Pick the topic by your own Essay Example | Topics and Well Written Essays - 1250 words

Pick the topic by your own - Essay Example Most of the time in the writing classes, students encounter various forms of essay genres, and most of them follow under expository, narratives, descriptive, and argumentative approaches. Before pointing out and discussing these elements, it is important to understand first of all what an essay is. The origin of the word essay can be traced back to the French influence on Middle English. In Latin, the word is a form of a verb known as exigent, and it literally meaning is to drive out, while other meanings are to test and examine. Thus, from these meanings, students are able to understand the importance of writing academic essays, which enables them to examine and test their own ideas about a particular topic. Essay writing requires a student to learn various skills that are significant in writing excellent essays. Some of these skills are like persuasion, analysis, close reading, exposition, contrast and comparison, and also clarity. By nature, essays should be written in a way that depicts clarity in direction and purpose, should be interesting, and also should be deliberate. When students understand various essay genres, they are able to familiarize themselves with the process of writing essays, and as a result, they become confident in writing any form of an essay. Essay writing also involves some essential elements that dominate in all kinds of academic writing assignment. Failure to use one or any important element might make the essay inadequate. Some elements are weighed more heavily than others depending on either the assignment, specific course or the academic discipline one is pursuing. These elements include; This part forms the point of the paper, and it gives the purpose of the essay. It gives the main focus of the paper, its significance, originality, and gives a clue of the expected academic audience. The thesis

Company Law Legal Organisations Essay Example for Free

Company Law Legal Organisations Essay Introduction Thor plc is a Public Limited registered company as per the provisions of Companies Act 1985, listed in London Stock Exchange.   A public limited company must have at least two directors to manage the business affairs of the company apart from a qualified company secretary.   Further public limited companies are also permitted to offer shares to the public to raise funds by way of public offer of shares to a minimum value of   Ã‚ £50,000. Thor plc is a commercial catering company   which has both shares and debentures to its credit.   A public limited company is governed by its Memorandum and Articles of Association which details the entire internal and external boundaries of a director beyond which a director cannot act in any manner.   Chapter 2 Section 171-177 of Companies Act 2006   provide about scope and nature of general duties of a director. Some of the important general duties are : Duty to act within powers and in accordance with the company’s constitution (MA) and exercise powers dutifully.(Sec.171) Section 172 states that a director must promote and work to the success of a company in bona fide and in good conduct for any long term decisions, in the interests of company employees, fostering the business relationship with business suppliers, customers and others, consider the company’s operations, its impacts on environment     and community.   A director must have interest to maintain the reputation of the company. Section 173 states that a director has the power to exercise independent judgment which is in accordance with the provisions and compliance of legal provisions enabled by Companies Act 2006 and authorized by Company’s constitution and which is not restricted and in contradiction with the agreement entered into between the director and the company. Section 174 states that a director must exercise reasonable care, skill and diligence. Section 175   provides that a director is in a position to always avoid a conflict of interest. Section 176 provides that a director must not accept any benefits   from third parties. Third parties means a person other than the company, a person acting on behalf of a company, an associate body or a body corporate. Section 177 provides that a director can always declare interest in a proposed transaction or arrangement. The proposed interest must be disclosed or declared either in a meeting with other directors, by a notice to other directors in accordance with Section 184   (notice in writing) or Section 185 (general notice). A director need not disclose interest in case the director is of the opinion that (a) the proposed interest for a transaction may give rise to a conflict of interest. (b) To an extent, if other directors are aware of transaction. ( c) The proposal need to be considered in a meeting of directors or by a committee of directors appointed for this purpose under company’s constitution. Section 178 deals with civil consequences of breach of general duties by   a director. Companies Act 1985 imposes a statutory prohibition that it is a criminal offence if a director without the prior permission of the Board, considers an option to sell or buy shares or debentures.   Insider trading is a criminal offence under Financial Services Act 1986 as per sections 61-62A when a private investor or person suffers a loss from breach of statutory duty which is caused by a director. Under Criminal Justice Act 1993 Part V, if a person knowingly commits insider trading, it will be considered as offence if, buy or sell shares is performed in a regulated market, where there is intermediary professional. Encourages another person to deal with such proposals of insider trading. Disclosure of information to persons who are outside of office, employment or profession. All the above offences are penalized either with fine or imprisonment of up to seven years. Mary in the capacity of a director, is entitled to sell Thor Plc shares which are held by Mary in the position of a director only after the prior intimation to the Board and after a resolution has been passed to that extent that certain number of shares held by Mary, the director of Thor plc can be sold. Mary has committed a serious offence by neither intimating the Board about selling of shares, nor took the consent of the Board in which case,   Mary has invited penalties under Companies Act 2006. Further, Mary has also encouraged another shareholder Graham to sell shares by revealing the confidential business information about the company which is also another serious offence which was not supposed to be performed by a director who is in the Board of a company. Mary as director has violated all the legal rules of Companies Act 2006 and has violated the rules of Thor plc. In view of the above, Mary is either required to pay a penalty or seek assistance from a legal practitioner 2(a) In October 2008, certain of the codified directors’ duties come into force. Explain briefly the relevant fiduciary duties which will be applicable prior to that date Directors have the major decision making power in a company. No other position in a company is greater than the position of a director.   The duties of directors are designed in a way that companies’ interests are protected, shareholders interests are protected in order to make corporate business as transparent and efficient.   There are many rules, statutory duties and fiduciary duties for a director’s position which have to be fulfilled in accordance with Companies Act 1985 and as amended by Companies Act 1989.   The government is of the opinion that codification of directors’ duties which are included in the Companies Act 2006, which was granted permission from Royal Assent on 8th November, 2006, ensures the law to be consistent and also enables directors to not to breach any duty that is written in law. Prior to the codification of directors’ duties, the fiduciary duties were prevalent which are briefly explained as below. Further fiduciary duties are of two categories. (1) Duty to act in good faith in the interest of the company and not for any collateral purpose. (2) Duty to not to permit conflict of personal interest with that of duties to be discharged as director of a company.   Ã‚  Fiduciary duties can never be breached by a director wherein case, the director would be held responsible for any loss suffered thereof.   Any profit or loss that is made from the discharge of duties by   a director, must be disclosed to the company in all respects.   Directors owe duties to the company only and not to individual members.   A director must disclose any interest in a proposed contract or a contract in a meeting of the directors of the company.   Director’s service contract must be kept available for inspection by the members.   Service contracts for more than five years must be approved in a general meeting.   Further a director must notify the company about any personal interest in shares of the company.   Personal liability for a director is more when   a director is participating directly or indirectly in fraudulent trading in the event of a company being liquidated or wrongful trading when a company is being declared as an insolvent and the court holds director as liable. When a company is in insolvent liquidation, the directors of the company are not eligible to incorporate another company in the same name or similar to the existing name for a term of five years. In case if a director is floating another company with the similar name, director becomes personally liable for the debts of such new company. Further an officer or director who signs cheques or orders for goods on behalf of the company is also held personally liable for all the transactions of the company, when the name of company does not appear on cheques or order documents.  Ã‚   Company records have to be kept at the registered office for inspection of company law officials or such other authorized persons as per Companies Act 2006. Fiduciary duties of a director are of equal source of personal liability as that of general duties of a director.   All fiduciary duties are self-explanatory whereas all general duties are specific and task-oriented for each director.   Breach of director’s duties result in either as offence, personal liability or termination of directorship as per the provisions of Companies Act 2006. There are totally four directors in Edu-con Ltd who are managing the business affairs of the company.   The constitution of Edu-con Ltd is governed by its Memorandum and Articles of Association of the company which details the powers and duties of directors of Edu-con Ltd and further statutory laws and provisions of Companies Act 2006 apply to Edu-con Ltd for both filing the required statutory documents and for detailing the duties of directors of Edu-con Ltd.,   All the four directors of Edu-con Ltd for responsible for execution of general duties as well fiduciary duties of the company. Part 10 Chapter 1 Section 154 – 169 of Companies Act 2006 details about appointment and removal of directors. Chapter 2 of Part 10 Section 170 – 177 of Companies Act 2006 details about general duties of   directors. Section 252 of the Companies Act 2006 details about persons connected with a director. Section 253 of the Companies Act 2006 details about members of director’s family.   Section 254 states about a body corporate with which the director is connected.   Vera Freet lives with her partner, Bertram Boss who owns a business by name â€Å"Bell Agentis†. Vera Freet did not disclose partner Bertram Boss in any Board meeting and neither while selling the land adjacent to â€Å"Bell Agentis† for value  £350,000 to Edu-con Ltd., whereas it is important for a director to disclose about family members and also about any interest in business proposal that is related to the business management of Edu-con Ltd., Wilson Rabbit who is another director of Edu-con Ltd., has earned a commission of  £900 for awarding a printing contract to Bees Books Ltd.,   In this aspect, Companies Act 1985 states that disclosure of transactions that are within a sum of    £1000 in a financial year need not be disclosed by a director as long as it is a secret commission in terms of monetary benefit earned by a director. It is also important that the acts of directors are within the purview of Articles of Edu-con Ltd., and considered not as an offence.   However it is important that the Board must be notified about the paying of commission by Bees Books Ltd., to the director even though it is a small amount,   for all good purposes and to keep the transparency of the transactions. According to the EU Directive when a company is taken over by another company, existing board or change in board effects the value of   the company. In the present case, Edu-con Ltd has been taken over by another company, and subsequently there is also a change in the board members which means the existing four directors of Edu-con Ltd no longer carry the position of director. Any transactions that are still in term period do not hold good when a director ceases as board member which is relevant in the case of   Wilson Rabbit who has been receiving commission from Bees Books Ltd for printing contract. Similarly the land that is acquired from Bell-Agentis can also be reconsidered whether it should be retained by the new board members.   The new board has every right and authorized to write-off all the transactions that were exercised by previous board basing on the interest of the new board and for making the business good. Conclusion Companies Act 2006 is yet to come into force effectively by the end of the year 2008 as there are many changes in Company Reform Bill to bring order to all the existing UK companies and for all the new companies that are being incorporated. However it is important to always refer Companies Act 1985 as well Companies Act 2006 for deriving the maximum benefits in the matters related to directorships and financial related matters. References Companies Act, 2006 Reviewed 14 April 2008 http://194.131.210.216/eappub/includeimages/2007041722C1FAUHD_Companies%20Act%202006.pdf Company Law guide http://www.youngandpearce.co.uk/corporat.htm Companies Act 2006 and duties of directors Reviewed 17 April 2008 http://www.bytestart.co.uk/content/legal/35_2/companies-act-directors-duties.shtml Companies Act, 2006 Reviewed 14 April 2008 http://www.opsi.gov.uk/acts/acts2006/pdf/ukpga_20060046_en.pdf Explanatory Notes to Limited Liability Partnerships Act 2000 Chapter 12 Reviewed 14 April 2008 http://www.opsi.gov.uk/ACTS/acts2000/en/ukpgaen_20000012_en_1 Partnership Act, 1890 Reviewed 14 April 2008 http://www.hmrc.gov.uk/manuals/bimmanual/BIM72505.htm http://www.opsi.gov.uk/ACTS/acts2006/ukpga_20060046_en_1 http://www.opsi.gov.uk/si/si2007/uksi_20072194_en_7 http://books.google.co.in/books?id=zb7VqRT4hOgCpg=PA44lpg=PA44dq=selling+of+shares+by+director+of+a+company+is+a+criminal+offencesource=webots=9RfouwoVBzsig=8REfcxgg1RLBiW-dxrG-4ioh6uwhl=en#PPA52,M1 UK Government’s new Company Law Reform Bill Reviewed 14 April 2008 http://www.mallesons.com/publications/2005/Dec/8221850W.htm

