) Mains (Interview) (3) Mains (Interview): †¢ †¢ Candidates, who obtain such minimum qualifying marks in the written part of the Main Examination as may be fixed by the Commission at their discretion, shall be summoned by them for interview for a Personality Test. Candidates who are selected in the Mains Written Examination will be eligible to appear before the Interview Board at New Delhi. It is usually held by the UPSC in March April. Syllabi for the Examination: I. Prelims: Paper I(General Studies) (200 marks) Duration: Two Hours †¢ Current events of national and international importance. †¢ History of India and Indian national movement. †¢ Indian and World Geography- physical, social, economic geography of India and the world. †¢ Indian Polity and governance – constitution, political system, panchayati raj, public policy, Rights issues, etc. †¢ Economic and social development – sustainable development, poverty, inclusion, demographics, social sector initiatives etc. †¢ General issues on environmental ecology, bio-diversity and climate change-that do not require subject specialization. †¢ General science. Paper II(CSAT) (200 marks) – Duration: Two Hours †¢ Comprehension. †¢ Interpersonal skills including communication skills. †¢ Logical reasoning and analytical ability. †¢ Decision making and problem solving. †¢ General mental abili ty †¢ Basic numeracy (numbers and their relations, orders of magnitude etc. (Class X level), Data interpretation (charts, graphs, tables, data sufficiency etc. –Class X level). †¢ English language comprehension skills (Class X level). Note 1: Note 2: The questions will be of the objective type (multiple choice questions) with four alternatives for the answers to every question. For each question for which a wrong answer has been given by the candidate, one-third (0.33%) of the marks assigned to that question will be deducted as penalty except some of the questions where the negative marking will be inbuilt in the form of different marks being awarded to the most appropriate and not so appropriate answer for such questions. The Commission will draw a list of candidates to be qualified for Civil Service (Main) Examination based on the total qualifying marks as may be determined by the Commission, of the two papers put together. Questions relating to English Language Comprehension skills of Class X level (last item in the Syllabusof Paper II) will be tested through passages from English language only without providing Hindi translation thereof in the question paper. Note 3: Note 4: II. Mains Written Examination: †¢ †¢ †¢ The Mains Examination is held for those candidates who qualify the Prelims. The main Examination is intended to assess the overall intellectual traits and depth of understanding of candidates rather than merely the range of their information and memory. The nature and standard of questions in the General Studies papers (Paper II to Paper V) will be such that a well-educated person will be able to answer them without any specialized study. The questions will be such as to test a candidate’s general awareness of a variety of subjects, which will have relevance for a career in Civil Services. The questions are likely to test the candidate’s basic understanding of all relevantissues, and ability to analyze, and take a view on conflicting socio- economic goals, objectives and demands. The candidates must give relevant, meaningful and succinct answers. The scope of the syllabus for optional subject papers (Paper VI and Paper VII) for the examination is broadly of the honors degree level i.e. a level higher than the bachelors’ degree and lower than the masters’degree. In the case of Engineering, Medical Science and law, the level corresponds to the bachelors’degree. Mains Exam pattern, as per the latest Notification, is as under; (Papers not to be counted for merit) Indian Language (One of the Indian Language to be selected By the candidate from the Languages included in the Eighth Schedule to the Constitution) (Matriculation or equivalent standard) English (Matriculation or equivalent standard) (Papers to be counted for merit) 250 Marks 250Marks 300 Marks Qualifying Paper; Paper- A Paper- B 300 Marks Compulsory Papers; Paper-I Paper-II Essay General Studies–I (Indian Heritage and Culture,History and Geography of the Worldand Society) General Studies –II (Governance, Constitution, Polity, Social Justice and International