The utilization of Furlough days to combat budget issues Research Paper

The utilization of Furlough days to combat budget issues - Research Paper Example From the research it is clear that the organizational practice involves forecasting and determining the major drawbacks that may hinder effective performance of employees and finding a lasting solution. Human resource management entails measures for improving the workplace environment, recruitment, performance and reward management among other activities that enhance the productivity of employees. Organizations maintain competitiveness through inventiveness and uniqueness in their operations. These are accomplished through maintenance of a committed and competent work force. High commitment among employees is important in ensuring customer satisfaction. When an organization succeeds in maintaining competence and satisfaction among employees, it is able to maintain strong customer relationships as well as a strong brand image. These are among the aspects that determine an organization’s productivity since happy employees are satisfied employees, who are able to own the organiza tional goal. Strategic human resource management involves supporting the employees to help in establishing organizational goals. Organizations that engage in employee training and supporting innovative ideas are usually competitive in the market. Strategic human resource management helps in accomplishing employee satisfaction. More over, it helps in maintaining skilled workers in the organization. However, an organization may be faced with budget issues that may hinder the accomplishment of human resource management strategies. This paper presents a critique of the utilization of Furlough days to combat budget issues. Utilization of Furlough Days Furlough days negatively affect the morale of employees due to the breaks in their day to day activities as they are ordered to take compulsory unpaid leaves. Even though employees maintain permanent employment in an organization, the practice may be frustrating to many since it decreases their income. Depending on the nature of the budget deficit, furlough days may be scheduled for a number of days per month or one day per week until the financial shortfall is dealt with. While an organization focuses on the shortfalls in its budget, the workload increases and employees have to be overworked to cover the days that they do not work (Whitfield & Poole, 1997). Schrader & Lawless (2004) observe that while losing the job completely may be more frustrating to the employees, the regular loss of income and employment benefits through furlough days may cause resentment and the urge to look for an alternative job and hence a high employee turn over. High employee turn over is detrimental to an organization’s productivity and reputation. It is usually costly to hire and train new employees to become competent in the workplace. The organization looses skilled employees to competitors, and more so, skills attained from the organization (Buller & McEvoy, 2012). It may be a great loss to the organization especially when an e mployee exposes company information to competitors (Luthans & Stajkovic, 1999). The future projections may not be realized if the organization relied on training an employee to attain a particular goal in future. Customers may loose confidence in the organization due to disruption in service delivery especially when the departing employees were at strategic positions of service delivery. Other customers build their trust on particular employees especially for the services that require one-on-one relationships (Huselid & Becker, 2011). Human resource managers need to ensure that the employee turn ove

How atmosphere is created in Victorian ghost stories Essay Example for Free

How atmosphere is created in Victorian ghost stories Essay Discuss and compare how atmosphere is created in three Victorian ghost stories Atmosphere is created in Victorian ghost stories by using a few main factors- -Characters -figurative language -setting -themes -Era (period of time) The majority of Victorian ghost authors use these factors because they are best to create atmosphere in any story, i.e. for a theme you can use fear, and for a setting you can use an old abandoned mansion, a story can easily be set around this because the two factors fit together as the same genre. The first author that will be used as an example will be using as an example will be Charles Dickens, he was born in 1812, He had a marvellous photographic memory which helped him base some of his characters on people he had met earlier on in his life. The story I will be focusing on by dickens will be THE SIGNALMAN, this story is a good choice because its atmosphere is built up as soon as you read the story, THE SIGNALMAN is being narrated by the gentleman in the story, he is a means for creating atmosphere because he puts in a first person perspective, he gives opinion and tells you what the scenery looks like, characters are almost a part of the setting, they create a mood, for example the protagonist in the story spends most of his time learning from the signalman- how I ought to act, having become the recipient of this disclosure? I had proved the man to be intelligent, vigilant, painstaking, and exact, at first the protagonist sees the signalman to be a solitary, ghost of a man, but getting to know him, he sees him as a man waiting for something to come (this is now figurative language), what the author is trying to tell you is that he is not waiting to change the train track, but is waiting for the warning (or signal) towards his death. One of the themes is either death or hell, for example, in the start the signalman was shocked when the narrator yells at him halloa, below there, the signalman thinks that the protagonist is a ghost (the signal man is waiting for death). A quote that can support the theme of hell is: just then there came a vague vibration of the earth and air, quickly changed into a violent pulsation and an oncoming rush that caused me to start back, this shows that this character is not use to trains (most likely because of the era (period of time) , in which trains are relatively new and many people are scared of them), he may find them monstrous, figuratively, the ground quivering and the protagonist going down into the trench may possibly mean the earth is opening, and he is descending into hell. The era (period of time) also helps with the building of the atmosphere for the reason that the story is set around trains, and in Victorian times the general public were scared of trains which would add to the eeriness of the account being told. The author will use characters as a tool to build atmosphere by explaining what he or she looks like, how they act and what they do, for example, And drawing nearer to him, saw that he was a dark sallow man with a dark beard and rather heavy eyebrows, the narrator is describing the signalman as a person who does not interact with others and as if he is already dead because of his pale skin, deep voice, and in another part of the story he is described as having an infection of the mind, adding to the theme of death. The setting in the signalman is dim and creepy, this is explained by the protagonist, down in the deep trench, and mine was so high above him, so steeped in the angry sunset, the trench described in this quote is intended to represent the protagonist on earth, looking down into his grave, it could be that the point of the story is to represent the protagonist death. The next Victorian ghost author that will be used is Abraham stoker (Bram stoker); he is best known as the creator of the fictional character Count Dracula. The story which will be used is THE JUDGES HOUSE. One of the themes in this story is fear, this is mainly created by using setting and characters, for example, the protagonist, Malcolm Malcolmson needs a place of solitude to do his scientific research and so he finds an old shambling, heavy built house of Jacobean style , with heavy gables and windows, set higher than normal, customary houses he finds the perfect house for his research, this is also the perfect house to build suspense, horror and the theme, fear. This particular story brings different eras(periods of time) to it because the house that malcolmson takes residency in has a history, as malcolmson asks to stay in the house to the landlady, she replies not in the judges house!, she said, and grew pale as she spoke the abode of the judge who was held in great terror because of the harsh sentences and his hostility towards the prisoners at assizes, this makes the plot, and in turn it creates a negative atmosphere towards the house. This quote can also explain how the characters create atmosphere by use of their language , another example of this would be mercy on us, said Ms. Witham an old devil, and sitting on a chair by the fireside , take care sir, take care, Ms. Witham the woman speaking, sounds as if she is nervous just talking about the judge. In this story a setting can also represent a character i.e. the rats are meant to represent the judge, because it keeps catching the attention of malcolmson, he raised a book in his right hand and taking careful aim, flung it at the rat, it sprang aside like a missile, he took another book and repeated his action, and a third, until he had only one book left, the rat squeaked and seemed afraid, malcolmson more eager to strike, the book flew with a resounding blow. The book that hit the rat was the bible, usually in any Victorian ghost story the protagonist will have to use a religious object to get rid of the villain, i.e. in Bram stokers Dracula the protagonist (van Helsing) uses a cross to fend Dracula. So the rat (the judge) will have to be scared of the bible. The rats are also meant to representing the judges evil spreading like a plague, and ruining everybodys lives around it. The last author that will be used to answer the question is Herbert George wells (h.g wells) he was a Victorian sci-fi writer most famous for his novel war of the worlds. The story he wrote that will be used is the THE RED ROOM. This will give good examples of how atmosphere is created by using characters; in the beginning of the story there is a conversation between the protagonist and the pensioners, the pensioners help create atmosphere because they are all somehow crippled, for example, its your own choosing, said the man with the withered arm once more a second old man entered, more bent, more wrinkled, more aged than the first. The reason these characters are like this is because they keep having to lecture the protagonist about not going to the red room, he wont listen because no one would like to believe two senile old pensioners over their own opinion. The setting of the red room is a slightly different to other ghost stories because it is less secluded (there are more characters in the key building). It seems bizarre that the antagonist would only appear when a character is alone, as if it is shy: as I stood undecided, an invisible hand seemed to sweep out the two candles on the table, with a cry of terror I dashed to the alcove. The example of era (period in time) that happens in the story is more of a thought than it being existent: an older age when things spiritual were indeed to be feared, when common sense was uncommon, an age, when omens and witches were credible, and ghost beyond denying. This creates an Atmosphere of wickedness because it reminds you of the period in which everything was religious (religion can get rid of evil) and the church led the public to be against witches, demons and the devil. In all three of the stories there will be a person(s) who has experienced or witnessed the horrors that have happened before, they create atmosphere by giving the story a history.` Conclusion: Atmosphere is created in Victorian ghost stories by using some of the factors said before -Era (period of time) -Theme -Characters -Setting These factors are HOW atmosphere is created in these three Victorian ghost stories because they are best to put what is needed for a ghost story in the plot: suspense, history, death and a mystery to be solved.