Shifting Views on Native Americans in the Film, Dances With Wolves :: Movie Film Essays

Shifting Views on Native Americans in the Film, Dances With Wolves A wounded soldier lay on an operation table. The scene is surely not that unusual. 150 years ago, the medical field dealt with gangrene and infections by amputating any wounded limb. Now John Dunbar finds himself in almost the same situation. On a stroke of luck, as it would turn out, the doctor feels to tired to complete the operation on Dunbar and decides to finish for the day before taking his leg off. In the moments that followed, a frustrated, confused and disillusioned Dunbar pulls his boots back on and stumbles back onto the battle field. Feeling like there is nothing left to live for, Dunbar mounts a horse and charges the stagnant enemy line, bringing the battle to full fledged combat. Though his original intent I feel was not to start the battle, but rather to end his life, he becomes a hero, seeing that he wasn't shot or wounded. His cowardly actions in a twist of fate, ironically landed him as a decorated soldier. Due to his position, Dunbar was given the option to go where ever he wanted. This was a customary option for war hero's of his time. Being the romantic type, as depicted in the film, he requested to be sent out west to become a US marshal. He felt a calling to see the Old West before it was gone. Upon his assigning to his post, it was understood that he was an Indian hunter. So, he was sent to a completely unmanned post in the west. Here is confronting with an interesting sequencing of events that would eternally change his life. The American Indians, in the eyes of virtually everyone moving west, were considered the enemy. I didn't get the impression that Dunbar or his traveling counterpart felt any differently as they the stopped and carefully and with concern, inspected a human skeleton with arrows in it. I also couldn't help but feel some comradery with them. Moments later, a band of Indians notice a cloud of smoke rising in the distance. We see the paint and the scowls on their faces. They look like everything I've ever thought to be Indian. Savage, heartless, rough, mean and having no concept of rational. And sure enough, as the film would lead me to believe, the horrid Indian descends into the plains to find a white traveler cooking a meal.

Consequences of Postmodernism in the Movie

How the movie â€Å"American Psycho† relates to the post modern society of America in the 80†² IIS Postmodernism was first seen in the late nineteenth century, but after the second world war it was applied to people's everyday life. â€Å"American Psycho† portraits the reality and consequences of postmodernism through the mysterious life of Patrick Bateman as the â€Å"American Psycho†. Patrick Bateman is the main character of the movie, and the whole world is seen through his eyes. The moral in the movie is that there are no morals, it is one big twisted game fighting for status.Patriot's life comes focused on this goal through worshipping the surface through capitalistic, consumerist and narcissistic behavior. The â€Å"Business card† scene definitely displays that Patrick Bateman perceives the world as post modernistic. Nothing has meaning to it in Patriot's mind, as ideologies, goodness and love. What Bateman can relate to are the materialistic as pects for example the business cards where it meaner everything to him to have the best card which is only an illusion of himself.Bateman and the phenomenon, postmodernism are the idea that nothing is real Just an illusion and that everything is a copy of something that's already been duplicated. This movie has many different ways to look at it. Many have seen this movie and thought whether this is all real or if it's Just his crazy twisted mind, making it all up. One thing we can agree on is the fact that Patrick Bateman is a mentally disturbed person. Maybe all this violence and blood displayed in this movie, are the feelings of the author towards the post modernistic society that we have and do live in, this is him showing his hatred towards it.This is why it is irrelevant whether it is real or not, t is this feeling the author has towards this twisted society that you must understand and to feel it you must see it in action. When societies redefine, the people also redefine this is the process we see in Batsman's life. He is always thriving to redefine himself both through his physical body and through his materialistic belongings. This thriving for the idealistic image is the meaning of life for Patrick Bateman, all of his actions and thought are focused on redefining himself compared to the redefining society. Survival becomes a key point in this society.Bateman is trying to survive in his sick society. By surviving it meaner to keep up with all the materialistic ideologies of the perfect being. His survival for this we see when he does his regular morning exercise followed by a skin mask to the battle of business cards. One of postmodernists big aspects is the value given to the materialistic aspects of society, everything has lost its soul even people are described almost as if they were products. People are no longer Judged by their true selves but through what clothes they wear, what perfume they use and how much money they own.An example from he mov ie is the big importance of which restaurant to eat at. It is not whether the food is good, it is what image it represents to the surrounding people. Patrick Bateman is trying to sell himself all the time. He does this Just like you would advertise a bottle of coca-cola. He wants the surrounding people to associate him with the best restaurant, business card and even the look of his girlfriend. This is exactly how coca-cola tries to sell us this idea of happiness and fairytale world when you open a bottle of coca-cola, this they do through advertisements as we see it with Bateman, who becomes a product.Creating this image of yourself is pure postmodernism. The movie shows this to us in such a clear way though Patrick Bateman description of himself. â€Å"‘ have all the characteristics of a human being: blood, flesh, skin, hair; but not a single, clear, identifiable emotion, except for greed and disgust. † and â€Å"there is an idea of a Patrick Bateman; some kind of ab straction. But there is no real me: only an entity, something illusory. And though I can hide my cold gaze, and you can shake my hand and feel flesh gripping yours and maybe you can even sense our lifestyles are probably comparable†¦I simply am not there†. To understand this you must understand that the soul is your true being. Through postmodernism the soul dies due to always having to manipulate and create this illusory image of one self, but by doing this the soul is getting buried so deep beneath this image, that it is almost non-existing. The whole point of a post modernistic life is trying to create this perfect picture of yourself, instead of finding your true self by removing all mindsets and ideologies given to you by this manipulative society trying to give you ideologies, norms and rules that bury our soul.This movie is showing postmodernism at its finest. All values, ideologies and norms have vanished and now they are meaningless. In the end the only thing you can really reflect on is one self. Bateman is wandering around a materialistic â€Å"yuppie society†, where people are so concerned and busy with their outer, status and themselves, that they don't see how gruesome and crazy Bateman really is. All the violence in itself is not that important for the meaning of the movie. What really is trying to be shown in this movie is this outrage towards the post modernistic society and how it can affect you.