relations) General Studies –III (Technology, Economic Development, Bio-diversity, Environment, Security and Disaster Management) General Studies –IV (Ethics, Integrity and Aptitude) Optional Subject – Paper 1 Optional Subject – Paper 2 Paper-III 250 Marks Paper-IV 250 Marks Paper-V 250 Marks Paper-VI Paper-VII 250 Marks 250 Marks ____________ Sub Total (Written test) 1750 Marks (Each paper of 3 hours duration) Candidates may choose any one of the optional subjects from amongstthe list given below; Agriculture Animal Husbandry Veterinary Science Anthropology Botany Chemistry Civil Engineering Commerce and Accountancy Economics Electrical Engineering Geography Geology History Law Management Mathematics Mechanical Engineering Medical Science Philosophy Physics Political Science and International Relations Psychology Public Administration Sociology Statistics Zoology Literature of any one of the following languages : Assamese, Bengali, Bodo, Dogri, Gujarati, Hindi, Kannada, Kashmiri, Konkani, Maithili, Malayalam, Manipuri, Marathi, Nepali, Oriya, Punjabi, Sanskrit, Santali, Sindhi, Tamil, Telugu, Urdu and English Note 1: The question papers will be of conventional (essay) type. Note 2: Evaluation of the papers, namely, ‘Essay’, ‘General Studies’ and Optional Subject of all the candidates would be done simultaneously along with evaluation of their qualifying papers on ‘Indian Languages’ and ‘English’ but the papers on ‘Essay’, General Studies and Optional Subject of only such candidates will be taken cognizance of who attain such minimum standard as may be fixed by Commission at their discretion for the qualifying papers on ‘Indian Language’ and ‘English. Note 3: If a candidate’s handwriting is not easily legible, a deduction will be made on this account from the total marks otherwise accruing to him. Note 4: Marks will not be allotted for mere superficial knowledge. Note 5: Credit will be given for orderly, effective, and exact expression combined with due economy of words in all subjects of the examination. III. Mains Interview (Personality Test): Interview weightage is 275 Marks. The score secured at Interview is added to candidate’s Mains written examination score for ranking. (Ranking is based on score out of 2025 Marks) Note 1: The candidate will be interviewed by a Board who will have before them a record of his career. He willbeasked questions on matters of general interest. Note 2: The object of the interview is to assess the personal suitability of the candidate for a career in public service by a Board of competent and unbiased observers. The test is intended to judge the mental calibre of a candidate. In broad terms this is really an assessment of not only his intellectual qualities but also social traits and his interest in current affairs. Note 3: Some of the qualities to be judged are mental alertness, critical powers of assimilation, clear and logical exposition, balance of judgement, variety and depth of interest, ability for social cohesion and leadership, intellectual and moral integrity. Note 4: The te chnique of the interview is not that of a strict cross†examination but of a natural, though directed and purposive conversation which is intended to reveal the mental qualities of the candidate. Note 5: The interview test is not intended to be a test either of the specialized or general knowledge of the candidates which has been already tested through their written papers. Candidates are expected to have taken an intelligent interest not only in their special subjects of academic study but also in the events which are happening around them both within and outside their own State or Country as well as in modern currents of thought and in new discoveries which should rouse the curiosity of well educated youth. COURSE SCHEDULE GENERAL STUDIES PRELIM-CUM-MAINS-CUM-INTERVIEW 2014 COURSE Duration: Course Coverage: Till November, 2014 Prelims Exam: Paper I General Studies Paper II CSAT Mains Written Exam: Paper – I Essay Paper-II General Studies- I Paper-III General Studies- II Paper-IV General Studies- III Paper-V General Studies- IV Mains Interview: Personality Test (200 Marks) (200 Marks) (250 Marks) (250 Marks) (250 Marks) (250 Marks) (250 Marks) (275 Marks) (Lectures with Study materials and test series) Timing: WEEK DAY BATCHES Monday to Friday WEEK DAY BATCHES Monday to Friday WEEK DAY BATCHES Monday to Friday WEEK DAY BATCHES Monday to Friday FORT 