Dubliners :: essays research papers

Dubliners is considered a champion among books written in the English language. James Joyce's characterization of not only the people in the stories, but of Dublin itself, demonstrates his great ability as an author. Dubliners is not a book with a normal story line, a plot, and a definite climax and resolution. Instead, it is more of a setting, an atmosphere, an "epiphany" as Joyce called it. To understand the book, it is recommendable to focus on Irish history, and more specifically, Charles Stewart Parnell. He is a figure alluded to in this and other books by Joyce. He has been referred to as the "uncrowned king of Ireland."The series of short stories included in Dubliners depict a broken morale in and around the city of Dublin. The early 1900's marked a time of disheartened spirits not only in Dublin but all of Ireland. England still clutched Ireland under it's own control.. The citizens were bitter and dismayed.It wasn't until 1922 that Ireland freed itself from England. Up until that time, Ireland was occupied and ruled from Britain. The occupation had begun hundreds of years before, but from the end of the 18th century, a distinct Irish nationalism began to evolve. From 1801 onwards, Ireland had no Parliament of it's own. It was ruled by the Parliament in Britain which consisted of the House of Commons and House of Lords.Meanwhile, in the 1840's, a small group formed out of the Young Ireland movement. The leader, Thomas Davis, expressed a concept of nationality embracing all who lived in Ireland regardless of creed or origin. A small insurrection in 1848 failed, but their ideas influenced the coming generations. This small nationalism was illustrated in the stories "Evelyn" and "A Painful Case." In the latter, Mr. James Duffy, despite his dislike of the "modern an pretentious" Dublin, decides to stay at least in the suburbs and commute back and forth to his house. Also in the story of "Eveline", we see her refusing to leave with her fiancà © because of her ties to her home and her city. She couldn't leave; she couldn't abandon it. The small or perhaps hidden pride in the city of Dublin displayed itself in subtle methods throughout the book. After the potato famine in Ireland, a group was founded in 1858 known as the Irish Republican Brotherhood. Also known as the Fenians, they formed a secret society which rejected constitutional attempts to gain independence.

