What Eyes Cannot See The World through the Different Lens

Introduction Viewing the world through a different lens – say, through the one of a different culture or concept – is not easy, yet achievable at the very least. However, when it comes to understanding of the way in which blind people envision, for the lack of a better word, the universe and the people around, one will most likely stumble over a serious obstacle.Advertising We will write a custom essay sample on What Eyes Cannot See: The World through the Different Lens specifically for you for only $16.05 $11/page Learn More Indeed, with most people having little to no idea of how the blind manage to perceive the objective reality, it begs the question whether the blind might develop an extra sense that allows them to build their own idea of the world and human nature. The Things to Learn from the Memoirs of Blind Authors Sacks claims that, for a number of reasons, analyzing the stories told by blind people about their experiences that cam e close to actually seeing an object, i.e., acquiring the information that was, in some aspects, close to the visual one, is essential for closing the gap between the blind and the slighted. To start with, Sacks makes it obvious that the people who have not been born blind and, therefore, have the memories of the shape of the objects, are able to retain and reconstruct these shapes in their memory, therefore, using the latter as a map, or, in other words, â€Å"to hold the image in a tentative way† (Saks 51). Another important lesson concerns Braille. The method developed for the blind to be able to read, Braille, actually, serves as the link between the blind and the sighted. It would be wrong to assume that Sacks implies that every single person must learn Braille in order to be able to communicate with a blind person and get specific messages across. Instead, the very fact that the blind people use their tactile abilities in order to acquire written data should be seen as the means of developing tactile abilities in the sighted so that the latter could be able to perceive the world in the same way as the blind and, therefore, communicate with the latter more efficiently. The third revelation to be mentioned revolves around the emotional sensitivity of the blind. As Dennis’s case shows, due to their physical deficiency, the blind are able to get in touch with the emotional side of others relatively easier: â€Å"Dennis, earlier, had spoken of how the heightening of his other senses had increased his sensitivity to moods in other people† (Sacks 55).Advertising Looking for essay on rhetoric? Let's see if we can help you! Get your first paper with 15% OFF Learn More The same case also mentions the ability to cognize one’s own self, which the sighted people should also develop. The last, but definitely not the least, the capability of not being tricked by the visuals and, instead, relying on one’s ability to think and connect emotionally, should also be mentioned and taken as a decent example from the given case to follow. In its turn, Galton’s case should also be considered as the one giving a lot of food for thoughts. In this case study, Galton gives a very graphic example of how blurred the line between sight and blindness is – at least, if not restricting it to the concept of physical sight: I have a cousin, a professional architect, who maintains that he cannot visualize anything whatever. â€Å"How do you think?† I once asked him. He shook his head and said, â€Å"I don’t know.† Do any of us, finally, know how we think? (Sacks 57) The given statement shows that the concept of seeing goes beyond the ability to physically envision objects, relates to the ability to think in general and, thus, stretches back to Piaget’s theory of cognitive development. With that in mind, one might consider sight as only the means to acquire a specific type of info rmation, with its benefits and doubtless flaws. As a matter of fact, Sacks makes it very clear in the given paragraph that sight as a source of information is more deceitful than it is trustworthy, whereas the way in which blind people acquire information allows them to avoid the traps of visual misconceptions. Thus, an old byword known as â€Å"appearances are deceitful† suddenly stops being as worn out as it used to. Additional Understanding through the Anecdotal Evidence Apart from the aforementioned ideas, Sacks provides his own interpretation of the evidence provided by blind people, therefore, allowing for drawing his own conclusions concerning the way in which the latter experience the phenomena that the rest of the people refer to as â€Å"visual.† Among the most notable issues to pay attention to, the concept of mental imagery in thinking must be named first. According to Sacks, mental imagery in thinking occurs once a person, not necessarily a blind one, is t rying to reconstruct a specific object in his/her mind based on the data other than visual one. Besides the fact that the given term helps link the perception of the world of a sighted and a blind person, the given notion also provides an opportunity to dive into the clockwork of human mind in general.Advertising We will write a custom essay sample on What Eyes Cannot See: The World through the Different Lens specifically for you for only $16.05 $11/page Learn More Another peculiar idea, which one will be able to see if reading between the lines of Sacks’s article, is related to the concept of the universe in general. As Sacks’s research shows, blind people are also able to develop the skills that allow them to envision objects and people without the actual ability to see, which begs the question if the ability to see actually adds to being informed or being misinformed. Function as â€Å"Metamodal† and not Fixed In addition, a coup le of words must be said about the way in which Sacks interprets the function of the brain. According to Sacks’s article, the latter works in the â€Å"metamodal† state instead of the â€Å"fixed† one; in other words, the functions of the brain are not tied to the actual organs that people get information from, whether it is tactile, visual or audio information. Therefore, the blind can also acquire information concerning a specific image without having to see the object or person in question: â€Å"The world of the blind, of the blinded, it seems, can be especially rich in such inbetween states—the intersensory, the metamodal—states for which we have no common language† (Sacks 54). To paraphrase Sacks, the information that has been coded in the visual elements of a particular object or person can be transformed into a different form, i.e., audio, tactile, etc., and, thus, passed to the person who is unable to see. If considering Sacksâ€⠄¢ concept closer, one might spot the reference to the supernatural or, at the very least, the so-called sixth sense in the phrase â€Å"states for which we have no common language† (Sacks 54). However, such interpretation of Sacks’s words would mean reading too much into his assumptions. The argument and synesthesia In the aforementioned context, the function of synesthesia should be mentioned. Defined by Sacks as the â€Å"heightening† of imagery, or the ability to envision any phenomenon, down to the point of being able to envision sounds. While the given concept clearly works with the people who lost sight by accident after they have acquired enough visual information about the world around them, the concept of synesthesia, though, should be questioned when applied to the people who have been blind since their birth. Sack’s thesis: the blind and the sighted Reconsidering Sacks’s argument, one must admit that, in a very basic way, Sacks states t hat the difference between the blind and the sighted barely exists. While blind people are unable to perceive the world in an ordinary way, they develop the skills that allow them acquire the data that the rest of the people get from images. Sack’s thesis and neuroscience In terms of neuroscience, Sacks’s argument seems not quite legitimate. Despite the legitimate assumptions and the fact that he actually manages to substantiate his thesis in a very graphic manner by offering more than impressive case studies, Sacks goes into the territory where no actual proof except for the evidence from the blind exists, therefore, lacking in veracity.Advertising Looking for essay on rhetoric? Let's see if we can help you! Get your first paper with 15% OFF Learn More Rhetorical Strategies and Their Use: Defining the Key Methods What makes Sacks’s article so impressive is the choice of words and rhetoric devices. By using the latter carefully, he manages to create a strong and impressive argument. Analyzing some of his choices, one can explore the depth of what makes an academic argument compelling. Expletives, indeed Sacks uses a number of expletives, such as â€Å"indeed† (Sacks 48) in order to emphasize certain parts of his argument and convince his reader. Ellipses†¦ Exploring Hull’s case, Sacks uses a number of elliptic structures for the readers to use their imagination and get invested in the story (Sacks 49). â€Å"I would, I would, I would†: anaphora Sacks uses repetition (â€Å"I would† (Sacks 56)) to create a character that the reader would sympathize with. Summary/commentary in use Summarizing his findings in the end of the article, Sacks demonstrates his ability to draw conclusions and comment on findings. Sack’s use of definition Sacks manages to offer rather viable definitions of mental imagery and sight. Moreover, Sacks provides a clear definition of the phenomenon of synesthesia. Cause and effect at its best Sacks displays the cause-and-effect link in his stories about the blind people who manage to get the information that other people acquire by sight. For instance, in Zoltan Torey’s case, Sacks specifies the effects that his being sighted before the accident helped Zoltan Torey continue acquiring visual information after he turned blind. Compare/contrast techniques Sacks draws a number of comparisons between the world of the sighted and the one of the blind. To be more exact, he compares the experiences of the sighted and the ones of the blind in order to figure out at which point these experiences cross. Conclusion Judging by the case studies and the real-life narrations that the article by Sacks offers, blind people are able to experience the sensat ions that are to some extent similar to the ones of seeing objects, i.e., acquiring information concerning the shape and/or color of the object, though, technically, it does seem impossible. It must be admitted, though, that the lack of means of representing the reality in which the blind live, as well as the inability to develop the same skills that blind people develop to interact with the world around them, the sighted are unlikely to ever understand how the blind perceive the environment in which they live. Works Cited Sacks, Oliver. â€Å"A Neurologist’s notebook: The Mind’s Eye. What Blind See.† The New Yorker 28 July 2003. Web. https://www.newyorker.com/magazine/2003/07/28/the-minds-eye. 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buy custom Business Decision Making essay