07.00 am to 09.00 am DADAR 06.30 pm to 08.30 pm THANE 07.00 am to 09.00 am NERUL 07.30 am to 09.30 am WEEK END BATCHES POWAI Saturday Sunday 03.00pm to 07.00pm (Note: Schedule subject to change without prior intimation) Test Series: Regular Subject-wise and Full Syllabus Test Series Prelims Paper I II Mains Paper I to V `.55, 000/- (12.36% Service Tax extra) Fees: GENERAL STUDIES MAINS-CUM-INTERVIEW 2013 COURSE Duration: Course Coverage: 4 months Mains Written Exam: Paper – I Essay Paper-II General Studies- I Paper-III General Studies- II Paper-IV General Studies- III Paper-V General Studies- IV (250 Marks) (250 Marks) (250 Marks) (250 Marks) (250 Marks) Mains Interview: Personality Test (275 Marks) (Lectures with Study materials and test series) Timing: DADAR Saturdays Sundays (Note: Schedule subject to change without prior intimation) Test Series: Regular subject-wise Full syllabus test series (Paper I to V). Fees: `.35, 000/- (12.36% Service Tax extra) 09.00 am to 07.00 pm OPTIONAL SUBJECT – 2013 COURSE Duration: Timing: HISTORY Saturday (4 hours) Sunday (4 hours) PUBLIC ADMINISTRATION Saturday (4 hours) Sunday (4 hours) POLITICAL SCIENCE Saturday (4 hours) Sunday (4 hours) GEOGRAPHYNERUL Saturday (4 hours) Sunday (4 hours) SOCIOLOGY Saturday (4 hours) Sunday(4 hours) (Note:Schedule subject to change without prior intimation) FORT 09.00 am to 01.30 pm DADAR 09.00 am to 01.30 pm THANE 09.00 am to 01.30 pm Till October 2013 09.00 am to 01.30 pm POWAI 09.00 am to 01.30 pm Test Series: Fees: Regular topic-wise full syllabus Test Series (Paper VI VII) `.20, 000/- (12.36% Service Tax extra) INTERVIEW (PERSONALITY TEST) Duration: Course Content: 3 Months Mock interviews. 1 year Current Affairs sessions Debates on topics of national, international and social relevance Seminars and Presentations `.10, 000/-(12.36% Service Tax extra) â€Å"A. A. Shah’s Book House†IAS exclusive Bookshop All relevant Books, Magazines, Materials, Photocopies, Previous Years Question Papers (Solved – unsolved) For General Studies all Optional Subjects in UPSC available at all branches; Fort Dadar Thane Nerul Fees: COURSE FOR UNDER-GRADUATES PRE-IAS FOUNDATION COURSE A. A. SHAHs Foundation Course is formulated in such a manner that the students get used to the basic content of the Civil Services Examination syllabus at an early stage. The objective of foundation course is to sensitize the aspirants with the essential knowledge and skills which will lay a sound foundation for his\her pursuit in Civil Services Examination. Considering the maturity level of the aspirants, a phased approach is recommended. Accordingly the foundation course will be introduced as the first stage in the course of preparation before CSAT and Mains preparation stages commence. They will have a clear edge over fresher’s in their year of attempting Civil Services Examination. Eligibility for Foundation Course: Course Duration: Students of XI, XII, 1st year Degree course and 2nd year Degree course 2 Years coaching including 6 months Test Series, interactive lectures and discussions on weekly and monthly basis. Based on syllabus of General Studies papers of Civil Servi ces Prelims Exams of UPSC. Current Affairs, General Knowledge,Indian Polity, History, Geography, Science,Economics, CSAT: Comprehension, Interpersonal Skills, Logical Reasoning, Decision Making Problem Solving, General Mental Ability, Basic Numeracy, Data Interpretation, English Language Comprehension Skills. Course content: Students will be trained in the technique of reading newspapers, magazines and making notes to help them in their preparation for Civil Services Exams conducted by UPSC. Field visit will also be scheduled to understand governance and development issues in India. (Charges Extra) Batch Timing : Tue Thu Sat Course Fee: WEEK DAY BATCHES Mon Wed Fri (FORT NERUL) (DADAR THANE) 04.00 pm to 06.00 pm 04.00 pm to 06.00 pm (Note: Schedule subject to change without prior intimation) `.35, 000/(12.36% Service Tax extra) (Note: Students enrolled for Pre-IASFoundation Course are eligible for 30% fee concession in General Studies Prelim-cum-Mains-cum-Interview Course) AA Shah’s Young IAS for student s of Std. I to XI Abacus Young IAS Elementary Course Vedic Math Group Tuition Young IAS Intermediate Course ABOUT US â€Å"A. A. Shah’s IAS Institute, Mumbai†, as the name suggests, is an institute dedicated to IAS aspirants in Mumbai. We have branches