Management Economics Essay

Introduction. The business cycle or economic cycle refers to the ups and downs seen somewhat simultaneously in most parts of an economy. The cycle involves shifts over time between periods of relatively rapid growth of output (recovery and prosperity), alternating with periods of relative stagnation or decline (contraction or recession). These fluctuations are often measured using the real gross domestic product. To call those alternances â€Å"cycles† is rather misleading, as they don’t tend to repeat at fairly regular time intervals. Most observers find that their lengths (from peak to peak, or from trough to trough) vary, so that cycles are not mechanical in their regularity. Since no two cycles are alike in their details, some economists dispute the existence of cycles and use the word â€Å"fluctuations† instead. Others see enough similarities between cycles that the cycle is a valid basis of studying the state of the economy. A key question is whether or not there are similar mechanisms that generate recessions and/or booms that exist in capitalist economies so that the dynamics that appear as a cycle will be seen again and again. Just as there is no regularity in the timing of business cycles, there is no reason why cycles have to occur at all. The prevailing view among economists is that there is a level of economic activity, often referred to as full employment, at which the economy theoretically could stay forever. Full employment refers to a level of production at which all the inputs to the production process are being used, but not so intensively that they wear out, break down, or insist on higher wages and more vacations. If nothing disturbs the economy, the full-employment level of output, which naturally tends to grow as the population increases and new technologies are discovered, can be maintained forever. There is no reason why a time of full employment has to give way to either a full-fledged boom or a recession. Text. Business Cycle, term used in economics to designate changes in the economy.  Ever since the Industrial Revolution, the level of business activity in industrialized capitalist countries has veered from high to low, taking the economy with it. Characteristics of business cycle are: -A trade cycle is wave like movement. -Cyclical fluctuations are recurrent in nature. -Expansion and contraction in a trade cycle are cumulative in effect. -Trade cycles are all pervading in their impact. -It is characterized by the presence of crisis i.e. downward movement is more sudden and violent than the change from downward to 0upward. -Cycles differ in timing and amplitude they have a common pattern of phases, which are sequential in nature. Phases Of Business Cycles: The ups and downs in the economy are reflected by the fluctuations in aggregate economic activities such as production, investment, employment, prices, wages, bank credits etc. The various phases of the trade cycles are: Prosperity: Expansion And Peak. This phase begins with the rise in the national output, consumer and capital expenditure, level of employment and inventories. Debtors find it more convenient to pay off their debts. Bank rate increases so credit facilities, idle funds for investment in production since stock prices increases due to increase in profitability and dividend. Purchasing power continues to flow in and out of all kinds of economic activities. Expansion continues with the multiplier process. In earlier/ later stages additional workers can be obtained by giving higher wage than prevailing in the market. Input prices increases rapidly which leads to increase in cost of production. As a result price increases and cost of living increases which lower the consumption rate. The demand for new houses, cement, iron, labor tends to halt and same is for furniture, automobiles etc. This makes reaching the peak. To summarize we can say that: -It is a turning point in the business cycle – the end of expansion -Economy at or close to full employment -Capital and Labor Utilization at a high -Prices and cost rise at a moderate rates -Firms profit at high -Interest rates rise -Consumers and firms expectations favorable Turning Point And Recession. After reaching the peak, demand starts declining. Producer unaware of this fact continues to increase production and investment. But after sometime they realize that their inventories are pilling up and they have indulged in over-investment. Consequently further investment plans will be given up-order for new machinery, raw materials. Demand for labor ceases. Temporary and casual workers are removed. Producers of capital goods and raw materials cancel their order. This is the turning point and beginning of recession. Further the income of wage and interest earners also decreases. This causes demand recession. Producer lower down the prices to get rid of inventories  but consumer expects further decreases in price and hence postpones their purchase. Investments starts declining leading to decrease in income and consumption, bank credit shrink and prices decrease. At this stage the process of recession is complete and the economy enters the phase of depression. To summarize this: -Consumer spending falls -Investment spending falls -Inventories accumulate -Firms profit’s decline -Business Failure increase Depression And Trough. This is the phase of relativity low economic activity. It indicates fall in production, increased unemployment and a rapid fall in the general price index. Workers lose their job, debtors find it difficult to pay off their debts, and investment in stock becomes less profitable. At the depth of depression, all economic activities touch the bottom and phase of trough is reached. Weaker firms are eliminated from the industry. At this point, the process of depression is complete. Due to unemployment, labor starts working at lower wages. Consumer expects no further decline in price and start spending. Hence demand picks up. Stock prices fall during recession; the prices of raw material fall faster than the prices of the finished products. Therefore profitability tends to increase after the trough. Producers’ start replacing worth-out capital, investment picks up and employment gradually increases. Following this demand increases, bank credit becomes easily available at a lower rate. Due to increase in income and consumption, the multiplier effect increases the economic activities. The phase of depression comes to an end over time  depending on the speed of recovery. To summarize this: -The turning point in the cycle – the end of contraction -Characterized by high unemployment and low consumer demand relative to industry capacity -Greatest period of excess capacity over the cycle -Business profits are low or negative -Some prices are falling other unchanged -Consumers and firms expectations about future are bleak Recovery. It starts when prices further stop falling. Producers see no risk in undertaking production. Firms use idle capacity to increase production. This generates employment and income, which creates additional demand for consumer goods and services. Businessman when realize increase in profitability. Hence they speed up production machinery. Businessman starts increasing their inventories, consumer start buying more and more of durable goods and variety items. With this process catching up, the economy enters the phase of expansion and prosperity. The cycle is thus complete. To summarize this: -Employment, production, prices and wages begin to rise at roughly the same time -Expectations of consumers and firms optimistic or favorable -Investment spending increases -Consumer demand rises Causes of Cycles. Economists did not try to determine the causes of business cycles until the increasing severity of economic depressions became a major concern in the late 19th and early 20th centuries. Two external factors that have been suggested as possible causes are sunspots and psychological trends. The sunspot theory of the British economist William Jevons was once widely accepted. According to Jevons, sunspots affect meteorological conditions. That is, during periods of sunspots, weather conditions are often more severe. Jevons felt that sunspots affected the quantity and quality of harvested crops; thus, they affected the economy. A psychological theory of business cycles, formulated by the British economist Arthur Pigou, states that the optimism or pessimism of business leaders may influence an economic trend. Some politicians have clearly subscribed to this theory. During the early years of the Great Depression, for instance, President Herbert Hoover tried to appear publicly optimistic about the inherent vigor of the American economy, thus hoping to stimulate an upsurge. Several economic theories of the causes of business cycles have been developed. According to the under consumption theory, identified particularly with the British economist John Hobson, inequality of income causes economic declines. The market becomes glutted with goods because the poor cannot afford to buy, and the rich cannot consume all they can afford. Consequently, the rich accumulate savings that are not reinvested in production, because of insufficient demand for goods. This savings accumulation disrupts economic equilibrium and begins a cycle of production cutbacks. The Austrian-American economist Joseph Schumpeter, a proponent of the innovation theory, related upswings of the business cycle to new inventions, which stimulate investment in capital-goods industries. Because new inventions are developed unevenly, business conditions must alternately be  expansive and recessive. The Austrian-born economists Friedrich von Hayek and Ludwig von Mises subscribed to the overinvestment theory. They suggested that instability is the logical consequence of expanding production to the point where less efficient resources are drawn upon. Production costs then rise, and, if these costs cannot be passed on to the consumer, the producer cuts back production and lays off workers. A monetary theory of business cycles stresses the importance of the money supply in the economic system. Since many businesses must borrow money to operate or expand production, the availability and cost of money influence their decisions. Sir Ralph George Hawtrey suggested that changes in interest rates determine whether executives decrease or increase their capital investments, thus affecting the cycle. Regulating the Cycle Since the Great Depression, devices have been built into most economies to help prevent severe business declines. For instance, unemployment insurance provides most workers with some income when they are laid off. Social security and pensions paid by many organizations furnish some income to the increasing number of retired people. Although not as powerful as they once were, trade unions remain an obstacle against the cumulative wage drop that aggravated previous depressions. Schemes to support crop prices (such as the European Common Agricultural Policy) shield farmers from disastrous loss of income. The government can also attempt direct intervention to counter a recession. There are three major techniques available: monetary policy, fiscal policy, and incomes policy. Economists differ sharply in their choice of technique Some economists prefer monetary policy, including the American Milton Friedman and other advocates of monetarism, and is followed by most conservative governments. Monetary policy involves controlling, via the  central bank, the money supply and interest rates. These determine the availability and costs of loans to businesses. Tightening the money supply theoretically helps to counteract inflation; loosening the supply helps recovery from a recession. When inflation and recession occur simultaneously–a phenomenon often called stagflation–it is difficult to know which monetary policy to apply. Considered more effective by American economist John Kenneth Galbraith are fiscal measures, such as increased taxation of the wealthy, and an incomes policy, which seeks to hold wages and prices down to a level that reflects productivity growth. This latter policy has not had much success in the post-World War II period. Conclusion. Thus we can say that the central idea of business-cycle literature, that the economy has regular and periodic waves–a cycle–lasting for several years, has few adherents today. Perhaps such cycles never existed, or perhaps they once did but no longer do because the government now plays an active role in the economy. However, the business-cycle approach remains useful because it is an easy way to introduce a number of macroeconomic topics, including the adjustment process that remains central in macroeconomics.