buy custom Business Decision Making essay Among the most compelling topics were mainly those of framing the Null and Alternative Hypothesis, hypothesis testing in statistics, statement Structuring, determining the Alternative and Null hypothesis centered on degrees of self-assurance Illustration of the the coefficient of the association of two numerical values and determining of coefficient of association with accessible data. Other topics which I found out to be challenging included describing how distinct the observations are from each other by use of the standard deviation. The essence of leeway fault, quantitative and definite data. Developing average scores of ordinary distributions, developing the right siz of models; including models of small sizes and finally the examination of the SWOT analysis of association. I have come to realize that discussion groups are very helpful in further understanding of the challenging topics especially those on the determination of the averages of the data. This is because these topics needs much practice. With a committed discussion group of active members, I have been convinced that everything needs further perusal to get the clear concept. This is because you get the chance to do a problem and get corrections and clarifications thereof from the group. So far, most of the topics are almost clear but I think some topics need to bbe re-visited for revision purposes and for clarity. These include: null and alternate hypothesis, averages, sample types and standard deviation since these are the main concepts that needs statistical gauging. Self-assurance intervals, Prospect and Payouts, graphing of the data acquired, the degrees of self-assurance and the Coefficient of association. According to my personal view, I think had the presentation be done in the lecture halls, it would have enhanced more understanding as this enhances active participation of everyone in the class. To summarize I cannot forget to admit that the coverage on these topics has been very satisfactory. Buy custom Business Decision Making essay