Linguistics Plus Essay

A. The Backround Of Study In the preceding chapters , linguistics has been discussed mainly as the scientific study of languages. According to this view, linguistic is a theoritical, abstract, academic subject. It describes the nature of human language activity in scientific terms and linguistics are see to belong to different schools of thought and to hold competing linguistic theories. We have seen what this view of linguistics has to contribute to language teaching. There is another view of linguistics which cuts across all schools of linguistic thought and is common ground among all linguistics. In this view,linguistics is abody of attitudes and knowledge which result from the study of things like nature of language as a communicative, social activity : language in the individual , his speech mechanism and mental capacities for language : language in society : varieties of language , the rigorous description of particular languages , etc . This common ground the linguistics is immediately relevant to whole field of language teaching . B. The Formulation Of Study Based on the backrgound of study that explained, we formulate some problems that will be explained in this discussion, there are : 1. What is the meaning of psycholinguistics? 2. What is language acquisition? 3. is the first language learning the same as first language acuisition? 4. What is the interference from L1 in learning L2? C. The Perpose Of Writing To obtain a focused, it is necessary to tell the purpose of this paper. The purposes of writing this paper are: 1. Make the readers know about Psycholinguistic , language acquisition , First and second language, Motivation in L2 learning , and Language Interference. 2. Knowing the different between First and Secong Language D. Research Of Methodology. There are many methods that can be used in educational research, such as historical method, descriptive method, experimental method etc. We use the description method in order to meet the purpose of the research. CHAPTER 2 LINGUISTIC PLUS (CHAPTER 6 IN BOOK) A. PSYCHOLINGUISTICS PSIKOLINGUISTIK As its name suggests, psycholinguistics is a field study that combines psychology and linguistics. The term itself was coined in 1951. Though the study had been going on eveb in the nineteenth century in the form of the study of language development. It includes a great variety of topics that are of interest to language teachers. Some of these are: how language is received and produced by language user : our memory span of language: motivation in language learning : how L1 Habits interface with L2 learning billingualism and mental development : the use of language in concept formation; and language acquistion or development. Seperti namanya, psikolinguistik adalah studi lapangan yang menggabungkan psikologi dan linguistik. Istilah itu sendiri diciptakan pada tahun 1951. Meskipun penelitian telah terjadi bahkan pada abad kesembilan belas dalam bentuk studi perkembangan bahasa. Ini mencakup berbagai macam topik yang menarik bagi guru bahasa. Beberapa di antaranya adalah: bagaimana bahasa diterima dan dihasilkan oleh pengguna bahasa: memori kita rentang bahasa: motivasi dalam belajar bahasa: bagaimana Kebiasaan L1 antarmuka dengan pembelajaran belajar L2 dan perkembangan mental: penggunaan bahasa dalam pembentukan konsep, dan akuisisi bahasa atau pembangunan. B. LANGUAGE ACQUISTION TRANSISI BAHASA The last mentioned topic is currently being much investigated by TG grammarians because their linguistic theory makes such on the language producing ability of human beings. It is therefore of interest to them, as it is to teachers, to find out how language is acquired. ( it may be noted at this point that they make a distinction between language acquisition or development and language learning . The first language or mother tongue is acquired, while the second language is learned. ) Topik terakhir yang disebutkan saat ini sedang diselidiki oleh banyak tatabahasawan tradisional grammar karena teori linguistik mereka membuatnya seperti bahasa dapat menghasilkan kemampuan manusia. Oleh karena itu sangat menarik bagi mereka, terutama untuk guru, untuk mengetahui bagaimana bahasa diperoleh. (Mungkin terdapat pada bahasan ini bahwa mereka membuat perbedaan antara penguasaan bahasa atau pengembangan dan pembelajaran bahasa asli atau bahasa ibu yang langsung diperoleh, sedangkan bahasa asing harus dipelajari. ) There are two theories of language acquisition: the cognitive-code learning theory f-voured by the transformational generative linguists and the habit-formation theory of the structural linguists. The habit-formation theory is in effect the aplication of learning theory to language acquisition. It involves conditioning and reinforcement to shape a response until it is like the model . An example mat make the process clear. An infant may accidentally produce what sound like â€Å"mama† ,on his babbling and the mother reinforces this by smiling , kissing, cuddling him.. This encourages him to produce the sounds again and the nearer they approach the word â€Å"mama† , the more pleasure the mother shows until the child learns to say the word correctly every time with reference to her. The whole process is described as â€Å" shaping† the response and strengthening it by selective reinforcement. The response is encouraged to recur or strengthened by the smile or nod , or whatever is reinforcing to the child. Repeated occurences of the response from habit. Imitation plays as important a role as repetition in the theory. The child imitates the adults he hears and is again reinforced for correct responses. This theory of language acquisition is based on the view that language is behaviour that results from habits and habits are formed by practice and repetion. Ada dua teori akuisisi bahasa: teori belajar kode kognitif mempelajari teori f-voured oleh ahli bahasa transformasi generatif linguistik dan teori-kebiasaan hasil pembentukan ahli bahasa struktural. Teori formasi kebiasaan yang pada kenyataannya aplikasi dari teori belajar akuisisi bahasa. Ini melibatkan pengkondisian dan penguatan untuk membentuk respon sampai seperti model atau contoh yang ada, misalnya sebuah kaset untuk membuatnya sebagai contoh. Contoh lain adalah Bayi yang dapat menghasilkan sebuah kata yang terdengar seperti â€Å"mama†, saat mengoceh dan ibunya memperkuat ini dengan memberikan senyuman, mencium,atau memeluk dia . Hal ini dapat mendorong dia untuk menghasilkan suara lagi dan semakin dekat dengan kata â€Å"mama† yang sebenarnya, respon senang yang ditunjukan ibunya itu terus ditunjukan hinngga anak belajar mengucapkan kata kata dengan. Seluruh proses yang digambarkan sebagai â€Å"pembentuk† respon dan penguatan dengan penguatan selektif. Respon yang didorong untuk muncul kembali atau diperkuat oleh senyum atau anggukan, atau apapun yang dapat memperkuat kepada anak untuk melakukan sesuatu. Kejadian yang diulang dari respon dan dari kebiasaan. Permainan meniru sama penting peranannya sebagai teori. Anak meniru orang dewasa, ia mendengar lagi dan diperkuat oleh respon yang diberikan orang disekitarnya. Teori pemerolehan bahasa didasarkan pada pandangan bahwa bahasa adalah perilaku yang dihasilkan dari kebiasaan dan kebiasaan yang dibentuk oleh praktek dan pengulangan. The cognitive-code learning theory states that language is rule-governed behaviour and that in language acquisition, the infant learns the set of rules that will produce the sentences of the language. How does he arrive at the set of rules? TG grammarians say human beings are born with a language acquisition device (LAD), which enables the child to form a series of hypotheses about the language which he hears , as he grows up. At each stage in his language development he tests his hypothesis (the set of rules he has formulated so far) against what he hears ( the language data) and revises it accordingly , until he reaches adult competence. But what does the LAD consist of? The theory is that it consists of those linguistic universals to be found the deep, deep structure of all languages. There is no agreement or certainty yet about what these universals are apart from the  fact that they must be certain abstract syntactic and semantic categories and relationships, though there may be a neurophysiological basis in the brain. Examples of such relationships which have been postulated are: those between noun and verb as in case grammar; that between subject and predicate; and catagories like NP , VP , Adv. These universals are said to be present in the structure of all languages but each language realises them in different way in surface structure and language learning consists in learning how it is done in that particular language . The linguists are making cross-cultural studies of language acquisition in order to get evidence of linguistic universals, but the data collected so far are still sketchy though certain features in language appear in about the same sequence and at about the same age all over the world. Teori Kode kognitif belajar menyatakan bahwa bahasa adalah aturan aturan perilaku dan bahwa dalam akuisisi bahasa, bayi mempelajari seperangkat aturan yang akan menghasilkan kalimat bahasa. Bagaimana ia bisa sampai pada seperangkat aturan? Tatabahasawan TG mengatakan manusia dilahirkan dengan perangkat penguasaan bahasa (LAD), yang memungkinkan anak untuk membentuk serangkaian hipotesis tentang bahasa yang ia dengar, saat ia tumbuh. Pada setiap tahap dalam perkembangan bahasa, ia menguji hipotesis tersebut (seperangkat aturan yang telah dirumuskan sejauh ini) terhadap apa yang ia dengar (data bahasa) dan merevisi (menerjemahkan artinya), sampai ia mencapai kompetensi dewasa. Tapi apa saja penyusun LAD itu ? Tidak ada kesepakatan atau kepastian tentang apa saja penyusun LAD tersebut dan tak ada yang terlepas dari kenyataan bahwa orang orang universal linguistik harus memastikan kategori sintaksis dan semantik abstrak, meskipun mungkin ada dasar neurofisiologi di otak. Contoh hubungan tersebut yang telah disebutkan adalah antara nomina dan verba seperti dalam tata bahasa, bahwa antara subjek dan predikat, dan kategori seperti NP, VP, Adv. Itu dikatakan terdapat dalam struktur dari semua bahasa, tetapi setiap bahasa menempatkan mereka dengan cara yang berbeda dalam struktur permukaan dan pembelajaran tertentu. Para ahli bahasa membuat studi lintas-budaya , untuk mendapatkan bukti yang umum tentang linguistik, tetapi data yang dikumpulkan sejauh ini masih samar meskipun fitur tertentu dalam bahasa muncul di sekitar urutan yang sama dan pada sekitar usia yang sama di seluruh dunia . The teacher of second language needs to take of these two theories of language acquisition since they have given rise to schools of thought on language teaching. If language acquisition is a matter of habit formation, then the language teacher must concentrate on performance. Let the pupils imitate a model and give them plenty of pattern drill to establish habits of behaviour. Reinforce them gor correct responses and elimitate wrong responses by a lack of reinforcement. Let them learn inductively, inferring the rules for themselves after much practice rather than receiving the rules for explanations at the begining. If, on the other hand, language acquisition is a matter of learning a code, then the language teacher must ensure that the pupils internalise the rules yhat will enable them to produce sentences. Explanations of the sentences structures and explicit knowledge of the rules must then play a larger rule in language teaching. Para guru bahasa kedua perlu mengambil dari kedua teori pemerolehan bahasa karena mereka telah melahirkan aliran pemikiran pengajaran bahasa. Jika akuisisi bahasa adalah masalah pembentukan kebiasaan, maka guru bahasa harus berkonsentrasi pada kinerja. Biarkan siswa meniru model dan memberi mereka banyak bor pola untuk membangun kebiasaan perilaku. Memperkuat mereka tanggapan gor benar dan elimitate tanggapan yang salah oleh kurangnya penguatan. Biarkan mereka belajar induktif, menyimpulkan aturan untuk diri mereka sendiri setelah banyak latihan daripada menerima aturan untuk penjelasan di awal. Jika, di sisi lain, penguasaan bahasa adalah masalah belajar kode, maka guru bahasa harus memastikan bahwa siswa menginternalisasi yhat aturan akan memungkinkan mereka untuk menghasilkan kalimat. Penjelasan dari struktur kalimat dan pengetahuan eksplisit aturan kemudian harus memainkan aturan yang lebih besar dalam pengajaranbahasa. How is the language teacher to decide between the two theories of language learning? What grammatical theory is most useful to language teachers? To answer these questions, i would just like to refer the reader to the paper by J. B Carroll that i cited in chapter 1. In that paper he says. â€Å"it would be pretentious to try to express an opinion on which of the various grammatical theories is most vailed. Different grammatical theories have somewhat different goals†¦ in general. I believe that language teacher should evaluate grammatical theories in terms of the degree to which they comform to the linguistic habits that actually enable a language user to speak and understand the language†. Bagaimana guru bahasa untuk memutuskan antara dua teori pembelajaran bahasa? Apa teori tata bahasa yang paling berguna untuk guru bahasa? Untuk menjawab pertanyaan ini, saya hanya ingin merujuk pembaca untuk kertas oleh JB Carroll yang saya dikutip dalam bab 1. Dalam kertas yang katanya. â€Å"Itu akan sok mencoba untuk mengekspresikan pendapat yang dari teori gramatikal berbagai paling vailed. Teori tata bahasa yang berbeda memiliki tujuan yang agak berbeda †¦ secara umum. Saya percaya bahwa guru bahasa harus mengevaluasi teori tata bahasa dalam hal sejauh mana mereka comform ke kebiasaan linguistik yang benar-benar memungkinkan pengguna bahasa untuk berbicara dan mengerti bahasa â€Å". As for theories of language learning. Carroll suggest a synthesis of the two. I am inclined to agree with him that neither a pure â€Å"audiolingual habit theory† nor a pure â€Å"cognitive-code learning theory† can be comprehensive and correct. Each of the theories contains elements of truth, and each therefore to some degree wrong or incomplete. We need to extract what is valuable for each theory and put them together. Carroll calls the synthesis â€Å"cognitive habit-formation theory†. Adapun teori belajar bahasa. Carroll menyarankan sintesis dari dua. Saya cenderung setuju dengan dia bahwa baik murni â€Å"kebiasaan teori audiolingual† atau murni â€Å"kognitif-kode teori belajar† bisa tidak lengkap dan benar. Setiap teori mengandung unsur kebenaran, dan masing-masing karena itu untuk beberapa derajat yang salah atau tidak lengkap. Kita perlu untuk mengambil apa yang berharga bagi teori masing-masing dan menempatkan mereka bersama-sama. Carroll menyebut sintesis â€Å"kognitif kebiasaan-formasi teori†. The audiolingual habit theory is correct in that language behaviour is