Once Bitten Twice Shy

Once bitten twice shy is a great, and fairly common saying. It is an idiom that means if somebody is said to be once bitten twice shy, it means that a person who has been hurt, or who has had something happen to them that was life changing in a not so desirable way then they will be far more careful the next time around. I think everyone has experienced situations such as this. Whether it be a deal you made where you ended up getting cheated out of some money, or a time when you got your heart broken by someone you thought would never hurt you.Either way it happens and makes a person leery of trusting others for a long while, if ever again. As a small business owner I have experienced many situations in which I was the target of somebody trying to pull the wool over my eyes, and/or screw me out of some money. At one point in time a few years ago, I had a small crew of people working on a job for me in Rolla Mo. while myself and another crew member were working on a different job in S t. Robert.I trusted the crew members that I left alone without supervision because they were all hard and honest workers, at least I thought they were. I had been leaving this crew on the Rolla job for about two weeks with very little supervision from myself. The only time I really stopped by there was to drop off more material, and take a quick look around at the work they were doing and all was well. That is until I got a call one afternoon from the contractor that I was doing this job for.The call started with me getting an ass chewing like I had never had before, and caught me totally off guard. After some time on the phone with this man I kind of figured out what was going on. It seems one of my crew members that I had been leaving alone on the job for a while was planning to screw me over. They had been sabotaging my job in hopes that they would be able to show the contractor the shoddy work that was going on behind his back so that he would fire me and hopefully hire them to replace me.Well, luckily I had known the contractor for years and after some smooth talking I convinced him that I would finish the job personally and fire the member of my crew that caused these problems. So, the plan backfired for the sneaky crew member. Not only did they not get hired by the contractor, but they lost the steady job they already had. Even though this situation didn’t turn out all that badly for me, it still caused me some friction with the contractor, and caused me to never have the same level of trust in my employees ever again.

Just a Look †Poetry (100 Level Course)

Just a Look – Poetry (100 Level Course) Free Online Research Papers Just a Look Poetry (100 Level Course) Just a look, then a smile. Perhaps a nod, maybe a hello. The usual intro, words spoken. This is different. Interested as I speak. My attention she seeks. Eye contact off and on. Not just a look. this is different. Who, where, what, why. Sincere questions, I get a reply. Smart, fun, nice, lovely. So much more than a look. This is different. Once again introduced. To someone elses dream. It will not work. Friends pay attention. Friends give looks. Why would this be different. Confusing nothing for interest. It would never work. She is not my friend. Friends dont give that look. Written for a poetry assignment for a college class. I got a B on this poem. Research Papers on Just a Look - Poetry (100 Level Course)Mind TravelThe Masque of the Red Death Room meaningsHip-Hop is ArtComparison: Letter from Birmingham and CritoHonest Iagos Truth through DeceptionHarry Potter and the Deathly Hallows EssayThe Fifth Horseman19 Century Society: A Deeply Divided EraStandardized TestingEffects of Television Violence on Children

House on Mango Street essays

House on Mango Street essays Many people have commented that I am a slow reader. I will admit that I really do take my time when reading, but I think this is time well worth it. A good reader reflects on knowledge that they already know before reading and connect that information with what they are reading. In taking ones time to read a book, one will discover that every story can be quite complex, no matter how short or simple the book may seem. One might notice certain techniques used by the author to entice the reader such as show not tell, imagery and use of language. There are so many things to discover in a book, so many things that one can connect to or relate with other text, themselves or the world around them. I made several text connections when reading this book. One such text connection was in the chapter Hairs. Esperanza talks about the comfort that she takes in her mother. She says ...sweet to put your nose into when she is holding you, holding you and you feel safe, is the warm smell of bread before you bake it, is the smell when she makes room for you on her side of the bed still warm with her skin, and you sleep near her, the rain outside falling and Papa snoring. (pg. 6) I can relate to this really well because ever since I was a little kid I always took comfort in my mother. Whether it be emotionally or physically I always found her very comforting. I especially loved (and still occasionally do) to sleep or stay on her bed, because I always feel warm and secure when I do so, almost like that tingly feeling you get all over. Another text connection I had with The House on Mango Street was in its first chapter, The House on Mango Street. Esperanza talks about how she and her family always wanted their own house and how beautiful they wanted it to be. She says I knew then I had to have a house. A real house. One I could point to. But this isnt it. Th...