To undertake a literature review, chemical, biological, radiological Essay

To undertake a literature review, chemical, biological, radiological and nuclear terrorism threat (CBRN threat), according to th - Essay Example Like a big, soft jelly-fish it floats into our shell hole and lolls there obscenely All quiet on the Western Front† – Erich Maria Remarque Background With the advent of technological boom and availability of new resources, threats to the British army and other alliance are persistently growing. It is evident that the Al Qaida and correlated terrorist groups have uttered a stern attention in using CBRN. The events of chlorine gas attacks in Iraq have clearly indicated the potential seriousness of the threats. There is always a likelihood of asymmetric attack by terrorists utilizing chemical, biological or radiological weapons has become a reality. The augmentation in mass casualty terrorism and the mounting responsiveness that know-how is progressively more facilitating private performer to have admittance to extremely treacherous Chemical, Biological, Radioactive and Nuclear (CBRN) material has contemplated the issue of CBRN terrorism progressively more important policy question. This developing menace must be considered as a serious issue as it directs our awareness, vigilance, preparation, education and guidance strategies. It is imperative to understand how to deal with the complex risk due to the ambiguity connected with the menace (The Medical NBC Information Server). With the present scenario the successful execution and management necessitates synchronized efforts among stakeholders to influence possessions and proficiency to accomplish synergies in administrating the CRBN Threat. Protection necessitate a multi-dimensional approach. Abstract It is essential to recognize the growing need of awareness towards highly precarious Chemical, Biological, Radioactive and Nuclear (CRBN). It has emerged as a vital policy question. The issue encompass multiple factors and cognitive association between these factors is crucial to understand the preconditions of CBRN terrorism. Lack of appropriate database relating all the factors associated with CBRN ter rorism is the need of time. Aim of the Literature Review: The basic aim of the literature review is to recognize contemporary and budding concerns, strategies and approaches in meeting the requirement for CBRN issue, strategies devised to meet the medical associations and management, execution of the planning, security and challenges that are being imposed in front of Armies by chemical, biological, radiation and nuclear terrorism. Strategies must be devised to deal with the management of CBRN causalities. The review of literature is also essential to enunciate the need for training for developing equipped hands to fight with the causalities. All these factors reflect upon the economic burden on the nation's economic conditions. Research Questions: i. What is most likely of the terrorists using CBRN in near future? ii. What is the most likely agent that may be used by the terrorists to attack British Army? iii. What kind of training and Equipments are required to deal with CBRN atta cks? Keywords: CBRN- Chemical, Biological, Radiological and Nuclear, CW- Chemical Weapons, BTWC- Biological and Toxin Weapons, Incapacitating Agents, Nerve Agents, Contamination and decontamination, Detection and Identification, Weaponisation. Methodology: All the above mentioned key words were used to perform literature survey between January 2000 to April 2009. Introduction: War in any sense brings disaster for life. Human beings are being gifted with the

Astronomy Research Paper Example | Topics and Well Written Essays - 750 words

Astronomy - Research Paper Example Our solar system is located in Milky Way which is a spiral galaxy. It is estimated that almost 200 billion stars inhabit Milky Way. Whatever is visible to us by naked eyes lies within the boundaries of Milky Way. The distance in space is measured in light years and our Sun is at the distance of 26000 light-years from the center of Milky Way. The distance that light travels in one year is known as one light-year. The distance between two ends of the Milky Way is almost 120,000 light years. Our sun revolves around the center of Milky Way and takes almost 225 million years to complete one round of our galaxy. Our solar system moves at an amazing velocity of about 250 kilometers/second (Cain, Fraser). Our solar system is made up of planets, moons, comets, an asteroid belt, meteors, plutoids and other objects. Everything in our solar system moves around our sun. Our planet the Earth is the only place in the whole solar system which exhibits life and that way it is unique in whole solar system (Enchanted Learning). There are nine planets in our solar system and they are known as Mercury, Jupiter, Uranus, Neptune, Saturn, Earth, Venus, Mars and Pluto. Pluto is known as dwarf planet. All planets orbit around the sun in the same plane. Mercury is nearest to the Sun. It has no atmosphere. It is only visible during sunrise and sunset duet to its closeness to the Sun. It is about 4878 kilometers in diameter and the smallest among all planets in our solar system. Its mass is only 5 percent of that of the Earth and the gravitational pull is just 38 percent of the earths gravity. Its surface temperature varies widely from -168Â ° C to 427Â ° C. Venus is the second nearest planet and 108,200,000 km away from the Sun. It has almost circular orbit but moves in opposite direction of the Earth. It is also known as morning and evening star because it is so bright