partly a matter habits. The audiolingual method with its emphasis on pattern practice and formations of habits fell out of favour because the theory made the wrong assumtions about that kinds of habits to form and how to form them. Instead of forming habits that have to do. For instance, with substituting words in sentences or with changing one kind of sentences into another. teacher sould form functional habits. The diffferent between the two is that the former takes no account of language ude in actual situations (where is the occasion for substitution for tables in real life outside the classroom?) while the latter does. For example, in teaching commands and requests, it is not enough to present the learners with statements to be changed into commands or requests. The stimulus is the sentence in the case. In forming fumctional habits the stimulus is the situations, the intentions and the listener. In situation A, if you need help you just shout â€Å"help! † ; in situation B, you may say, â€Å"please help me† or â€Å"could you helm me? † ; in situation C, you may say, â€Å"would you mind helping me? † and so on. Teori Kebiasaan audiolingual benar dalam perilaku bahasa adalah kebiasaan sebagian materi. Metode audiolingual dengan penekanan pada praktek pola dan formasi dari kebiasaan jatuh dari nikmat karena teori membuat assumtions salah tentang hal itu jenis kebiasaan untuk membentuk dan bagaimana membentuk mereka. Alih-alih membentuk kebiasaan yang harus dilakukan. Misalnya, dengan mengganti kata-kata dalam kalimat atau dengan mengubah satu jenis kalimat menjadi lain. Guru arwah membentuk kebiasaan fungsional. The diffferent antara keduanya adalah bahwa mantan tidak memperhitungkan bahasa ude dalam situasi yang sebenarnya (di mana merupakan kesempatan untuk substitusi untuk tabel dalam kehidupan nyata di luar kelas?) Sedangkan yang kedua tidak. Sebagai contoh, dalam mengajar perintah dan permintaan, itu tidak cukup untuk menyajikan peserta didik dengan pernyataan yang akan diubah menjadi perintah atau permintaan. Stimulus adalah kalimat dalam kasus ini. Dalam membentuk kebiasaan fumctional stimulus adalah situasi, maksud dan pendengar. Dalam situasi A, jika Anda memerlukan bantuan Anda hanya berteriak â€Å"membantu! â€Å", Dalam situasi B, Anda mungkin berkata, â€Å"tolong bantu saya† atau â€Å"bisa Anda helm saya? â€Å", Dalam situasi C, Anda mungkin berkata, â€Å"bisakah kau membantu saya â€Å"dan sebagainya?. Carroll also points out that the audingual habit theory wrongly assumed that practice and repetion were crucial factors in the formation of habits. Although practice and repetition have certain roles to play, they are not crucial in learning. Succesive repetition of the same response is, in fact, generally the wrong way to â€Å"stamp in† a habit; there are few kinds of learning where this is effective. Evocation of the response on a number of aperiodic, widely-spaced occasions, with interpolation of different material in the intervals, is a much more effective method has been insufficiently employed in pattern drills. Carroll juga menunjukkan bahwa teori kebiasaan audingual salah diasumsikan bahwa praktek dan pengulangan adalah faktor penting dalam pembentukan kebiasaan. Meskipun praktek dan pengulangan memiliki peran tertentu untuk bermain, mereka tidak penting dalam belajar. Pengulangan berturut dari respon yang sama, pada kenyataannya, umumnya cara yang salah untuk â€Å"cap di† kebiasaan, ada beberapa jenis belajar di mana ini efektif. Kebangkitan dari respon pada sejumlah aperiodik, luas-spasi kesempatan, dengan interpolasi dari bahan yang berbeda dalam interval, adalah metode yang jauh lebih efektif telah kurang digunakan dalam latihan pola. The element of truth in the cognitive-codelearning theory is that a knowledge of the facts and formal rules of the language can really be of help in guiding the learner to form the right language habits. However, knowledge of the rule alone is of on avail unless the learner is given opportunities to form the habits in the way suggested above. Forthermore, the facts of the language should be presented in a form easy to understand, and appropriate to the learner’s age and ability. Abstract rule should be illustrated with a number of concrete examples. Unsur kebenaran dalam teori kognitif-codelearning adalah bahwa pengetahuan tentang fakta-fakta dan aturan formal bahasa benar-benar dapat membantu dalam membimbing peserta didik untuk membentuk kebiasaan bahasa yang tepat. Namun, pengetahuan tentang aturan saja dari pada berhasil kecuali pelajar diberikan kesempatan untuk membentuk kebiasaan dalam cara yang disarankan di atas. Forthermore, fakta bahasa harus disajikan dalam bentuk yang mudah dimengerti, dan sesuai dengan usia peserta didik dan kemampuan. Aturan abstrak harus diilustrasikan dengan sejumlah contoh konkret. C. FIRST AND SECOND LANGUAGE LEARNING PEMBELAJARAN BAHASA PERTAMA DAN KEDUA A question often discussed with regard to second language learning is whether it is the same as first language acquisition. The answer depends on the stage at which the second language is learned. If it is learned at an early age before the first language is thoroughly mastered, or almost simultaneously with the first language then second language learning parallels first language learning. If it is learned at a later stage in the formal school setting, there are several observable differences. First of all, the child is exposed to the first language all his waking hours while he probably hears the second language only during the class hour. Secondly, there is a big difference in motivation. A child learning his first language is strongly motivated because his needs and wishes are satisfied by the use of language and his control of his environment and himself increases with his increasing mastery of his mother tongue. Not only this, but emotional and social ties are created by his use of the first language. The second language seldom fulfils such function when it is learned as a subject in the curriculum. Thirdly, as the child learns the first language he is also learning the concepts, while in learning the second language he seldom has to form new concepts except where these are foreign to his own culture. Finally, the habits established in first language learning tend to inhabit and interfere with his learning of the second language. It is also claimed that there is a critical period for language acquisition which extends up to puberty. But according to Carroll: â€Å"the evidence for a ‘critical period’ and decline in language acquisition ability during the middle school years is not strong, however, and even if there is some decline. I am not persuaded that one must appeal to biology to explain it. † (p. 109) Krashen has since confirmed Carroll’s view. Suatu pertanyaan yang sering dibahas terkait dengan pembelajaran bahasa kedua adalah apakah pembelajarannya sama dengan akuisisi bahasa pertama. Jawabannya tergantung pada tahap di mana bahasa kedua dipelajari. Jika dipelajari pada usia dini sebelum bahasa pertama benar-benar terkuasai, atau hampir bersamaan dengan bahasa pertama, maka pembelajaran bahasa kedua sejajar dengan pembelajar bahasa pertama. Jika dipelajari pada tahap berikutnya dalam bentuk sekolah formal, ada beberapa perbedaan yang diamati. Pertama-tama, anak terkena bahasa pertama selama dia terjaga sementara dia mungkin mendengar bahasa kedua hanya selama jam sekolah. Kedua, ada perbedaan besar dalam motivasi. Seorang anak belajar bahasa pertamanya sangat termotivasi karena kebutuhan dan keinginannya terpuaskan dengan manfaat bahasa dan kendali lingkungannya dan dirinya sendiri meningkat dengan meningkatnya penguasaan â€Å"bahasa ibunya†. Tidak hanya itu, tapi hubungan emosional dan sosial terciptaka oleh penggunaanya terhadap bahasa pertama. Bahasa kedua jarang memenuhi fungsi tersebut bila dipelajari sebagai subjek dalam kurikulum. Ketiga, ketika anak belajar bahasa pertama dia juga belajar konsep, sedangkan dalam mempelajari bahasa kedua jarang ia harus membentuk konsep-konsep baru kecuali konsep-konsep itu asing bagi budayanya sendiri. Akhirnya, kebiasaan-kebiasaan pada pembelajaran bahasa pertama cenderung menghuni dan mengganggu pembelajaran bahasa kedua. Hal ini juga menyatakan bahwa ada periode kritis bagi penguasaan bahasa yang meluas sampai masa puber. Tetapi menurut Carroll: â€Å"bukti untuk ‘periode kritis’ dan penurunan kemampuan akuisisi bahasa selama pertengahan masa sekolah tidak kuat, bagaimanapun, dan bahkan jika ada beberapa penurunan. Saya tidak yakin bahwa seseorang harus menarik biologi untuk menjelaskannya â€Å"(hal. 109). Krashen sejak mengkonfirmasi pandangan Carroll. There is one respect in which learning a first language is similar to learning a second language: it is in the process itself. Just as the young child makes generalisations and says â€Å"foots† or â€Å"goed†, so the Malay learner of English as a second language may over-generalise and say â€Å"foot of the sky† when he means the horizon. In second language learning there is also imitation and modelling, just as there is in first language learning. Ada suatu kecocokan dimana pembelajaran bahasa pertama mirip dengan belajar bahasa kedua: yaitu dalam proses itu sendiri. Sama seperti anak muda yang membuat generalisasi dan mengatakan â€Å"foots† atau â€Å"goed†, begitu pula pelajar Melayu yang belajar Bahasa Inggris sebagai bahasa kedua mungkin over-generalisasi dan mengatakan â€Å"foots of the sky† ketika ia bermaksud mengatakan â€Å"the horizon†. Dalam pembelajaran bahasa kedua ada juga imitasi dan modeling, seperti yang ada dalam pembelajaran bahasa pertama. D. MOTIVATION IN L2 LEARNING MOTIVASI DALAM PEMBELAJARAN L2 It was mentioned above that there was a difference in motivation between first and second language learning. It is the lack of motivation that produces little or no difference in student performance in response to improved teaching methods or materials. This problem of motivation in second language learning has been studied and two kinds of motivation have been distinguished. One is called instrumental motivation: this is when the student learns the second language for instrumental purposes. For example, it may be a compulsory school subject or it may be required for post –graduate work, for his career or for travel abroad. There is no desire on his part to go beyond the language as a tool to fulfil rather limited purposes. The other kind of motivation is called integrative. In this case, the student learns the second language with the desire to identify himself with the native speakers and to enrich his life by contact with another culture. It was found that students with integrative motivation have greater success at learning the second language than those with merely instrumental motivation. Telah disebutkan di atas bahwa ada suatu perbedaan dalam motivasi antara belajar bahasa pertama dan kedua. Ini adalah kekurangan dari motivasi bahwa motivasi menghasilkan sedikit atau tidak adanya perbedaan terhadap prestasi siswa dalam menanggapi metode pengajaran atau materi. Masalah motivasi dalam belajar bahasa kedua ini telah dipelajari dan dua jenis motivasi telah dibedakan. Satu disebut motivasi instrumental: yaitu ketika siswa belajar bahasa kedua untuk tujuan instrumental. Sebagai contoh, mungkin suatu subjek sekolah yang wajib atau mungkin diperlukan untuk tugas pasca sarjana, untuk karirnya atau untuk perjalanan ke luar negeri. Tidak adan keinginan pada bagiannya yang melampaui bahasa sebagai alat untuk memenuhi tujuan yang terbatas. Jenis lain dari motivasi disebut integratif. Dalam hal ini, siswa belajar bahasa kedua dengan keinginan untuk mengidentifikasi dirinya dengan penutur asli dan memperkaya hidupnya dengan kontak dengan budaya lain. Ditemukan bahwa siswa dengan motivasi integratif memiliki keberhasilan yang lebih besar dalam mempelajari bahasa kedua dibandingkan dengan motivasi instrumental. E. LANGUAGE INTERFERENCE GANGGUAN BAHASA Another aspect of psycholinguistics that is directly relevant to second language teacher has been touched upon in discussing contrastive analysis. That is, the study of interference from L1 in learning L2. The theory is that in learning L1 certain habits of perceiving and performing have to be established and the old habits tend to interlude and interfere with the learning, so that the student may speak L2 with the intonation of his L1 or the word order of his L1, and so on. We noted in the last chapter that though such interference does occur, not all errors in L2 learning can be accounted for by interference from L1. L2 learning like L1 acquisition appears to proceed by stages when new bits of the language are imperfectly learned, giving rise to what has been called interlanguage. Aspek lain dari psikolinguistik yang secara langsung relevan dengan guru bahasa kedua telah disinggung dalam pembahasan analisis kontrastif. yaitu, the study of interference from L1 in learning L2. Teorinya adalah bahwa dalam belajar L1 kebiasaan dalam mengamati dan performing harus dibentuk dan kebiasaan lama cenderung selingan dan mengganggu pembelajaran, sehingga siswa berbicara L2 dengan intonasi L1-nya atau urutan kata L1-nya , dan seterusnya. Kami mencatat dalam bab terakhir bahwa meskipun gangguan tersebut tidak terjadi, tidak semua kesalahan dalam pembelajaran L2 dapat dipertanggungjawabkan oleh gangguan dari L1. pembelajaran L2 seperti akuisisi L1 muncul untuk melanjutkan secara bertahap ketika bit baru dari bahasa tidak dipelajari secara sempurna, sehingga menimbulkan apa yang disebut interlanguage. CHAPTER III CONGCLUTION From chapter 2 in this report , we make some point : 1. Psycholinguistics is a field study that combines psychology and linguistics. The term itself was coined in 1951. Though the study had been going on eveb in the nineteenth century in the form of the study of language development. It includes a great variety of topics that are of interest to language teachers. 2. theory of language acquisition is based on the view that language is behaviour that results from habits and habits are formed by practice and repetion. 3. If the second is learned at an early age before the first language is thoroughly mastered, or almost simultaneously with the first language then second language learning parallels first language learning. If it is learned at a later stage in the formal school setting, there are several observable differences. – different motivation. – Emotional and social ties are created by his use of the first language. Meanwhile, The second language seldom fulfils such function when it is learned as a subject in the curriculum. – When we Learn first language, we also learn the concepts, while in learning the second language we seldom has to form new concepts except where these are foreign to his own culture. 4. The old habits tend to interlude and interfere with the learning, so that the student may speak L2 with the intonation of his L1 or the word order of his L1, and so on.