NEGATIVE REVIEWS

NEGATIVE REVIEWS Okay, lets talk about this. Ive been watching people run rampant across the web, in various writers groups, talking about negative reviews. Yes, they are devastating to writers. Yes, they can make you mad and crave to strike back. You will never please every reader. Someone will eventually think you are absolutely stupid for what you wrote. Your characters were two-dimensional. The plot never made a valid point. The setting was mundane. The red herrings were too obvious. The romance too cheezy . . . predictable, shallow, poorly written, etc. And yes, these people have a right to leave a review. You chose to present your work to the public. Do you think nobody will have an opinion on it? Of course you want four- and five-star reviews. Maybe they made a mistake in the review, like saying your setting was New Hampshire instead of Vermont. Maybe they thought it was a mystery when it was a romance. Maybe they prefer literary and got a commercial sci-fi, and are frustrated they wasted their time. They may have confused the title to mean one topic, then the book took off in another direction. But even if they did not read the entire book, they are entitled to an opinion. There are horror stories abounding these days, where naysaying groups are banding together to bash bad writing Lets just stop here and say that we should treat each other with respect. I have a few iffy reviews. No, I did not chastise them, just as I hope nobody would chastise me for any review I left. Lets try to be professional. Lets try not to toss comments out there anonymously. Lets struggle to post our best work and leave our best reviews. And lets hold our tongues if we dont like what someone else has said. Its so tempting to throw out too-quick remarks on the Web. Publishing and writing is difficult enough as it is without us fueling the fire of negative commentary. But . . . we do owe authors the courtesy of a review. No, Im not pandering for reviews. Ive been as negligent as anyone in reading a book and moving on. Now, I try to make a point to pick my stars and leave comments at Amazon or Goodreads, if for no other reason than to thank the author for spending so much time and effort to put yet another book out there for the reading public.

Identify and evaluate three credible sources of information on that Essay

Identify and evaluate three credible sources of information on that topic - Essay Example The credibility of these studies is based on the following facts: all three studies are peer reviewed studies, being published in academic journals. This means that these studies have been thoroughly examined as of the accuracy and the quality of the information provided. These studies have been chosen using certain criteria: a) they are published in academic journals, being part of academic literature, b) they are recent; two of them were published in 2012 and one of them was published in 2009; c) they refer to different aspects of the subject involved, i.e. of mass media, so that the particular subject is explored as effectively as possible. Academic and professional research must use credible sources since they need to lead to the development of accurate assumptions in regard to the issues under examination. Online library offers a critical advantage, compared to the search engines, in regard to academic and professional research: studies available through the online library have been already checked as of their credibility; in this way, valuable time can be saved in checking the credibility of resources required for developing an academic research project. Moreover, online library offers the option to set exact criteria in regard to the material required. In search engines such features are not available while if existed cannot perform effectively. Hongcharu, B. & Eiamkanchanalai, S. (2009). A Comparative Study Of Traditional Mass Media, The Internet And Mobile Phones For Integrated Marketing Communications. Journal of Business & Economics Research, 7(12), 31-40. Soomro, Y., Hameed, I., Butt, A. & Shakoor, R. (2012) Significance of Internet Marketing in Promoting Consumer Goods in Subcontinent. International Journal of Humanities and Social Science, 2(13),

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

Surf Culture - Research Paper Example Although surfing as we perceive it today became popular in the 1950s and 1960s, the sport is much older. Surfing was both a pastime as well as a training module and exercise regimen in the ancient Hawaiian culture, where priests would engage in ritual dances and chants to please the sea so as to provide good waves for surfing. Surfing for the ancient Hawaiians was also a means of resolving conflicts and they took great pride in testing their skills in fierce contests. As it became popular in California and Australia, in the early twentieth century, the invention of new varieties of lighter, better-designed surfboards with improved maneuverability made the sport more accessible to greater numbers of people. What revolutionized the sport perhaps more than any other invention was that of the wetsuit that allowed surfers to experiment with new and daring surfing maneuvers and enjoy the sport in all weathers. Today the subculture of surfing has become a way of life in many parts of the wo rld especially Hawaii, California, Florida and Australia. Surfing has numerous characteristics that tend to contribute to group cohesiveness. The beach which is the natural meeting ground of surfers is a place that all can share. Since surfers meet at particular places where the waves are rideable, their interactions help form connections on the basis of the shared interest, and the excitement and intensity of the sport adds a special bond of belonging to the group.

Community Service or Social Project Service Essay

Community Service or Social Project Service - Essay Example The information accessed by these people may take the form of case studies, theoretical literature and role plays, where their interactions with the members of the public improve their abilities, including their leadership outlook and overall leadership performance. This paper will use the case of leaders in Skid Row to explore the enhancing effect of community service on the leadership abilities and the leadership style of a leader. Lastly, the paper will discuss the ways in which the leadership of an individual reflects personal values and the ethical values of an organization. The ways in which community service enhances a leader’s leadership style Building sustainable peace and development in communities affected by crisis requires the leaders involved in the negotiation proceedings to be highly skilled, so that they can communicate their views to the groups in conflict. From the case of the Skid Row area of Los Angeles, the role of the leaders of the Skid Row Housing Trus t has remained critical to the resolution of the poverty and the housing crisis facing the area. The leadership structure of communities facing crisis situations plays an important role in worsening the situation or closing the gaps and addressing the crisis situation (Elliott & Kaufman, 2003). The area is known, since its history as the residential neighborhood for the poorest and the homeless. However, the formation of the Skid Row housing trust in 1989 set to address the problem of homelessness, through the development and the refurbishment of housing facilities. During the years between 1950 and 2000, the redevelopment of residential hotels led to the destruction of the highly affordable housing in Los Angeles, which threatened the areas’ residential community; redevelopment forced thousands of residents into the sidewalks and the city’s shelters. The crisis situation made business leaders and community activists respond to the alarming wash-away of permanent, affo rdable housing; the two groups formed the Skid Row Housing Trust (Skid Row Housing Trust, 2013a). The leadership of the trust pushed for the mobilization of private equity, low income credits, conventional debt and public finance, which helped with the salvage of housing units that were on the verge of being lost. The work of the trust oversaw the transformation and the renovation of decaying hotels into attractive, safe and affordable permanent housing, which offered housing to the homeless and the low-income population (Skid Row Housing Trust, 2013a). The initiative taken by the business leaders and community activists, through their respective leaders demonstrated the outlook of servant Leadership, which is contrary to the traditional leadership outlook of autocratic leaders (Greenleaf, 2002). Servant leadership is evident from the strategies adopted by the leaders, because instead of compelling the residents of the area to live on the streets or struggle to afford the redevelope d housing, they employed the moral power of guaranteeing the availability of affordable housing to the homeless and the poor (Greenleaf, 2002). The strategy offered them the platform to improve their living standards. The success of the leadership outlook of the leaders is evident from t