Observation Paper - Organization Development Essay

Observation Paper - Organization Development - Essay Example ion statement of the firm is â€Å"what we stand for† which shows the commitment and dedication of the firm to what they do in the market (Frynas and Mellahi, 2011). As a fact, the firm states that it is objectively driven by performance, progress, innovativeness and it is responsible for its actions. The firm has a vision, which states that the firm is objectively focused on becoming a successfully recognized institution in the competitive world (Freeman, 2010). The firm wants to make immense progress in the already competitive oil industry. Therefore, it has to engage proven strategies in making such a performance (Pendergrast, 2013). Incidentally, the company wants to make a recommendable approach in its line of business. BP has unequivocally stated its objective in the oil industry, stating that it wants to bring change in the industry, be nurturing ethical and moral business strategies. As a result, it will be one of the largest firms in the industry (Lauby, 2005). Curren tly, it is the third largest firm dealing in the oil industry. For a firm to record consistent and significantly improving performance, it has to initiate various key competencies (Bodden, 2009). These factors have an ultimate influence on its performance in the market (Ansoff, 2007). BP has initiated various core competencies in the market, to ensure its performance is constantly improving. Its first key competency is the target audience. A firm that has a target audience is committed to satisfying the audience by providing the products and services the audience needs (Johnson and Scholes, 2004). For example, the firm deals in a wide variety of products and services in the market. These includes petrol, diesel, aviation fuel, lubricators and maritime. With such a varied target audience, the firm is sure of finding the much-needed demand for its products (Waters, 2013). Similarly, the firm has initiated plans to deal in bottled gas and other gasses that are used in industrial production. Since

RIBA Work Stages and Pre-Construction Processes

RIBA Work Stages and Pre-Construction Processes Identification of the steps in construction process: The steps which are identified in construction process through which the construction project passes is important if improvement is occur because it is necessary to every project that goes through similar steps in its assessment and finally the stages vary their intensity or the importance depending up on the project. There are different stages to analysis the process model such as. Inception: It defines the about needs and to determine the financial implications and sources. Feasibility: For use of preliminary designs, and also the costing and investigations of the alternatives. Scheme Design: The scheme design is used for the programming, for budgeting, for briefing, and for the outline design, etc. Detail Design: These Detail design is used for the development of all sub-systems within the design, and for the use the detailed cost control, and technical details etc. Contract: Specification of the contract, pricing mechanisms, and documentation should be prepared carefully for the selection of contractor, etc. Construction: Under these the execution and control of all site works and associated actives are done and further documentation of the contract is done. Commissioning: Getting rid of the problems, giving the instructions regarding the operations, maintenance manuals, conducting opening ceremonies, occupation, evaluation, managing the facility, giving training to the staff, etc. comes under these commissioning. The above sections describe some of the existing design and construction process models in operation and also present the gateway process. This is the process which is adopted by the office of government commerce in the UK, demonstrating multi project management. RIBA plan of work: The process of managing and designing building projects and administering the building contracts in to a number of work Stages is organised by RIBA plan of work. The sequence of work stages may vary to suit the procurement method. The choice of the procurement route has a fundamental influence on how different work stages proceed. This was summarised in outline as far as possible but the exact way in which different stages are conducted in the overall project programme needs the careful consideration at the outset. The RIBA plan of work was originally developed to reflect the needs of traditional contract forms. The subsequent development of alternative contract forms such as PFI, BSF. As per the project needs a vision and key performance indicators should be identified. They should assess at each stage and check that they are still appropriate. Here if they are to be successfully implemented, KPLs should be identified in the early project stages such as preparation, design, construc t and use cycle. RIBA Work Stages: The work stages for the CTG project according to RIBA plan of work is divided into 5 phases as shown below: Preparation Design Pre construction Construction Use Fig 1: RIBA work stages Preparation: Under this stage there are two steps appraisal and describing the design in brief. Appraisal: Appraisal is nothing but the identification of the CTG project requirements and possible limits in developing the project. Feasibility studies and assessment of options are prepared to enable the client to decide whether to proceed. Design brief: This is the second step, in this step the development of the initial statement is prepared to know the clients requirements and limits. Identification of procurement methods, procedures, organisational structures and range of consultants and others to be engaged for the project. Design: In Design there are 3 steps they are as follows. Concept: In this step the design brief and preparation of additional data is implemented. This step includes out line proposals for structural and buildings services systems. The main concept is to review the procurement route. Design Development: This step includes structural and building services systems. This also gives updates on online specifications and cost-plan. In this step the application for getting the permission for detailed planning is done. Technical design: In this step the technical design and specifications are prepared which are sufficient to co-ordinate components and elements of the project and information for statutory standards and construction safety. Pre- construction: In this there are three steps Production Information: The production information has two steps, the first step involves in the preparation of detailed information for construction. Application for statutory approvals is done. The second step includes in the preparation of further information for construction required under the building contract. The review about the information is provided by specialists. Tender Documentation: To enable a tender or tenders to be obtained for the project the tender documentation has to be prepared in detailed. Tender action: This step involves in Identification and evaluation of potential contractors for the project. Obtaining and appraising tenders submission of recommendations to the client Construction: In these there are two steps Mobilisation: In these Mobilisation Letting the building contract, Appointing the contractor. Issuing the information to the contractor and arranging site hand over to the contractor. Construction to practical completion: The building contract is administered to practical completion. The provision to the contractor for the further information and where as when responsibilities are required. Review the information provided by the contractors and specialists. Use: Post Practical Completion: The administration of the building contractor after practical completion and making final inspections. Assisting building user during initial occupation period. Review of project performance in use. The Gate Way Process: This process was developed by the office of government commerce in the UK, and it was developed on the basis of well proven techniques. This is leads to more effective delivery of benefits in sense of outcomes and predictable costs. This is a review of government procurement project which was carried out by taking the decisions of experienced people as a team. These critical points are identified as gateways. The life cycle of the project has six gateways four before the contract is awarded and to more looking at service implementation and conformation operational benefits. The benefits which are supposed to be come under the process identified as follows: Availability of the best skills and experiences deployed on the project Understanding the status of the project and the stack holders issues carefully. Giving assurance that the project can progress to the next stage of development and implementation, with increased the expectations. Achievement of more realistic time and cost target for the projects. This process can prove to be very beneficial for single project or multiple projects management. Project management is nothing but the overall planning of the project from inspection and completion of the project in time aiming at the CTGs requirements. The process protocol: The process protocol is defined in ten distinct phases in which the design and construction process are mentioned. These ten phases are grouped into four stages namely: Pre-Project, Pre- Construction Construction and Post- construction Pre- Project Stage: Among the ten distinct phases of the process protocol the (0-3) phases comes under the pre- project stage. In this stage strategic business consideration of any potential project was done to fulfil the CTG project requirements. Applying the gateway process the alignment of process protocol is done which will be helpful in achieving higher benefits. In the pre à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ project phases the CTG project requirements are defined and considered with the aim of: Determining the need for a construction project solution, and Securing outline financial authority to proceed to the pre-construction phases. This is the most important stage of a construction process when compared with the later stages. The knowledge possessed by the building developers and consultants could help the CTG project in the early stages. By this approach the problems faced with the translation of this name can be eliminated through the conventional briefing stage of design have the potential for substantial elimination.