located at Fort, Dadar, Powai, Thane and Nerul.Branches at Fort, Dadar, ThaneNerulare at walking distance from respective Railway Stations. The branch at Powai is near IIT Main Gate. We provide coaching for General Studies and other optional subjects, as per new pattern. We have recently added Reading Room and Libraryfacility at selected branches. We have free counseling sessions to help all IAS aspirants at each stage of preparation to overcome difficulties, nervousness and to resolve queries. We also help in arranging lodging facilities near the institute for dedicated and out-station students. â€Å"A. A. Shah’s IAS Institute, Mumbai† has been set up to groom the winner in you. Coaching at A. A. Shah’s does not end at the end of a lecture. We shall be equal stakeholders in your preparation, which requires complete dedication and full commitment to ensure success. Civil services Exam preparation is not an easy job. In the present competitive scenario, you have to ensure that you stay ahead in the race. The institute shall be a continuous source of motivation for all its students. We are thetrend-setter. We do not intend to replicate any institute in Mumbai or in Delhi. In the short span we have taken the lead position in the field of IAS coaching. We have been innovating at every step to bring forward the best techniques for your success. You shall be guided with all the RELEVANT (it is the key) materi al, the perfect strategy, all the necessary notes, study material, book list, previous years’ question papers and solutions. It shall be ensured that you have an all-round coverage of the syllabus. We expect complete discipline, seriousness and dedication from your side to bring out the winner in you. ‘AA Shah’s Book House’, an exhaustive exclusive Book Store, where your search for books, magazines, notes ends. We are also providing coaching for MPSC, Staff Selection and Banking apart from UPSC exams on public demand. Looking forward to be stakeholders in your preparation and success! CONTACT US : 9004078746 Fort Guru Kripa, Bahubali,Cawasji Patel Street, Behind People’s Book House, Between Hutatma Chowk Horniman Circle, Fort, Mumbai† 400 001. Tel: 022- 2204 4777 Mob: 9029098746 Dadar 221, Gohartaj Bldg., Dr. B. A. Road, Hindmata, Dadar (East), Mumbai † 400 014 Tel: 022- 2415 4777 Mob: 7738388746 Powai 1st Tel: 022- 25709911 Mob: 9029098748 139, Floor, Powai Plaza, Hiranandani Business Park, Near IIT Main Gate, Powai, Mumbai – 400 076. Thane Paranjpe Udhyog Bhavan, 3rd Floor, Opp. Shiv Sagar Restaurant, Ambedkar Chowk, Station Road, Thane (West) † 400 601 Tel: 022- 2540 4777 Mob: 8652744447 Nerul B†112, Floor, Nerul Railway Station Complex, Nerul (East), Navi Mumbai † 400 706. 1st Tel: 022- 2771 4477 Mob: 9773388746

Richards Perspective On Clt And Teaching Conversation English Language Essay

Richards Perspective On Clt And Teaching Conversation English Language Essay Majority of language instructors presume CLT as teaching conversation, an absence of grammar or an emphasis on open ended discussion activities (Richards 2003) while according to what Jack C. Richards mentioned in his communicative language teaching today CLT can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kind of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom. This vapid insipid thought, however, should not be regarded as plausible. Flashing back to the early days of CLT, we see it as an offspring of Audio-lingual Method although it had its focus shifted from behaviorism to real learners needs. On the other hand, looking at its new up-to-date version, we see a great shift from meaning-form based to be totally meaning based. That is why Richards concretely explains CLT as letting the learner grab the language through using it to do things rather than through studying how language works and practicing rules or people learn a language through communicating it. Richards named these two versions of CLT. He asserted that the first one is classical CLT, starting from 1970s to 1990s and the latter one is current CLT. He called all the previous methods Traditional approaches. This study examines the first two methods with a brief introduction on the third one. Traditional Approaches (up to late 1960s) Traditional approaches is a term used by Richards to refer to approaches like ALM or structural-situational approach; also known as situational language teaching. The entire curriculum in these