The Social, Economic, and Political Situation of Kuwait post Gulf War Essay

The Social, Economic, and Political Situation of Kuwait post Gulf War 1990-1991 - Essay Example Even before the Gulf War, Kuwait was facing some political conflicts with Iraq regarding territory occupation, oil, and debts. However, the political system and foreign relations of Kuwait altered after Iraq’s invasion, along with a constant fear of another attack from Iraq. The Gulf War also had a significant impact on Kuwait’s social conditions, especially on the role of women and Shiites, attitudes regarding Palestinians, and social welfare of the people. Although Kuwait gained victory from Iraq within days of the invasion, the social, political, and economic situation of Kuwait post war was a far cry from the situation that existed before the war (Ashkanani, Hadi Ridha., Shears, Jane. 21; Czinkota, Michael R., Ronkainen, Ilkka A. 618; Crystal, Jill. 176; Isiorho, Soloman A., Gritzner, Charles F. 85, 94, 95; Fasihuddin; Omar, Abdullah; Shenon, Philip; Finlan, Alastair 83, 84; Cordesman, Anthony H 14, 15; Al-Mughni, Haya; Federal Research Division 83; Cushman Jr, John H.). Before the Gulf War, in the eighteenth and nineteenth centuries, the economy of Kuwait was mainly based on trade. It gained a lot of maritime advantage through trade with Asia, Africa, and Europe because of its strategically located natural port. The dependence of Kuwait’s economy then shifted to pearl diving in the nineteenth and early twentieth century. The reason for this was also the gulf, which provided natural pearl banks for harvesting by merchants and sailors. Closely linked to pearl diving was the emergence of the shipbuilding industry, as well as fishing. Trade and maritime occupations remained important monetary sources for Kuwait’s merchant class and foreign orientation till 1990. However, this economy was not enough to provide for most of Kuwait’s population, especially those outside the merchant families and ruling families. Pearl diving slowly began to decline, and came to a sudden halt in the 1920’s due to the Great Depression and Ja pan’s manufacture of an alternative for natural pearls (Federal Research Division 84, 85). Nevertheless, Kuwait’s economy got a chance to thrive when petroleum was discovered in its region in 1938. Its drilling was disrupted as a result of the World War, but then resumed in 1945. Kuwait further got an opportunity to prosper when oil was explored, produced, and exported in the 1950’s. A lot of revenue was gained due to the high demand of oil by foreign countries, and this revenue was used to improve Kuwait’s economy. Industries, social and physical infrastructure was built, along with much spending on the social and economic welfare of Kuwait’s people. This period between 1960 and 1980 was known as the ‘construction boom’, and became a magnet for large number of workers, especially from Iran, South Asia, and Arab countries. The strategic location of Kuwait’s gulf, and its enhanced communication and port facilities, contributed to an expansion of re-exports, trade, and many other commercial activities (Federal Research Division 85; Fasihuddin). However, the invasion and take over by Iraq led to various adverse economic consequences for Kuwait and disrupted its continuous economic development. The first thing Kuwait’s economy had to face was the hefty costs incurred as a result of the war. When Kuwait’s rulers had gone in exile, they had drawn down from Kuwait’

Schools of Thoughts in International Relation Theory Term Paper

Schools of Thoughts in International Relation Theory - Term Paper Example While talking about realism, we must also talk about that kind of an issue which can be appropriately explained by the realism school of thought. The issue which we are talking about is the Iranian nuclear programme. Let’s discuss the issue of the Iranian nuclear programme in detail while keeping in mind the aspect of realism. Iran has started to work on the nuclear programme in the 1950s by saying that its basic purpose will be to overcome the shortage of electricity and atoms for peace programme. In the start of this nuclear programme, the United States of America also provided great help to Iran for the purpose of being a part of atoms for peace programme. That support, appreciation, and motivation were not only from the United States of America but also from another western world. It lasted till the Iranian revolution in 1979.After 1979, the Iranian government started to work on the nuclear programme with less support and assistance in the western world. Several misconceptions began to arise due to this act of the Iranian government regarding the nuclear programme. But it is to be kept in the notice that strengthening the power is the main focus of any government according to the school of thought of realism. So, if the Iranian government started to work on the nuclear programme for the purpose of inc reasing its nuclear power, then it is the right of the government. But here we should also say that every government, not only Iranian government, should allow the authority of united nations to inspect whether the work which is being done in the name of electricity purposes is actually being done for the same purpose or it has some other objectives also. Before going into the details of the new dossier related to Iranian nuclear programme, let’s first get to know the point of views of the Iranian government, Israel and the United States of America regarding Iranian nuclear programme.