Leadership styles in greek mythology Essay

In ancient Greece, certain leadership qualities were seen as more desirable, and by reviewing Greek mythology it is possible to understand what these ancient people valued in their leaders. The tales of Uranus, Cronus, and Zeus show which characteristics were prized by the Greek people, and which were despised. Uranus, son and husband of Gaea, was tyrannical, and fearful, casting his offspring into the underworld. He was obsessed with absolute power. It did not concern him that his children, the Hundred-handed giants and the Cyclopes, burned with rage at him from their Underworld prison. It did not concern him that his mother-wife Gaea suffered dearly knowing the fate of her children. He was a wicked ruler, and his Titan sons and daughters were fearful of him. Even when Gaea urged them to join her in a plot to overthrow Uranus, the Titans, terrified, could not reply. It was only when Cronus, the youngest Titan, finally agreed to help Gaea that Uranus was finally and violently defeated. Cronus dismembered his father and scattered the body parts. The Titans then freed their siblings and made Cronus king. Cronus, however, turned out to be as wicked a king as his father Uranus. Gaea warned Cronus that like his father, his child would overthrow him. Obsessed with avoiding Uranus’s fate, Cronus devoured each of the children born to him and Rhea, his wife. Eventually, Rhea deceived Cronus to keep him from eating the newborn children. Cunningly, Rhea his one child, Zeus, and fed her husband a rock in the place of the shining child. When Zeus grew up, joined with his brother Poseidon and the other children of Cronus in a war resulted in Zeus’s overthrow of Cronus. At last, overpowered, the Titans retreated into Tartarus, where they were bound, imprisoned, for eternity. With the Titans in the depths of the earth, the rule of Zeus began. Unlike his father and grandfather, Zeus ruled the world justly. He assigned each of the deities their respective functions. He created a system of laws, and punished those immortals that broke their sacred word. Zeus also allowed the immortals to benefit mankind. Out of chaotic destruction, Zeus’s rule began and he established such order that no Olympian god would question his authority. Even when the Titans would try to return and overthrow Zeus, they could not defeat him due to the loyalty he had earned from the other Olympians. A reading of these tales shows that the Greeks looked for the qualities of strength and authority in their leaders, along with courage and wisdom. However, these alone were not enough. In order to be a great leader or king, one needed to establish a system of justice and fairness, where those who did wrong would face punishment, and where order would be maintained instead of chaos. Zeus was the model for earthly kings because of his ability to bring order, fairness, and justice along with his great strength.