Argument and Collaboration Essay Example

Argument and Collaboration Essay Example Argument and Collaboration Essay Argument and Collaboration Essay In the library there are many â€Å"evidence and arguments that collaboration pays dividends. Library impact research demonstrates that collaboration is essential in maximizing the positive impact of library media programs on student achievement and school success. Unfortunately, both the organizational structure and the culture in most schools discourage collaborative efforts among faculty members. Conference participants wishing to promote increased collaboration in their schools may need to draw on a variety of material to use in crafting their arguments. (Hartzell, 2007 p 2) â€Å"This sampling of resources is divided into three sections: (1) resources specific to teacher-librarian cooperation and collaboration, (2) resources relating to some deliberately targeted collaboration opportunities, and (3) resources regarding the general nature of workplace collaboration, especially in the school setting. † (Hartzell, 2007 p 2) Teacher-Librarian Collaboration Teacher-librarian collaboration is at the heart of effective library media practice. Research results indicate that students develop higher quality information literacy skills when instruction on those skills is integrated with subject matter studies, and an argument can be made that the learning of the subject matter itself is similarly enhanced. (Hartzell,2007 p3) Deliberately Targeted Collaboration One area of school librarianship often neglected in discussion of library functions is how the librarian can assist in helping particular populations in the school, both directly and through working with other faculty members. Hartzell, 2007 p 4) Collaboration General Resources Collaboration is difficult to achieve in schools. The culture resists it and the organizational structure discourages it. These sources offer some insight into the challenges of fostering teacher collaboration with anyone. (Hartzell, 2007 p6) Here is some example of argument and collaboration between library, school and principals: â€Å"Principals, teachers and librarians don’t always se e each other clearly. Perspectives: Librarian sees library media center as center of school. Teacher sees classroom as center of school Principal sees school as constellation of interacting elements. † (Hartzell, 2007 p9) Professional preparation Librarian: Little administrative perspective irony, because librarians reach every program Administer facility and budget Facilitate instruction with and through others Teacher: One adult in one room with one group of students for one period of time Administrator: No significant library study outside of law. Negative potential: censorship, copyright violation. (Hartzell, 2007 p9) Little or no interaction in the broader field How many teachers and administrators read librarian publications and attend librarian conferences? How many librarians write for teacher and administrator publications and present at teacher and administrator conferences? Result: Many teachers and administrators don’t think of librarians as integral to school success or to their own personal professional success. Opportunity loss: Inaccurate librarian evaluation, teacher forms, teaching function, revert to stereotype, low return on librarian investment, staff reductions, staffing by non-professionals, budget cuts or elimination. Hartzell, 2007 p 11) Why Should Principals Support School Libraries? Principals should support school libraries because it is in both their students’ and their own best interests to do so. Quality library media programs can enhance students achievement, committed librarians can help principals enhance their own administrative practice. (Hartzell, 2007 p14) How Can Principals Support Libraries? E ducate themselves to library and librarian potential. Reconfigure the librarian’s job to maximize realization of that potential. Hire high-quality, forward-looking, energetic, innovative librarians. Provide budget resources adequate to new roles and demands. Effectively and accurately evaluate both the program and the librarian on jointly developed criteria recognizing library media work as simultaneously integral to instructional quality but distinct from classroom teaching itself. (Harezell, 2007 p15) In the conclusion I would like to say that argument and collaboration explain importance of the open dialogue between libraries, schools and principals for the achievement of the best results in educational process, and administration functioning.

Compare and contrast the role of a financial manager with the role of an accountant

Compare and contrast the role of a financial manager with the role of an accountant THE FINANCIAL MANAGER AND THE ACCOUNTANTDoing business in today's economy is a very challenging endeavor where one needs to balance various aspects of the business not all being profit related such as good citizenship and being environmental friendly with others that are profit related and subject to a fierce competition from a multitude of global players having various geographical competitive advantages.In this context, the financials of a business is at the center of any organization's activities and the accountants and financial managers are the people making sure they are in line with the organization's goals and all organizational functions are synchronized for best results.To compare and contrast the role a financial manager with that of an accountant, we must first briefly describe them.An accountant performs the function of registering the data of all organizational activities that can be reduced to transactions and periodically preparing the four financial statements: The B alance Sheet, The Statement of Cash Flows,The Income Statement and The Statement of Changes in Owner's Equity.FinancesThe financial manager function requires to use the information prepared by the accountants and based upon other consideration such as the changes in technologies, society, politics and natural events make predictions and decisions to best sustain the organization's profit related goals and at the same time maintain an acceptable position with regard to the not profit related goals.All these activities need to be flexible and to accommodate changes by a multitude of factors some time known and predicable and some times not. With all this sad, it is transparent that the financial manager is a consumer of accounting output that is the financial statements, and based upon this information decisions for future actions are taken. These actions, when implemented generate results and the outcome of these results is...

How to Make Yogurt With Chemistry

How to Make Yogurt With Chemistry Yogurt is made by fermenting milk. Its high in protein, calcium, and probiotics (good bacteria). Heres how to make yogurt and a look at the chemistry of yogurt. Chemistry Yogurt forms when bacteria ferment the sugar lactose (C12H22O11) into lactic acid (C3H6O3). The lactic acid makes the milk more acidic (lower the pH), causing the proteins in milk to coagulate. The main protein in dairy milk is casein. The acidity gives yogurt its tangy flavor, while the coagulated proteins result in a thickened, creamy texture. There is no simple chemical equation for yogurt production since multiple reactions occur. Several types of bacteria can ferment lactose. Yogurt cultures may contain Lactobacillus delbrueckii subsp. bulgaricus, other Lactobacillus strains, Streptococcus thermophilus, and bifidobacteria. Recipe You can make yogurt from any type of milk. Although most yogurt is made from bovine milk (e.g., cow, sheep, goat), the fermentation process works on other types of milk, as long as they contain a sugar for the bacteria to ferment and protein that can be coagulated. Yogurt can be made from soy milk, coconut milk, and almond milk. The first time you make yogurt, you need a starter culture as a source of the bacteria. You can use ordinary store-bought yogurt with active culture or you can use freeze-dried yogurt starter. If you use a commercial yogurt starter, follow the packaging directions, since activating the culture varies depending on the product. Once you make your first batch of yogurt, you can use a couple of tablespoons of it to start future batches. While it may seem like you would want to add more active culture to a recipe, adding too much bacteria produces a sour yogurt rather than a pleasantly tangy yogurt. Ingredients   1 quart milk (any kind)1/4 to 1/2 cup non-fat dry milk (optional)2 tablespoons plain yogurt with live cultures (or you can use freeze-dried bacteria instead) Recipe Set the starter yogurt out at room temperature while you prepare the milk. This warms the yogurt so that it wont chill your recipe too much when you add it later.Heat the milk to 185 °F (85 °C). The purpose of this step is to re-pasteurize the yogurt, preventing any unwanted bacteria from growing, and to denature the proteins so that they will be able to coalesce and thicken the yogurt. The easiest way to do this is to use a double boiler or set your container of milk inside a pan of water. Heat the water to near-boiling. Dont worry- the ​​milk cant boil using this technique. If you have to heat the milk directly, stir it constantly and watch the temperature to make sure it doesnt boil or burn. If you do not have a thermometer, the milk will start to froth at 185 °F (85 °C).Once the milk reaches the temperature or starts to froth, remove it from heat and allow the milk to cool 110 °F (43 °C). One way to do this is to place the container of milk in a cold wat er bath. Otherwise, you can leave the milk on the counter and allow it to cool. Either way, stir the milk occasionally so that the temperature is uniform. Dont proceed to the next step until the temperature of the milk is below 120 °F(49 °C), but dont let the milk cool below 90 °F (32 °C). 110 °F (43 °C) is the optimal temperature. At this point, you can add nonfat dry milk. This is an optional step that helps the yogurt thicken more readily, plus it adds nutritional content to the yogurt. Its purely a matter of preference, whether you add the dry milk or not.Stir in the starter yogurt.Put the yogurt into clean, sterile containers. Containers can be sterilized by boiling them. The reason for sterilizing the containers is to prevent unwanted mold or bacteria from growing in your yogurt. Cover each container with plastic wrap or a lid.Keep the yogurt as close to 100 °F (38 °C) as possible and undisturbed, to bacterial growth. Some ovens have a proof setting that you can use. Other ideas include setting the yogurt on a heating mat (being sure to check the temperature) or placing the containers in a warm water bath. Youll have a custard-like yogurt after about 7 hours. It wont resemble store-bought yogurt because that has thickeners and additional ingredients. Your yogurt should have a yellowish or greenish liq uid on top, a creamy custard texture, and may have a cheesy odor. The thin yellowish liquid is whey. You can pour it off or mix it in, whichever you prefer. Its completely edible, though you may add fruit, flavorings, or herbs, according to your taste. If you leave the yogurt at this temperature longer than 7 hours, it will thicken and become tangier. When the yogurt is the thickness and flavor you want, refrigerate it. Homemade yogurt will keep for 1-2 weeks. You can use yogurt from this batch as a starter for the next batch. If you are going to use yogurt as a starter, use unflavored yogurt, within 5-7 days.