The Social, Economic, and Political Situation of Kuwait post Gulf War Essay

The Social, Economic, and Political Situation of Kuwait post Gulf War 1990-1991 - Essay Example Even before the Gulf War, Kuwait was facing some political conflicts with Iraq regarding territory occupation, oil, and debts. However, the political system and foreign relations of Kuwait altered after Iraq’s invasion, along with a constant fear of another attack from Iraq. The Gulf War also had a significant impact on Kuwait’s social conditions, especially on the role of women and Shiites, attitudes regarding Palestinians, and social welfare of the people. Although Kuwait gained victory from Iraq within days of the invasion, the social, political, and economic situation of Kuwait post war was a far cry from the situation that existed before the war (Ashkanani, Hadi Ridha., Shears, Jane. 21; Czinkota, Michael R., Ronkainen, Ilkka A. 618; Crystal, Jill. 176; Isiorho, Soloman A., Gritzner, Charles F. 85, 94, 95; Fasihuddin; Omar, Abdullah; Shenon, Philip; Finlan, Alastair 83, 84; Cordesman, Anthony H 14, 15; Al-Mughni, Haya; Federal Research Division 83; Cushman Jr, John H.). Before the Gulf War, in the eighteenth and nineteenth centuries, the economy of Kuwait was mainly based on trade. It gained a lot of maritime advantage through trade with Asia, Africa, and Europe because of its strategically located natural port. The dependence of Kuwait’s economy then shifted to pearl diving in the nineteenth and early twentieth century. The reason for this was also the gulf, which provided natural pearl banks for harvesting by merchants and sailors. Closely linked to pearl diving was the emergence of the shipbuilding industry, as well as fishing. Trade and maritime occupations remained important monetary sources for Kuwait’s merchant class and foreign orientation till 1990. However, this economy was not enough to provide for most of Kuwait’s population, especially those outside the merchant families and ruling families. Pearl diving slowly began to decline, and came to a sudden halt in the 1920’s due to the Great Depression and Ja pan’s manufacture of an alternative for natural pearls (Federal Research Division 84, 85). Nevertheless, Kuwait’s economy got a chance to thrive when petroleum was discovered in its region in 1938. Its drilling was disrupted as a result of the World War, but then resumed in 1945. Kuwait further got an opportunity to prosper when oil was explored, produced, and exported in the 1950’s. A lot of revenue was gained due to the high demand of oil by foreign countries, and this revenue was used to improve Kuwait’s economy. Industries, social and physical infrastructure was built, along with much spending on the social and economic welfare of Kuwait’s people. This period between 1960 and 1980 was known as the ‘construction boom’, and became a magnet for large number of workers, especially from Iran, South Asia, and Arab countries. The strategic location of Kuwait’s gulf, and its enhanced communication and port facilities, contributed to an expansion of re-exports, trade, and many other commercial activities (Federal Research Division 85; Fasihuddin). However, the invasion and take over by Iraq led to various adverse economic consequences for Kuwait and disrupted its continuous economic development. The first thing Kuwait’s economy had to face was the hefty costs incurred as a result of the war. When Kuwait’s rulers had gone in exile, they had drawn down from Kuwait’

Functional Roles of Managers Essay Example | Topics and Well Written Essays - 500 words

Functional Roles of Managers - Essay Example Autocratic approach. This is the type of style in which, a leader instructs employees of what is to be done without leaving a room for deliberations. It is criticized for being non-participatory but if well utilized it is a source of effectiveness in work Democratic approach. This is a consultative approach in which the leader involves the employees in making decisions. Although the leader has the final authority for decision making, it is usually a participatory style. It is a kind of leadership very popular amongst employees. Delegative approach. It is a style whereby employees are decision makers. It is appropriate when there are job situations needing analysis and therefore requiring employees to make contributions. It works well in cases when the leader has trust in the employees. In practice, there is no ‘fit all’ style and good leaders, therefore, are required to employ all the above three styles depending on what particular situations demand. For instance, it is widely recommended that for new employees getting into the system, the authoritarian style works. The participative style is seen to be very efficient for teams whereby the leadership wishes to tap employees’ expertise in solving some problems. Finally, the democratic style is applicable in situations requiring professional expertise and the assumption here is that everyone knows what is expected of them and are responsible enough to function without coercion. In deciding the right leadership style, (Shonk, James, 1992) suggested that a manager should always bear in mind the following; availability of time, organizational conflicts and the level of expertise amongst employees. Managers drive business and therefore are tasked with ensuring that set standards are adhered to by all employees. This involves guiding the entire organizations operations within the set operational limits. It is also the mandate of managers to make the right decisions which are in line with organizations objectives. Finally, managers are responsible for organizational behavior change and are required to guide the employees’ in al interactions within the organization.