ESL teaching methodologies

The techniques and approaches found in TESOL differ dramatically from those of other areas of teaching because of its student centred and dynamic nature. Furthermore, since TESOL takes place in a multicultural environment; that is, the ESL classroom, intercultural aspects should also be considered, addressed, and ideally, taught. As a result, the cultural diversity found in TESOL and the interactive nature of this field of teaching has an impact on the way language is presented and practised.According to the online articled Why to activate your ESL students' Background Schema, published by Laura Greenwood (2011) on bridgetefl. com, â€Å"it is important to activate your students' experiences with and knowledge of the topic of the listening/ reading†. By activating students' schematta, the teacher is not only directing the students into the topic and creating interest in it but also encouraging them to use language in context.Additionally, experienced and creative ESL teachers may be able to pre-teach contextualized vocabulary whilst activating students' schematta because any unknown lexical items found in listening and reading passages are in fact related to the topic of the text/listening, so the teacher has a context to teach (elicit) these words. Another important strategy adopted by ESL teachers is language elicitation.Rather than introducing a word by saying: â€Å"this is a word and that is what it means† or teaching a grammar point by simply telling the students its rules and form, TESOL teachers often use an essential technique called elicitation, through which students can be involved in the process of discovering and understanding anguage; that is, the teacher uses different techniques to elicit lexical items or grammatical structures that they want to introduce to their students.However, it is usually the case that ESL learners may not know the word or grammatical item that the teacher is trying to elicit, but they will at least know th e concept of the linguistic item intended to be taught, which is still relevant, because knowing the concept of a word or grammar point is considered to be as important as knowing the form. Eliciting† (2009, section 4) states that there are cultures where students are more sed to a teacher centred way of knowledge instruction, which means that they see the teacher as the only person who has the authority to provide knowledge, therefore when eliciting language, TESOL teachers should consider the fact that students from these cultures are less likely to actively participate when the class are asked open questions (who can tell me†¦? Does anybody know†¦? ), and instead try to nominate students to answer questions more often. In fact, the ideal ESL teacher is described by Harmer, J. (2007, p. 08) as â€Å"one who is democratic rather than autocratic, and one who fosters learner autonomy through the use of group work and by acting more of a resource than a transmitter of knowledge†, which contradicts the role of the teacher in many cultures, where they are seen as the sole provider of knowledge.However, when activating schematta and eliciting language, which are essential techniques adopted in TESOL, the students' input is vital, and in order to achieve that, different teachers with different personalities and teaching styles use different techniques to It is common knowledge that language and culture are interrelated, and through the language, English in this regard, ESL learners can, or ideally they should, acquire intercultural knowledge in order to communicate more competently. With this concept in mind, Ability English – an ELICOS centre in Sydney – included an intercultural communication program in their syllabus.Nicholas Kirk, who is the director of studies and designed the course, argues that â€Å"it is almost impossible to teach language in isolation from culture†, therefore he believes that cross-cultural ommun ication should be taught in order to help ESL students use their language skills more effectively. Role plays, group activities, reading and listening passages, videos, among other resources and types of activities can be used to practise language skills (speaking, listening, reading, writing) and other linguistics elements, such as grammar, lexis, and pronunciation, while training students so that they can achieve intercultural competence.In other words, ESL teachers can raise students' awareness to cross-cultural areas, including eye contact, personal space, body anguage, face-saving, individualism and collectivism, and concurrently, or possibly subsequently, use the contextualized content to practise and/or introduce language, enhancing not only their students' language skills but also their interpersonal and interactional effectiveness.Having the language skills is undoubtedly necessary in order to be in contact with people from different cultures, but understanding such culture s is also important in this globalized world, especially in the workplace, since the ultimate goal of ESL learners is to be able to use English to successfully ommunicate with people from other cultural backgrounds. Considering the fact that TESOL allows more flexibility than in other fields of teaching, and that language is a vital element of culture, linguistic and cross-cultural aspects may be taught in conjunction by ESL teachers.In sum, I would like to stress that the teacher's knowledge of the linguistic items being taught is unarguably important in TESOL, as it is in all areas of teaching; however, in the ESL teaching context, it is equally important to use a variety of ethods and strategies to get the students to actively participate in their learning process, since the ESL classroom is an environment where the focus is on the students, rather than on the teacher, resulting in more STT than TTT, which is a primary concept in TESOL.ESL students have one goal in common: to lea rn English to be able to communicate with people from different cultures, but due to multicultural nature of ESL classes, TESOL teachers need to be culturally sensitive, and if possible, in addition to teaching language, devote some time to training their students to be ore inter-culturally competent to help them use language in a multicultural context more effectively.