Critically analyse the role of the board of directors and senior Essay

Critically analyse the role of the board of directors and senior management in managing enterprise risk in an energy company - Essay Example Energy and Resources companies have come increasingly under the regulatory purview. Due to brisk changes in the industry, they face stiffening regulatory requirements, ever-increasing cyber issues and rapidly changing technology. Such compliances and risks have a strong impact on the company’s operations and business strategies that makes it utterly imperative for the management to adopt approaches to manage and mitigate risks and cope up with regulations. Risk Management in the Energy Sector A good progress has been made in the past in developing comprehensive enterprise risk management (ERM) programs. ERM is set to become an industry standard for management of risk because it is probably the most effective way to manage risk internal or external to the organization (Accenture Global Risk Management, 2011). The key risk areas that have been identified for energy and resources sector can be listed as follows: 1. High competition in the industry participants: Energy industry pa rticipants have a very unique competitiveness. Each player has a different advantage within the industry. One firm may have a good resource support while the other might be a technologically strong firm and a third would have a huge market. Nowadays, competition is shifting and each firm is trying to develop on every frontier. International firms are thus facing challenges by national players reducing their market size. 2. Limited sources of alternative energy: Despite the fact that there are alternatives to limited source of non renewable energy, energy companies still haven’t been able to progress much on developing much on alternative sources. Alternate sources have an irreplaceable demand, but on the supply side, they face a lot of constraints. There hydrocarbon content on earth is enough to last a century, but the problem lies in lack of knowledge on its development and usage. These sources are limited by limitations in scale, feasibility and fitness (Holmes, 2004). 3. G overnment Interventions: Most of government regulations in the energy industry are directed towards regulating supply. Operational policies, regulations on carbon emissions and energy security norms affect both the demand as well as the supply side of energy business. Role of Board of Directors and Senior Management Post recession, the scene for energy companies has not only been tough but also challenging in terms of greater project undertakings and complex compliances. Companies have also had to venture in remotest regions simply to manage demand and supply side challenges. Management has to focus on strategy, production, enterprise risk along with operational excellence. With the advent of regulators, management has started to recognise the need for risk management to enhance business performance. With time, a lot of change has come in managing enterprise risk. New tools, better techniques and risk measuring methodologies have come up. One can only predict how enterprise risk man agement shall evolve in the coming times. As Energy sector risk officers, senior managers and the board of directors need to be have the capability to comprehend what possible risks could potentially arise in the near future and how exactly to take preventive measures that will help in combat. With such approach, all downsides that

Thr Gate Gourmet service company study Essay Example | Topics and Well Written Essays - 3000 words

Thr Gate Gourmet service company study - Essay Example However incorporation of a foreign program in the operations scenario gives rise to different challenges and problems in place that need to be effectively administered to contribute to the overall gains. Herein this paper focuses on properly evaluating the parameter of utility of such software in rightly helping the company management and the stakeholders gain potential information relating to external environment changes and also in addressing the problems emerging thereof. The paper divided along potential sections would contribute in getting useful recommendations along several facets thus helping in the holistic development of the service enterprise, Gate Gourmet in effectively serving airline passengers. Contents Contents 3 Introduction 5 Discussion 5 Critical Determination of the Systems that Enable the Efficient use of Input Resources 5 The Input-Output Related Transformation Process 5 Process of Optimally Using the Available Resources 6 The Case of Gate Gourmet 7 Trade-Off an d Challenges Faced by Gate Gourmet during the Process 8 Benefits and Challenges Faced by Gate Gourmet in integrating Information Technology in Supply Chain 9 Benefits 9 Challenges 11 Recommendations for Enhanced Performance of Information Technology Driven Supply Chains 12 ERP Implementation and Challenges 13 Challenges Faced by Gate Gourmet in the Implementation Phase of Organisation Wide Information Systems (ERP) 13 Addressing ERP Implementation Problems in Gate Gourmet 14 Tacit and Implicit Knowledge Use in Gate Gourmet 15 Case of Gate Gourmet 15 Conclusions and Recommendations 16 References 17 Introduction Gate Gourmet is a firm that works in the rendering of effective operations and services to airline passengers in the mode of rendering quality food and catering products. The company in the unison with other employee groups also renders other value addition services relating to cleansing, baggage checking, loading and unloading and other flight crew services. Gate Gourmet has effectively incorporated information technology to enhance the level of integration and competency involved in its functions and collaboration with other stakeholders like suppliers supplementing them with information relating to market and demand changes. The paper in this connection tends to evaluate the effectiveness of the information technology component rightly integrated and incorporated by the company in its service delivery network. Discussion Critical Determination of the Systems that Enable the Efficient use of Input Resources The Input-Output Related Transformation Process The Transformation Process related to the input-output system relates to the effective integration of different type of resources pertaining to human, financial and technological capital for the production of goods and services as needed outputs. The model for the Transformation Process used in Operations for effectively transforming inputs into effective outputs can be rendered as follows. Figure 1 Th e inputs segment of the Transformation Process tends to incorporate two types of resources like Transformed and the Transforming. Transformed resources are as such that get readily transformed to serve as outputs in the process while Transforming Resources are such that aid in the effective transformation of inputs into proper outputs. Herein the Transformation

Outside speech Assignment Example | Topics and Well Written Essays - 500 words

Outside speech - Assignment Example Second, it is the role of the human resource development section to improve on the quality of this employee through programs such as training and seminars to make them fit in the contemporary environment. Therefore, as emerging leaders of this great nation, we shall be in various leadership positions in the future. To make the workforce that one has go that extra mile to not only deliver to the given goals of the company, they need motivation. Motivation can be done through increased salaries, recognition of the best performing employees and promotions. On top of that, motivation without creating a good ethical culture in the business may not work well or deliver the desired results in the company. Therefore, ladies and gentlemen, as leaders in the future, let us uphold great ethical standards both while serving and out of the work place. As managers and human resource personnel, let us know that to make the given employees to work they not only need motivation but a good working environment that will make them own up the responsibilities that they are given.’ I gave the speech to students during an organized trade fair where the students were accorded the chance to interact and give their views on ways to improve organizational performance. The goal of the speech was to pin point the need of merging the knowledge in human resource management and human resource development to get a highly performing employee team. In the speech, I provided the audience with the approaches to both ideas since most people rarely understand the difference between the two and how they can be merged to increase the organizational performance. I made the speech in the following manner; - Since I had prepared to give this speech having explored various strengths and drawbacks while doing it, I did not suffer from anxiety. All the points that I was to address were coherently put

Anorexia in the Fashion Industry Research Paper Example | Topics and Well Written Essays - 500 words

Anorexia in the Fashion Industry - Research Paper Example The voluptuous curves which used to be admired in the past have been switched to straighter angles and lines on fashion model’s bodies. With these skinny fashion models gracing the covers of the most exclusive and trendy magazines, many teenage girls seem to be drawn to the idea that in order for them to be as beautiful and as accepted as these models, they have to look like them. This obsession has even created the psychological disorder known as anorexia nervosa. Anorexia is a life-threatening disease, which mostly involves the act of starving oneself in order to look as thin and as â€Å"beautiful† as the fashion models. Deaths have been reported for some anorexic teenagers and models, as the unacceptable image that these models and teenagers see in their mirrors never seems to reach acceptable standards. This paper shall now investigate how the fashion world and designers influence models and girls to become extremely thin, and how they cause these girls to be anorexic. It will also note the lengths to which these girls go to in order to be and to stay as thin as possible and the impact on these girls lives. This paper shall also discuss the changing trends surrounding weight issues and fashion modeling -- from the earliest days when such trends made an impact on the world and on contemporary times. This discussion shall cover opinions and scholarly studies conducted on the subject matter, focusing on the thin fashion models and celebrities and the impact of the skinny obsession on teenagers and on girls in general. The end of the First World War brought about the raising of the hems and the lowering of the waists in women’s fashion. Panati (p. 235) points out how the dresses designed in the 1920s called for women to be flat-chested and boyish, and those who had fuller breasts were also forced to bind their chest to flatten their chests.  

The Declaration of the Immediate Causes Research Paper

The Declaration of the Immediate Causes - Research Paper Example The document argues that the agreement between the US and South Carolina is subject to the law as stipulated in the constitution which establishes responsibilities on both sides and denounces the agreement or contract if either of the party fails to live up to the expectations of the responsibilities. Further, the document highlighted that the Federal government of the US had failed to honor their responsibilities to the State of South Carolina. For instance, some States were not willing to adapt the Fugitive Slave Act (Watson and Batchelder 1860, 77-8). Due to this and other problems, the document asserted that South Carolina had withdrawn from the Federal Union. The main purpose of this document was to protest against the Northern States that were seen as violating the constitution by failing to extradite slaves. Further, it is through this declaration that the State of South Carolina aimed at showing its resentments on the efforts made by the federal government and the Northern States to abolish slavery, which they viewed as constitutionally guarded. Therefore, South Carolina thought that the federal government and the Northern States had violated the agreement, and thus, it was not bound by it (Watson and Batchelder 1860, 76). Initially, South Carolina had issued other documents. This declaration was the second document to be issued by the State of South Carolina secession or withdrawal convention. The first document to be issued in South Carolina was the ordinance of secession.

Anorexia in the Fashion Industry Research Paper Example | Topics and Well Written Essays - 500 words

Anorexia in the Fashion Industry - Research Paper Example The voluptuous curves which used to be admired in the past have been switched to straighter angles and lines on fashion model’s bodies. With these skinny fashion models gracing the covers of the most exclusive and trendy magazines, many teenage girls seem to be drawn to the idea that in order for them to be as beautiful and as accepted as these models, they have to look like them. This obsession has even created the psychological disorder known as anorexia nervosa. Anorexia is a life-threatening disease, which mostly involves the act of starving oneself in order to look as thin and as â€Å"beautiful† as the fashion models. Deaths have been reported for some anorexic teenagers and models, as the unacceptable image that these models and teenagers see in their mirrors never seems to reach acceptable standards. This paper shall now investigate how the fashion world and designers influence models and girls to become extremely thin, and how they cause these girls to be anorexic. It will also note the lengths to which these girls go to in order to be and to stay as thin as possible and the impact on these girls lives. This paper shall also discuss the changing trends surrounding weight issues and fashion modeling -- from the earliest days when such trends made an impact on the world and on contemporary times. This discussion shall cover opinions and scholarly studies conducted on the subject matter, focusing on the thin fashion models and celebrities and the impact of the skinny obsession on teenagers and on girls in general. The end of the First World War brought about the raising of the hems and the lowering of the waists in women’s fashion. Panati (p. 235) points out how the dresses designed in the 1920s called for women to be flat-chested and boyish, and those who had fuller breasts were also forced to bind their chest to flatten their chests.  