methods shed lights on grammar, that is, every aspect of a language class, from teaching to evaluation, revolves around grammar and its appropriate use in appropriate context. Although traditional methods have some parts in accordance with the current culture and they use dialogues as a prominent exercise, all the parts are for the purpose of mastering the grammar not for reaching communicative competence-using the appropriate language in the real context. To clear everything up lets walk through approach: 1.Students first hear a model dialogue (either by the teacher or on tape). In this procedure students are introduced to the new grammar rule with reminding the previous forms studied via a cultural text. After listening to the dialogue students are supposed to repeat each line after the teacher or the tape. The instructor here pays careful attentions to pronunciation, intonation, and fluency .corrections are immediate and direct even if they interrupt the flow of speech. 2. Key words of the dialogue are changed repeatedly through practice-with actually keeping the grammar rule the same- to help the learner stick the grammar rule in to their mind. 3. Some selected grammatical rules will be the focus of the following exercises. These exercises are structured on the basis of over repetition to make the grammar a part of subconscious mind. That is using it spontaneously when its needed. All the exercises are controlled to ban any type of possible mistake; actually, creativity is not welcomed at all in these methods. Some grammatical explanation may be offered at this point, but this is kept to absolute minimum. 4. After oral exercises come the written ones. Students may be referred to their text books to have some reading, writing or vocabulary activities on the basis of the dialogue presented. 5. Further practice to thoroughly master the form is done in the language laboratory. In sum Richards brings up the P-P-P lesson structure: Presentation: is actually the presentation of the new grammar point inductively. The instructor explains the new structure and makes sure of students comprehension of it. Practice: In a controlled context students practice the use of the grammar point. Production: In a much freer context, and yet controlled, students à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬with the teacher`s monitoring-use their own c1ontent or information for furthered practice, in order to develop fluency with the new pattern. All these syllabus designs lead to great accuracy at the cost of loosing fluency. However, under the influence of CLT all the form-based methodologies are modified to be in sync with communicative competence .this fluency-first pedagogy have accuracy activities such as such as grammar practice been replaced by fluency activities based on interactive small-group work. This approach paves the way for Richard`s Classic Communicative Language teaching. Classic Communicative Language Teaching (1970s to 1990s) This method was a reaction to traditional ones modifying them by the insertion of Communicative competence. As explained in Richard`s applied linguistic dictionary, the term communicative competence is broken down to 4 parts: Grammatical competence: that is the knowledge of the grammar, vocabulary, morphology and phonology of a language. GC was of highest importance in all traditional methods. It is argued in CLT that communicative competence and not simply grammatical competence ,should be the goal of language teaching Sociolinguistic competence: according to Richard`s Dictionary of Applied Linguistics it is Knowledge of the relationship between language and its nonlinguistic context, knowing how to use and respond appropriately to different types of speech acts, such as requests, apologies, thanks, and invitations knowing which address form should be used It is highly associated with interlocutors age, sex, and ethnic groups. Traditional grammatical and vocabulary syllabuses and teaching methods did not include information of this kind. It was assumed that this kind of knowledge would be picked up informally. Discourse competence: the knowledge of knowing how to begin and end conversations. Strategic competence: the communicative strategies used for covering the weakness in conveying the message in communications. In former methods, i.e. traditional grammatical and vocabulary syllabi, there is no trace of these kinds of