Battle of San Juan Hill in the Spanish-American War

Battle of San Juan Hill in the Spanish-American War The Battle of San Juan Hill was fought on July 1, 1898, during the Spanish-American War (1898). With the beginning of the conflict in April 1898, leaders in Washington, DC began planning for the invasion of Cuba. Moving forward later that spring, American forces landed in the southern part of the island near the city of Santiago de Cuba. Advancing west, plans were made for capturing the San Juan Heights which overlooked the city and harbor. Moving forward on July 1, Major General William R. Shafters men launched an assault on the heights. In heavy fighting, which included a charge by the famed 1st US Volunteer Cavalry (The Rough Riders), the position was taken. Consolidating around Santiago, Shafter and his Cuban allies commenced a siege of the city which ultimately fell on July 17. Background After landing in late June at Daiquirà ­ and Siboney, Shafters US V Corps pushed west towards the port of Santiago de Cuba. After fighting an indecisive clash at Las Guasimas on June 24, Shafter prepared to assault the heights around the city. While 3,000-4,000 Cuban insurgents, under General Calixto Garcà ­a Ià ±iguez blocked the roads to the north and prevented the city from being reinforced, the Spanish commander, General Arsenio Linares, elected to spread his 10,429 men across Santiagos defenses rather than focus against the American threat (Map). The American Plan Meeting with his division commanders, Shafter instructed Brigadier General Henry W. Lawton to take his 2nd Division north to capture the Spanish strong point at El Caney. Claiming that he could take the town in two hours, Shafter told him to do so then return south to join in the attack on the San Juan Heights. While Lawton was assaulting El Caney, Brigadier General Jacob Kent would advance towards the heights with the 1st Division, while Major General Joseph Wheelers Cavalry Division would deploy to the right. Upon returning from El Caney, Lawton was to form on Wheelers right and the entire line would attack. As the operation moved forward, both Shafter and Wheeler fell ill. Unable to lead from the front, Shafter directed operation from his headquarters via his aides and telegraph. Moving forward early on July 1, 1898, Lawton commenced his attack on El Caney around 7:00 AM. To the south, Shafters aides established a command post atop El Pozo Hill and American artillery rolled into place. Below, the Cavalry Division, fighting dismounted due to a lack of horses, moved forward across the Aguadores River towards their jumping off point. With Wheeler disabled, it was led by Brigadier General Samuel Sumner (Map). Armies Commanders Americans Major General William R. ShafterMajor General Joseph Wheeler15,000 men, 4,000 guerillas, 12 guns, 4 Gatling guns Spanish General Arsenio Linares800 men, 5 guns Casualties American - 1,240 (144 killed, 1,024 wounded, 72 missing)Spanish - 482 (114 killed, 366 wounded, 2 captured) Fighting Begins Pushing forward, American troops experienced harassing fire from Spanish snipers and skirmishers. Around 10:00 AM, the guns on El Pozo opened fire on the San Juan Heights. Reaching the San Juan River, the cavalry waded across, turned right, and began forming their lines. Behind the cavalry, the Signal Corps launched a balloon which spotted another trail that could be used by Kents infantry. While the bulk of Brigadier General Hamilton Hawkins 1st Brigade had passed the new trail, Colonel Charles A. Wikoffs brigade was diverted to it. Encountering Spanish snipers, Wikoff was mortally wounded. In short order, the next two officers in line to lead the brigade were lost and command devolved to Lieutenant Colonel Ezra P. Ewers. Arriving to support Kent, Ewers men fell into line, followed by Colonel E.P. Pearsons 2nd Brigade which took a position on the extreme left and also provided the reserve. For Hawkins, the objective of the assault was a blockhouse atop the heights, while the cavalry was to capture a lower rise, Kettle Hill, before attacking San Juan. Delays Though American forces were in a position to attack, the did not advance as Shafter was awaiting Lawtons return from El Caney. Suffering through intense tropical heat, the Americans were taking casualties from Spanish fire. As men were hit, parts of the San Juan River valley were dubbed Hells Pocket and Bloody Ford. Among those irritated by the inaction was Lieutenant Colonel Theodore Roosevelt, commanding the 1st US Volunteer Cavalry (The Rough Riders). After absorbing enemy fire for some time, Lieutenant Jules G. Ord of Hawkins staff asked his commander for permission to lead the men forward. The Americans Strike After some discussion, a cautious Hawkins relented and Ord led the brigade into the attack supported by a battery of Gatling guns. Having been rallied to the field by the sound of the guns, Wheeler officially gave Kent the order to attack before returning to the cavalry and telling Sumner and his other brigade commander, Brigadier General Leonard Wood, to advance. Moving forward, Sumners men formed the first line, while Woods (including Roosevelt) comprised the second. Pushing forward, the lead cavalry units reached a road halfway up Kettle Hill and paused. Pushing on, several officers, including Roosevelt called for a charge, surged forward, and overran the positions on Kettle Hill. Consolidating their position, the cavalry provided supporting fire to the infantry which was moving up the heights towards the blockhouse. Reaching the foot of the heights, Hawkins and Ewers men discovered that the Spanish had erred and placed their trenches on the topographical rather than the military crest of the hill. As a result, they were unable to see or shoot at the attackers. Taking San Juan Hill Scrambling up the steep terrain, the infantry paused near the crest, before pouring over and driving out the Spanish. Leading the attack, Ord was killed as entered the trenches. Swarming around the blockhouse, American troops finally captured it after entering through the roof. Falling back the Spanish occupied a secondary line of trenches to the rear. Arriving on the field, Pearsons men moved forward and secured a small hill on the American left flank. Atop Kettle Hill, Roosevelt attempted to lead an attack forward against San Juan but was followed by only five men. Returning to his lines, he met with Sumner and was given permission to take the men forward. Storming forward, the cavalrymen, including the African-American Buffalo Soldiers of the 9th and 10th Cavalry, broke through lines of barbed wire and cleared the heights to their front. Many sought to pursue the enemy to Santiago and had to be recalled. Commanding the extreme right of the American line, Roosevelt was soon reinforced by infantry and repulsed a half-hearted Spanish counterattack. Aftermath The storming of the San Juan Heights cost the Americans 144 killed and 1,024 wounded, while the Spanish, fighting on the defensive, lost only 114 dead, 366 wounded, and 2 captured. Concerned that the Spanish could shell the heights from the city, Shafter initially ordered Wheeler to fall back. Assessing the situation, Wheeler instead ordered the men to entrench and be prepared to hold the position against attack. The capture of the heights compelled the Spanish fleet in the harbor to attempt a breakout on July 3, which led to their defeat at the Battle of Santiago de Cuba. American and Cuban forces next began a siege of the city which finally fell on July 17 (Map).