Anthropology of Social Networking Websites Research Paper

Anthropology of Social Networking Websites - Research Paper Example This paper stresses that talking from anthropological perspective, one can say that the system of kinship includes people who have blood relationship between them or those who are living as a family. People usually create their own definitions of family. They can make a decision on adding or not adding people to their social networks depending on whether they trust them or not. In this way, they usually do not define kinship as blood relationships and add such relationships to the definition of family that may influence their lives at some point of time without having any blood relationship with them. Therefore, we can say that social networking websites have changed the dimensions of actual anthropology of kinship in today’s world of digital media. People have forgotten that real life is different from what we feel it in internet’s social networks. Socio-cultural anthropologists believe that although there are many positive effects of social networking websites on the development of relationships within extended families, there also exist some concerns for nuclear families. For example, some people, especially children, make excessive use of social networking websites, which results in less face-to-face interactions between them and their family members living under the same roof. People usually send comments and messages to friends and ignore their actual relations. Such changes in behaviors of people decrease affection and care that people normally have for their closest family members living under the same roof.  

An Analysis of William Shakespeares Othello Essay Example for Free

An Analysis of William Shakespeares Othello Essay In the play Othello, the characters depend only on their eyes, and with that, they jump to major conclusions. Many times in life we often take things for what we see them as or what they appear to be instead of looking to see what something or someone really is. Reality is often disguised by appearance. The tragic plot of Othello hinges on the ability of the villain, Iago, to mislead other characters, particularly Roderigo and Othello, by encouraging them to misinterpret what they see. Through Iago’s manipulation of Roderigo, treachery towards Othello, and Desdemona’s deception towards her father, Shakespeare demonstrates that appearance is not always reality. Although Iago made it look as if him and Roderigo were partners in crime, it turns out Roderigo was just being manipulated. Roderigo is one of the many characters who are duped into believing Iago is actually trying to help him. He convinces Roderigo to to keep his hopes up for Desdemona by saying, â€Å"It cannot be that Desdemona should long continue her love to the Moorput money in thy pursenor he his to her . . . â€Å"(1. 3. 338-340). Iago is convincing Roderigo that the love between Othello and Desdemona cannot last much longer so he should just wait and everything will work out. â€Å"Honest† Iago, who only wished to further his plan of revenge on Othello, lied to Roderigo who had come to his â€Å"friend† for help. Roderigo had left after their conversation believing his good friend was helping him. Later in the play, Iago also convinces Roderigo that Desdemona loves Cassio. Iago subsequently manipulates Roderigo’s jealousy and resentment towards Cassio and Roderigo helps remove Cassio of his lieutenancy. Roderigo is merely a puppet to Iago’s treacherous plot to eliminate Cassio. To Othello, it may seem that Iago is an honest and trustworthy friend, but it turns out he is the opposite. Virtue! a fig! tis in ourselves that we are thus and corrigible authority of this lies in our wills. (1. 3. 5). When Iago makes an analogy between gardening and exercising free will, were reminded of the way that Iago is the ultimate master gardener, so to speak. Part of what makes him such a brilliant manipulator of Othello is his ability to plant the seeds of doubt and jealousy in Othellos mind. Iago is only doing this to serve his own purposes so that is plan will work out in the end. Iago is able to manipulate people into falling for the traps he sets. This misplaced trust is what leads Othello to his downfall. Desdemona is continuously distrusted by those who love and trust her most, especially Brabanito. Brabantio refuses to believe Desdemona loves Othello. Brabantio thinks Othello used witchcraft to woo Desdemona. Desdemona elopes with Othello without her father’s permission. Look to her, Moor, if thou hast eyes to see: She has deceived her father, and may thee. (1. 3. 10). Brabantio suggests that, because Desdemona deceived her father when she eloped with Othello, Desdemona will likely deceive her husband. Desdemona, as we know, is completely faithful to Othello. Desdemona deceives her father in order to be with Othello. All of this manipulation, treachery, and deceit is what leads each character to their own downfall. Not only are looks deceiving, but looks alone, only cause trouble, trouble that is sometimes unfixable. People today, just like those in the Shakespearean period, jump to conclusions just by seeing. It is important to get all the facts before something tragic happens just like in Othello. Seeing isn’t always believing.

Devising As A Journey Of Exploration And Discovery Theatre Essay

Devising As A Journey Of Exploration And Discovery Theatre Essay Devising is a very fluid form of theatre. Taking inspirations from anywhere and everywhere, a devised performance can be in any form and on any topic. This style is in direct contrast to scripted theatre, where a text is laying out the plot, direction, characters and details of the final performance. Although there is freedom for a personal interpretation of the overall view and form of the piece, the rehearsals and performances are confined by what has already been decided by the playwright. But devising is unlimited, in which a company can produce a performance on any theme or topic, taking ideas from any part of life and producing something new and fresh †¦the precise nature of the end product [of devised theatre] is unknown. In conventional theatre, however, everyone knows the production is, for example, Shakespeares Hamlet from the outset. (Oddey, 7) An example of a devising piece is the recent Fairytale Mash-Up which I was involved in as an actor. For this our original stimulus was a collection of short fairytale stories, some of which were familiar and others were unknown to the group. On reading the stories we found them to be surprisingly gruesome, which was something that is not necessarily picked up when a fairytale is heard as a child, such as the butcher cutting off the girls feet in Red Shoes. This was an unexpected twist and was the main basis of the beginning of our idea, as we decided from the very start that the Fairy Godmother would be dead, and therefore would not make all dreams come true as is usually expected of this character. Already we had a new interpretation of a classic idea, but our own input had discovered a new alternative. As oak trees grow from small acorns (Greet, Why Devise) and all ideas must stem from somewhere, the actors within a devising group are responsible with feeding new ideas into the group to create more diversity within the piece. Through this an actor has the power to get what they individually want from the piece and therefore it becomes more personal for the actors. It becomes their piece in a deeper way than, for example, a Chekhov play would, as it is inspired by their own ideas and experiences. In the Mash-Up I personally wanted something from it, having not attempted a murder mystery before and having not explored the true possibilities within comedic theatre. Devising allows us, as actors, to explore ourselves, our possibilities and our limitations. Sarah Kane believed that if something could be imagined then there was a way of reproducing it on a stage, and with this in mind an actor can explore distant memories and fantastical stories in aid of a devised performance. As every human is unique and no two people have the same experiences, a devised company has a whole variety of stimulus that is previously unseen and unexplored by a public audience. In this, the not knowing is clear, as at the start of development of a piece nobody knows what will be their influences and stimuli, and this creates a feeling of excitement and in return provides energy for the piece. This, as a result, means inevitably every devised piece will always be original due to the fact that a different group of actors will provide different motivations, due to the contrasting relationships within the group. In the 1960s a group was formed called the People Show and their performances relied on the differences and conflict between individual artists within the group, which changed with every new shows situation, conditions and circumstances. Every show was a unique devising performance. (Oddey, 5-6) This company is an ideal representation of a devising company, as they are described as a group of individual artists in collaboration with each other, taking risks, having a sense of unknown at the start of the devising process (Oddey, 6). It is this risk-taking that is important to devising, as people need to lose their inhibitions for true inspiration and new ideas to form. Having worked with members of my group before there were connections for some, but others were new relationships that had to be built during the development process. A benefit of this was that fresh eyes on an actor would see a talent within them that had maybe not been explored before, that their closer friends would have overlooked as being too obvious. In this risks were taken, not all of which were successes but by doing rehearsals we allowed the freedom and non-judgement of an idea so that even if only a tiny aspect of it was used later, we made it so that actors would not fear having ideas rejected within the group. One of the main techniques within devising is improvisation, which in reality is the basis of most devised work. This is a spontaneous activity, and therefore allows freedom, as an actor is not tied down by any limits, there is no final destination laid out in advance and there is limited if any direction made. The actor can be in the moment, without having to concern his thoughts with the next moment: Nothing is fixed and absolute, it is in flux, what will the next moment be? (Bentley, 78) In improvisation the next moment is not important, it is about focusing on the current and feeling free to explore in the present without fear of the future. Not all improvisation goes well, and more than often it takes more than several tries to find something worth anything, which is why continued improvisation is vital for discovering new things, because if a company always goes with the first idea they limit themselves greatly where they should be free to pick and choose from many ideas. Addit ionally a benefit of devised work is that even a concept that has been weeks in processing can be dropped if needed something that is not so possible within scripted work. In our piece we swapped and changed characters as we felt needed one member was set to be the Fairy Godmother before this was changed weeks in, but it was discovered that this actually allowed the original actor to experience more, having been able to try out more than one character until she found one that would fit with what she wanted out of the devising experience. Additionally, original characters like a reclusive genie were dropped as we felt necessary, and in early stages we were regularly swapping characters until we found an option that gave everyone the best opportunities for themselves and for the group. WE toyed with the idea of simply picking out characters from a hat then performing as them or producing still images without discussing it, but this became more complicated as some were drawn more to a certain character and struggled with more obscure options. As time went on and the piece became more complex and structured, one group member produced poems which acted as monologues for all the different characters, so in time we found ourselves structuring scenes around these poems as more were produced. It was quite interesting combining improvisation with scripted work, as we could improvise and develop until we found a place where the poem fit, and once it was done we would improvise the end of the scene as well. This meant that we could feel sure that the scene would have a point but we would still have the freedom to play around the set information. Additionally, as all the scenes were flashbacks for various murder suspects, there was no set order for them to be in, so this also added the opportunity to play with different orders to study the flow of energy from one to another before finding the right arrangement. Oddey says how thinking on your feet allows the individual to respond to new ideas or thoughts spontaneously, to sense and react to others so that the interaction or combined operation often produces unknown or unseen fresh material. This is not to underestimate the value of or importance of group discussion, but to point out the danger of becoming preoccupied with talking (155) and this is definitely a significant point. In our group we found that discussion was best left until after trying out some free improvisation and even then it needed to be brief otherwise it became compressing. We gave ourselves strict time limits and this meant that there wasnt time to talk and added concentrated energy into a moment, which often created new and exciting results. Devising is also about exploring how common ideas and regular day-to-day things can be flipped on their head and transformed into brand new perspectives, thereby challenging our preconceptions. (DV8, Artistic Policy) Theatres priority is to get a message across or to make an audience feel something particular, and more than often this is done through opening their eyes to the obvious but unexpected. This is the use of the known rather than the not known but has just as much if not more of an impact on viewers. The forgotten and the ignored are just as important as the undiscovered and in fact these things make it more personal and an actors own memories or feelings have a real power to shape plot or characters. Additionally, using influences from outside of theatre is very important and often not considered. For Frantic Assembly neither of its artistic directors has a formal background in drama, theatre or dance. In creating work, the company relies on influences that lie, for the mo st part, outside the realm of theatre and its regular forms and practise. (Frantic, †¦uk/p110.html) For our work we were inspired greatly by the 2001 film Shrek and used nursery rhymes for development in one scene. By looking further than common theatre techniques and looking outside the box, we found more options for variety within the piece. The physical company DV8s focus of the creative approach is on reinventing†¦ with meaning, particularly where this has been lost through formalised techniques (Artistic Policy). Another skill in devising is the use of play and re-exploring our childish minds, though not pretending to play as a child, but rediscovering the intensity of focus we experience as children (Greet, Why Devise), as this removes inhibitions and helps to reintroduce the more fantastical creative imaginations we once had. Consequently it makes actors less fearful of bad ideas and therefore less afraid to be more outrageous and experimental. One can then look beyond self-perceived limitations (Frantic, †¦uk/p106.html) and find a more energetic side, which means that physical theatre is achieved much more easily. Even closing ones eyes makes judgement less threatening which provides opportunity for even more exploration. In devising, the aim is to produce brand new theatre that has not been seen before. We found in our company that we often did not know what would happen next; in fact the murderer was not decided until well into the rehearsal process. It made no sense to know the end before the beginning or middle, so we did not rush this decision. Our piece was not a search for knowledge, but for the unknown. (Barba, 5), so knowing the ending would have confined us and limited exploration, constantly distracted by the final message of the piece. Even if two companies did a performance of The Caucasian Chalk Circle for example, completely uninfluenced by each other, they would still be telling the same story. This is why for our piece we used well-known characters but then added a twist, such as Cinderella actually being an obsessive cleaner. By exploring all of our different possibilities we did discover new opportunities and new perspectives on theatre as a whole. The real discovery, however, comes at the end, when we watch it back and see what we have achieved from scratch, and finally acknowledge and notice how our own input has provided a brand new interpretation: Now we have made a journey in our own home. True travellers know this experience very well: the unknown world is discovered when one returns. (Barba, 146)