information. They were believed to be learned informally. However, Richards (2003) argues that communicative competence and not simply grammatical competence should be the goal of language teaching. He added some more practical aspect of language use to this new method to make it more tangible: Purposes for which the leaner wishes to acquire the target language The setting in which the student want to use the target language Role of the learners, for instance, as a traveler, as a sales person talking to their clients. Communicative competence: everyday situations, vocational or professional situations, academic situations and so on. ( 2003) Language functions: what the learner will be able to do with or through language Discourse and rhetorical skills He also added grammatical content and lexical content to make his method comprehensive He defined two types of syllabus: skill-based syllabus, functional syllabus. In the first one the main focus is on four skills -speaking, reading, writing, and speaking- this one sort of covers ESP (English for specific purposes) in a way that it gives each skill its specific look by the use of needs analysis. Usually it overcomes the differences in vocabulary choice, grammar, functions, and particular skills. The latter one, however, consider the functions the students should be able to carry out in English. This syllabus best suits speaking and listening courses. Current communicative language teaching ( from 1990s up to current time) This new up-to-date version of CLT mainly focuses on students needs and learning. According to Richards this method is a set of agreed upon principles that help the learner acquire the language with the respect of social nature of learning. They usually give more attention to unity of language through current methodologies of communication and interaction. In short, it could be said that giving more attention to psychological aspects of learning led to the emergence new CLT.

literary essay joy luck club :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Joy Luck Club   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In Amy Tan’s novel â€Å"The Joy Luck Club† there are many themes and imagery throughout the book, but one theme that is relevant and stands out is the issue, â€Å"Cruel men? Weak men? Fair portrayal of men?† The novel is based on women in the Chinese traditional families, but does not discuss the men. What role do they play in their lives? Were they the people that made there lives unbearable? The men that will be looked upon are associated to the Jong, The Hsu, and the St. Clair family. Although many people would believe that the men in â€Å"The Joy Luck Club† were vindictive, they have shown that they not only are they feeble but that the weak men over power the cruel, and through their actions this statement will be apparent to all.   Ã‚  Ã‚  Ã‚  Ã‚  The Jong Family have two key males that fit the description of cruel and or weak men. The first was Tyan-Yu, Linda Jong’s first husband. Lindo and Tyan-Yu’s wedding was arranged marriage. Lindo’s parents were forced to depart their home leaving Lindo behind. Even though she was only twelve years old, Lindo belonged to the family of her betrothed. The Huangs, the family of Tyan-yu, were very wealthy and took little interest in Lindo which lead to the first impression that Tyan-yu was a cruel man by the way he acted. He and his family made her stay in their servants’ quarters and made her perform physical tasks, such as cooking, washing dishes, cleaning, and embroidering clothes. Tyan-yu would make her sleep on the couch lying to his mother so that he would not get himself into trouble which was a sign of weakness on Tyan-yu’s part. Lindo proves this by saying â€Å"That’s when I could see what was underneath Tyan-yu. He was scared.†. (58) Lindo’s marriage was miserable, for there was no love in it. Tyan-yu, feeling no emotion for his wife, would not touch her. Matters were made worse when everyone wondered why Lindo did not become pregnant and for this came trouble. Tyan-yu was to much of a coward to make any moves and left it all for Lindo to do herself. Lindo found out that â€Å"it was his fear that made Lindo think he had no desire for any woman. He was like a little boy that had never grown up†. (58) Lindo totally changed her view of Tyan-yu from once being terrified of him, to feeling as if she was playing the role of an older sibling.