How Does Parenting Behavior Differs by Social Class †Sociology Research Paper

How Does Parenting Behavior Differs by Social Class – Sociology Research Paper Free Online Research Papers How Does Parenting Behavior Differs by Social Class Sociology Research Paper Question: Explain the ways in which parenting behavior differs or varies in the various social classes. Social class affects almost every if not every aspect of life, including parenting. Lower class parents have a harder time providing needed items for their children. As the textbook states, â€Å"even in two-paycheck marriages, lower middle-class parents often face time and money problems.† This means that parents who are of the lower class may not have the money to get good health care for their children, or even enough to eat. Also they are working more to earn enough money to survive, so they lose time to work, time which could otherwise be spent with their children. These parents also may not be able to afford college level education for their children, although many of them are â€Å"ambitious for their children, encouraging them to go to college even though they themselves usually are not college students,† according to the textbook. This means their children may have to put themselves through college if they want to go, which could serve as either a major sense of accomplishment if they complete college, or a major letdown if they are unable to do so. Middle class families have more choices than lower class families simply by the fact that they have more money, and thus more access to resources. They are able to choose a neighborhood to live in and rear children. They can afford a better education level for their children, with money to send their children to college and private schools if they want to. Middle class families can possibly purchase household help to help with the daily tasks of living. This is important because it saves them time; time they could spend doing things with their children that lower class families might not be able to do. When their children get older, middle class families can afford to buy their children cars, preventing conflict over who will use the family car. Middle class families also have access to better health care than lower class families. This means that they have less to worry about as far as health concerns go with younger children, and they spend less time being sick or suffering from illness as their lower class counterparts. Upper class families have access to the most resources of any other families. They have access to the best health care and the newest advances in medicine. This means they have the best chance of having their offspring survive. According to the textbook, â€Å"often their families have been established as wealthy for several generations and possess significant power and influence.† This means that they have been used to an elite lifestyle for several generations, and that their children will become used to this lifestyle. They have the money to send their children to the absolute best schools and their children are usually expected to go to college and do so more easily than children of families of lower social status. The textbook states that not a lot is known about upper class families but that their children might have a hard time getting motivated because they know they are â€Å"guaranteed a comfortable living no matter what – and whose accomplishments will likely never surpass those of their forebears.† This could cause emotional problems for their children, who might not feel like they have accomplished much by themselves. Research Papers on How Does Parenting Behavior Differs by Social Class - Sociology Research PaperStandardized TestingThe Effects of Illegal ImmigrationInfluences of Socio-Economic Status of Married MalesHip-Hop is Art19 Century Society: A Deeply Divided EraEffects of Television Violence on ChildrenMarketing of Lifeboy Soap A Unilever ProductThe Relationship Between Delinquency and Drug UseRelationship between Media Coverage and Social andTwilight of the UAW

Does a production have to be tightly to a script or can you allow Essay

Does a production have to be tightly to a script or can you allow flexibility to encourage a more naturalistic response from actors - Essay Example Further, I will describe the stages of film making and reflect on the integration of social realism in the filmmaking process in respect to our fiction film and further draw adequate conclusions on inclusion of social realism in the fiction film. Kimberly a 17-year old daughter is in a white-station wagon sited in the back seat with her smaller brother Kiefer-15 years old. Ivy, the mother drives on a rough road headed to North Park Estate but keeps on complaining that she was unlucky in life for she had not gotten the right man to get married to but guesses aloud that it is because she had two grown up kids who no man could ever accept responsibility of. Kimberly and Kiefer do not say anything but the comment hurts them badly. Together, the family arrives at a North Park Estate where the family is to start a new life. While this place seems perfect for the mother and Kiefer, Kimberly is not satisfied and wishes that they could have continued to live in their previous home where she had met and made friendship in the neighborhood. Kimberly and Kiefer immediately gets enrolled to a new high school in the nearby and her mother starts working in a hotel in town as a cashier. Frustrated already, Kimberly finds it hard to make fri ends in the new school and even in the neighborhood. Her mother is frequently off since her work sometimes extended to the odd hours of the night and Kimberly has to stay home with Kiefer who was more of a computer geek. Kimberly finally meets a friend, Stacey, a teenage neighbor who helps her explore the neighborhood. Kimberly discovers Marble Sweet, a local cake shop thanks to Stacey. A nice looking gentleman, Park-owner of Marble Sweet, seems interested in Kimberly and offers her a job to work in the store as a baker since she had a passion in baking. Without hesitating, Kimberly accepts the offer and starts working in the shop secretly without talking

How service delivery can be improved through better project management Dissertation

How service delivery can be improved through better project management - Dissertation Example It gives people opportunity to share their experiences which can be assessed for further modifications in service delivery system. Through project management, the available resources can be used effectively by team members sharing their knowledge and innovative ideas (Project management course). The accessibility of project management team to the current information enables them to identify the existing problems and demands of the customers. This up-to-date knowledge would facilitate them to assess the success of the service delivery. The quality of service delivery depends on the extent to which the customer needs are satisfied; hence the better management with leadership skills can organise the process of service delivery in a better way (123eng.com). There may be times when a better-quality product fails to sustain in the market due to poor service delivery. Thus it is very necessary that the service delivery has to be managed by a well-organized and efficient management. Communic ation is one of the key factors that determine the success of service delivery.