Macbeths Numerous Atmospheres :: Free Macbeth Essays

Macbeth's Numerous Atmospheres       The atmospheres in William Shakespeare's Macbeth are numerous, but begin as one surrealistic atmosphere initially with the witches' appearance at the outset. From there the atmosphere is incrementally added to regularly.    Charles Lamb in On the Tragedies of Shakespeare comments on the atmosphere surrounding the play:    The state of sublime emotion into which we are elevated by those images of night and horror which Macbeth is made to utter, that solemn prelude with which he entertains the time till the bell shall strike which is to call him to murder Duncan, - when we no longer read it in a book, when we have given up that vantage-ground of abstraction which reading possesses over seing, and come to see a man in his bodily shape before our eyes actually preparing to commit a muder, if the acting be true and impressive as I have witnessed it in Mr. K's performance of that part, the painful anxiety about the act, the natural longing to prevent it while it yet seems unperpetrated, the too close pressing semblance of reality,give a pain and an uneasiness [. . .]. (134)    D. F. Bratchell in Shakespearean Tragedy record's Charles Lamb's consideration of   Macbeth's atmosphere as essential to the purpose of the play:    For Lamb the essence of the tragedy in Macbeth lies in the poetically suggested atmosphere of horror and evil impulse, readily seized upon by the imagination of the perceptive reader, whereas stage representation concentrates the mind on the action. (133-34) Roger Warren comments in Shakespeare Survey 30 , regarding Trervor Nunn's direction of Macbeth at Stratford-upon-Avon in 1974-75, on opposing imagery used to support the opposing atmospheres of purity and black magic:    Much of the approach and detail was carried over, particularly the clash between religious purity and black magic. Purity was embodied by Duncan, very infirm (in 1974 he was blind), dressed in white and accompanied by church organ music, set against the black magic of the witches, who even chanted 'Double, double to the Dies Irae. (283) L.C. Knights in the essay "Macbeth" mentions equivocation, unreality and unnaturalness in the play - contributors to an atmosphere that may not be very realistic:    The equivocal nature of temptation, the commerce with phantoms consequent upon false choice, the resulting sense of unreality ("nothing is, but what is not"), which

Plagiarism †Impact of Internet Essay

The advent of technology and internet in the last decade has opened up several avenues for unlimited information access. This along with the increasing academic pressures has led students to resort to plagiarism at an alarming rate (Elliot, 2004). The problem of plagiarism in the academic context can no longer be ignored as it is hampering the creativity and intellectual capacities of students. Overall, there has been a growing concern and an increase in awareness to find ways to counteract plagiarism. Thesis Problem Statement It has been said that internet hinders the creativity of students and encourages intellectual laziness. This paper intends to explore the negative effects of internet on the creative thinking abilities of the students and find some ways to counteract it. Internet and Plagiarism While the concept of plagiarism is not new, it is certainly more widespread now than before. Plagiarism basically means copying someone else’s work and claiming it as own without giving due credit to the original author (Jones, 2007). With the advent of technological era, information is easily accessible and the temptation to pass off someone else’s work as one’s own is high. There is no limit to the amount or type of information that is available on internet covering every subject imaginable. While this kind of information accessibility is advantageous in several ways and facilitates learning in some scenarios, it also leads to several problems with plagiarism especially in the academic context. Due to the availability and ease of access of the information without any restrictions, the effort to plagiarise is much less compared to earlier days when students had to go through a laborious process to get access to the relevant resources in order to copy. In this co ntext, the impact of internet on cheating can be considered extremely high and is known as digital or cyber plagiarism. Impact of internet According to the NEC Research Institute, there are more than 1.4 billion pages on the Internet with 25 new pages being added every second (Dyrli, 2000). Due to this huge database of information, it is very easy to find papers and information related to the academic subjects This has led to a rapid increase in the percentage of cheating both intentional and unintended by students. According to a study conducted by the Centre for Academic Integrity of Duke University, plagiarism due to internet has increased fourfold in the last 6 years (Vencat, 2006). Several other studies have substantiated this claim of rising incidents of plagiarism and the blurring of moral lines among students. Reasons and Effects of Plagiarism Before delving deep into the effects of plagiarism and ways to prevent it, it is important to understand the reasons for it. While the availability of information is certainly a forerunner, there are several other reasons which lead to it as well, the main one being the academic pressure to which students are subjected and the emphasis on good grades in today’s competitive world (Elliot, 2004). However, since the focus of this paper is digital plagiarism, the main reasons why internet encourages plagiarism are stated below: 1. Access to unlimited information through websites and search engines. 2. The ease with which content can be copy-pasted as compared to the earlier traditional methods of copying the material by hand. 3. Difficulty in detecting plagiarism due to the sheer amount of information against which a particular essay or paper needs to be compared. 4. Lack of standards and criteria making it difficult to pin down a work as exact plagiarism. Due to all the reasons mentioned above and many others, the incidents of cheating are steadily on the rise since the last decade. While a lone instance of plagiarism is negligible, massive increases such as these indicate a self-destructive trend among the student community and are becoming a cause of worry (Lathrop & Foss, 2000). Cheating students not only hamper their own intellectual growth, they also make it that much more difficult for honest students to get their due. Students may gain admission to courses which they do not deserve by using the grades obtained through wrongful means and this creates a permanent impact on the future of the society. This impact becomes especially dangerous if a cheating student decides to get into fields such as medicine, law etc. Also, if a particular student who plagiarises regularly receives good grades, it might compel others to do the same and hence the problem will continue to spread. Considering all these factors, it has become imperative for the academic community to take a strong stand against plagiarism. Avoiding Plagiarism The anti-plagiarism industry has been gaining more and more prominence in the last few years and educational institutions have started enforcing very strict guidelines to ensure that students do not cheat. Most of the institutions mete out severe punishments to offenders. Having said that, the subject of academic integrity is a debatable topic and since all the information available on internet is considered public, it is difficult to define intellectual property in a precise manner. Creating awareness is the first step towards preventing plagiarism and most institutions are taking steps to ensure awareness among students. There are also several resources available on the internet which give information about what constitutes plagiarism and what does not. Teachers are resorting to the use of plagiarism detection softwares to catch offenders. As mentioned before, there are several reasons which ultimately culminate in plagiarism. Apart from the ones mentioned in the previous section, there are also several internal factors which lead students to cheat. Procrastination, poor planning and time management, peer pressure, lack of subject knowledge etc are some of the contributing factors (Elliot, 2004). Sometimes, students are genuinely not aware of the intricacies of citing works and thereby make mistakes which constitute accidental or unintentional plagiarism. However, the fact that the plagiarism was unintentional does not make it acceptable and is still considered wrong. To avoid plagiarism, it is important to tackle the root of the issue. While the institute and teachers can play an important role in creating awareness and challenging assignments which encourage creative thinking, at the end of the day, the moral responsibility lies with the students and it is up to them to understand the consequences of cheating and make an effort consciously to avoid it (Martin, 1984). There are several ways in which students can contribute towards reducing such cases. It is important to create self-awareness by studying all the plagiarism related policies and literature provided by the university and also to understand the consequences of not following the rules as most of the universities subscribe to anti-plagiarism softwares lately. Along with policies, it is also important for students to understand the ethics behind the policies. There are several writing formats and referencing styles followed by universities which provide guidelines on giving credit to the original source and students should familiarize themselves with the ones accepted by their own institutes (Kirszner & Mandell, 2004). It is a good idea to ask for help whenever there is any confusion about citing. Also, it is of utmost importance for students to develop good time management skills and plan their coursework in a proper manner as lack of time is one of the main factors for cheating. A good internal schedule with enough time allocated for understanding the subject matter can go a long way in preventing the temptation to cheat. By gaining a good understanding of the subject matter, it is possible to analyse what has been written on the subject by others and extract the relevant data from it rather than blind copying. Last but not the least, it is extremely important to cite all the information which has been borrowed from other sources (Neville, 2007). Developing Creative Thinking During his days as the editor of the Forbes magazine, Malcolm Forbes once said that â€Å"Education’s purpose is to replace an empty mind with an open one†. This quote aptly describes the actual intent behind the design of academic subjects and the related coursework. It has been said that the ability to think and react logically is critical for a person’s personal as well as professional success. While the internet or any other literary resource might provide the information and the facts relevant to a coursework, they do not serve the actual purpose of a course. Most of the times, the aim of a coursework, be it an essay or a dissertation is to test the subject knowledge and critical thinking abilities of the student. Mere copy pasting does not in any way, reflect the thinking abilities of a student. The internet can be a powerful source of data and information as long as the student learns to process the data and understand the information independently.   Th e information available can be used more productively if the students relate it to the task at hand and build upon it. There are several ways to develop critical thinking abilities though it is not possible to simply learn them. Every assignment can be broken down into logical chunks which encourage thinking and analysing on the students’ part. Students can also participate in class room discussions to the maximum possible extent to understand various viewpoints and relate them to one’s own views. Participating in discussions and taking notes at appropriate places ensures that the original authors are always credited for their work. This also encourages asking questions and raising doubts as and when they arise thereby helping the students understand the subject better. Understanding the subject ensures that students do not blindly accept the facts presented by someone else without questioning the logic behind it or without asking for evidence (Martin, 1984).