The War on Terrorism Essay -- Religion, Islam, Taliban

Before the September 11 attacks many Americans believed the United States, a country founded upon its bravery and freedom, was untouchable. On that dreadful day, America was knocked off its pedestal and forced into the war on terror. Inadvertently to many Americans, they fail to realize why this war was unique and not like any other conflict the United States has come across before. America now faced a new type of enemy the Taliban, an organization known for its ruthless behavior and severe attacks and driven by the true nation of Islam. Many Americans wondered why such a violent organization would attack the United States, as well as, what would drive an organization to revert to such evil tactics. Upon research to answers to these questions all too often religion came into play. The nation of Islam seems to be the driving force into the war on terrorism. Religion has always been a controversial subject. Many had suffered and loss their lives because of their personal beliefs. Strangely, what’s even more revealing is that the nation of Islam has an integral role in the war on terror. The nation of Islam has ties to some of the most dangerous and violent groups of people. Within the nation of Islam there are a couple of groups that are notorious for their terrorist behavior. The Taliban, Hamas, and the Hezbollah are the most lethal and violent. For example, the Taliban was founded in 1994, which is pretty young for organization that is notoriously known for violence. The Taliban began as a small group of students that studied Islam from Afghan refugee camps (Berman 4). The Taliban members were poor and started off originally with good intentions. They sought to provide services, both spiritual and tangible to local residents... ...fer about the idea of religion having its role on terrorist organizations. As stated by Professor John Esposito of Georgetown University, he says† So, is it religion that causes terrorism? Does Islam in particular have a terrorism problem?† The question is simple but the answer is difficult to define. Of course religion has its role on terrorist organizations but the concept of terrorists groups having just radical members is absurd. Many of the members of these organizations are moderate and believe that such attacks like the September 11 attacks are justifiable (Esposito 1). The point that many fail to realize is that radicals simply wield religion instrumentally (Esposito 1). Members of these organizations used religion to make the things they do justifiable. Comparably many of the members of the Taliban and other organizations are considered to be fanatics.

Discussion Surrounding Global Alliances Operating in the Airline Indust

The international aviation industry is arguably one of the most competitive and cut-throat businesses in the world today. Characterised by high revenue but notoriously thin profit margins, modern international airlines are constantly searching for methods to gain advantages over their competitors and attract new customers. One of these methods which has become popular since the late 1990s is that of the global airline alliance. Today there are three major alliances in operation, each containing different member airlines. These alliances offer airline customers various advantages over travel with a traditional carrier. Nevertheless, these advantages have been criticised by some as being anti-competitive, there are several examples of airlines that prefer to remain unaligned, and have become extremely successful. Who are these alliances, why are they so popular, and why are they so strongly criticised by some? The Star Alliance was founded in May 1997 by five airlines from three different continents, and today is the largest and oldest of the three major alliances in operation today. It features the highest number of member airlines of any alliance, and also the greatest number of flights and destinations served (Star Alliance, 2011). It is also independently rated by Skytrax (2011) as the world’s best airline alliance, having additionally won the award every year it has been presented except for 2010, when the award went to Oneworld. Furthermore, the Star Alliance is probably the most useful for New Zealand based frequent fliers, as New Zealand’s principal airline, Air New Zealand is a member. Air New Zealand frequent fliers are able to take maximum advantage of co-ordinated scheduling, frequent flier points, and international lo... ...df O’Sullivan, M. (2010, September 17). Virgin hints at signing up to Skyteam. The Sydney Morning Herald, p. Business 3. Oneworld. (2011). An introduction to Oneworld: The alliance that revolves around you. Retrieved 17 September 2011 from http://www.oneworld.com/content/factsheet/W1_2011-01%20Introduction%20to%20oneworld.pdf Rodrigue, JP. (2005). Market share of world airline traffic. Retrieved 18 September 2011 from http://people.hofstra.edu/geotrans/eng/ch3en/conc3en/airalliances.html Skytrax. (2011). World Airline Awards. Retrieved 17 September 2011 from http://www.worldairlineawards.com/Awards_2011/alliance2011.htm Star Alliance. (2011). Star Alliance: About. Retrieved 17 September 2011 from http://www.staralliance.com/en/about/ United Airlines. (2011). Star Alliance. Retrieved 18 September 2011 from http://www.united.com/page/article/0,6867,1519,00.html