Intro to Linguistics Essay Example for Free

Intro to Linguistics Essay The study of human languages; including the influence of one language on another; how language and words are formed and change within time; the rules of the language- how words are formed, the structure of sentences and words; relationship between culture and language; how language is acquired- the process of language acquisition (foreigner verses mother tongue language). There are two approaches/types of linguistics: 1. Traditional Linguistics- the only field that ruled until the 20 century. 2. Modern Linguistics Traditional Linguistics. Characteristics: 1. Proscriptive approach- according to this approach, linguists tell native speakers how to use their own mother tongue- what are the rules: set norms of/ dictating the right use of the language, the rules and the right use of the language- educating the native speakers. The goal is to tell the speakers what is considered right or wrong language. 2. Focus on the written language- Most of the focus is on the written text, which is considered superior to the spoken language; the base of the rules. 3. Diachronic Research (etymology) Historical research- the study of the origins of words and languages, which reveals many connections between different languages. Due to technological developments, the influence of one language on another is even higher these days. Modern Linguistics At the beginning of the 20 century, there was a shift of interest to the following: The human languages are more complex and highly different than animal communication systems- due to amazing cognitive human communication ability (the language faculty). A known Swiss linguist, Ferdinand de Sassure- the first linguist to pose the following question: what do we know when we know a language (mother tongue)? By asking this question the focus of linguistics was shifted from grammar to the study of human language as a cognitive ability (cognitive science). The focus shifted to Language faculty ( ) and what it consists of. Characteristics: 1. Descriptive approach- we observe native speakers use the language, both in writing and in speaking, and try to draw conclusions out of it- learn about the changes that the language undergoes through time. Not interested in what should be, but rather in what IS. There is no judgment of the use, just observation and description of the current use, in order to analyze and find correlations. 2. Focus is on the spoken language- point of departure is that the spoken language is more important to the research because of the following: * It is less conscious, more natural, spontaneous and dynamic and therefore it reflects better the current use of the language. * Not all languages have a written system, but everyone has at least one mother tongue language. * The written language is less natural- one needs to study it in a very logical way; whereas the spoken language –mother tongue is acquired in a natural process, common to everyone (normally in the early years of 3-4). 3. Synchronic Research (current) the focus is not on the origin/History of the words; but on the current use of the words today. We are less interested in what happened; but rather in what is happening today. Knowing The whereas knowing about! 07/11/11 Linguistic Fields 1. Phonetics- the study of linguistic sounds (also called phones) which are consisted of consonants and vowels. The focus is on the articulation and pronunciation of sounds (independent of the letters/ graphics). How the sound is produced. It is independent of the letters (which is just the graphics). How we produce and perceive sounds. 2. Phonology- deals with sounds in interaction, and when they are brought together into words- they usually affect each other. Cats(s), dogs(z)- something very systematic- ( )) 3. Morphology- examines words structure, and the ways words are added into our vocabulary, i. e. how we form new words. Ex- dis/content/ed/ness (the parts are also called Morphemes- small units of words) 4. Syntax- deals with sentence structure and the meaning of sentences. We also examine differences between languages- the order of verb and its subject, adj, nouns etc. In addition, we examine Syntaxic Processing , for example: Without her contributions/ are hard to find. At first glance- it looks like something is missing in the sentence, when actually we did not process it in the right way- we can look at the sentence as: without her, contributions are hard to find. 5. Semantics- the study of meaning- both of words and sentences, and the logic behind them. 6. Pragmatics –deals with meaning in context- how we understand one another beyond what is actually said (the use of the language). For example: do you have the time? – One wont answer: yes; but rather tell the person what time it is. Not like the dry literate meaning, Pragmatics deal with the actual use of language – meaning in context- beyond the literate words that were actually said. 2 - : * 6 ( = 6 ) * 6 ( = ! ) 7. Discourse Analysis- Like Pragmatics, this also examines the use of language, but the focus is on the text. Written vs. spoken text; Narratives vs. expository text; the use of conjunctions; types of text; different tenses; complex vs. simple sentences; the length of sentences; vocabulary etc. 8. Language acquisition- we examine the process of acquiring a language- mother tongue and then foreign languages. How children acquire their mother tongue so quickly? How does the process happen? Which words are produced first etc. It is related to all the other fields mentioned above. 9. Neuro Linguistic- examines how linguistic knowledge is represented in the brain. For example: aphasia- brain injury that affects the part of the brain that understands linguistics. 10. Psycho Linguistic- a very big field that examines the correlation between language and psychological cognitive processes (for example: lexical retrieval). Sometimes one meaning of a word is more prominent than the other, depending on the context. For example: bug- insect/ computer related problem. The field also examines what happens when there is no context- how we associate between words and its meanings. For example: word priming- Duck-(goose/ book)- the word duck primes with goose, faster than with the word book. 11. Historical Linguistics- examines the evolution of languages, the origin of words, and the relation between languages- how they genetically related to one another (Etymology). 12. Computational Linguistics-deals with building artificial intelligence, creating models that try to imitate how language works and use it in different applications. Related to the implementation of linguistics. Information extraction, more practical. (for example: Google translate). 13. Clinical linguistics ( )- the use of linguistic tools for speech therapy, for people who have language disorders (both kids and adults). 14. Social Linguistics- the field that examines the interaction between language and society (socio economic and cultural factors). Socio-linguistics We distinguish between dialects- different varieties of the same language, as a result of many factors. Types of Dialects- 1. Geographic Dialect-changes according to region (city, country). In the states there are so many different dialects, depending on the area one grew up in. 2. Sociolect-typical for a certain group in the society, which has its own social, economic and cultural characteristics. 3. Idiolect-dialect that is typical to an individual. It is sometimes gradual, and we dont always notice it. Usually bases on imitation. Each of us speaks a little bit differently (intonation, pronunciation, vocabulary etc). 21/11/11 Linguistic knowledge- every 4-5 year old can speak the mother tongue language. Where does the ability to understand and speak a language comes from? The 2 opposed approaches argue on the source of that ability/knowledge Is it innate (genes) or acquired (comes from the environment, stimulates, feedback)? Two opposed currents in science, which have great debate on the nature of human knowledge in general. They argue on the source of the human knowledge: 1. Empiricism (John lock; Hume) -every person comes to the world, as a clean slate- have no knowledge, which means that human knowledge equals the sum of experiences. Nothing is innate, we are only equipped with the ability to respond. Everyone are born equal- with nothing innate. This means humans can be shaped- their thought can be manipulated using feedback and exposure. 2. Rationalism (Decardes)-claim that human knowledge does not equal the sum of experiences: we are born with some innate material- we are equipped with some ability, to which experience is added. Experience is not the only thing! All people are equal, but this equality is based on richness- we all share something very basic and innate, to which environment is added. At the beginning of the second half of the 20 century, the argument of human knowledge continued with regards to the human language – mother tongue (different theories): Behaviorism- As continuance of Empiricism- there was a current called Behaviorism (BF Skinner, wrote the Verbal Behavior, 1957). B. F. Skinner claimed, based on Empiricism, that Linguistic knowledge is based solely on exposure and the ability to react- to learn from experience. That means everything is acquired, nothing is in the Genes. Skinner also claimed we expand our sets of sentences, by analogy (differ in only one thing- thus it is able to expand ones use with the other). For example: a kid only heard John ate an apple- but he will be able to create the following sentence: John ate an Orange; using Analogy. This means, we learn and use language, by: exposure +analogy. - In the following sentences, configuration of who does what changes (relationships between the entities) when changing the word told to promise and still, it is automatically understood by a child in his mother tongue: John told bill to clean the room; John promised Bill to clean the room. How? -analogy is not enough to explain the above. - Noam Chomsky (Influenced from Rationalism; wrote the Syntactic Structures, 1957) -a linguistic who argued against Skinners observations, claiming Analogy is not enough; and we have to assume inborn/innate linguistic knowledge, common to all human beings (regardless of their language or culture), which is also known as the Hypothesis of innateness. The experience and the feedback are mapped on to these language biological properties (encoded in our genes). The experience and feedback are not enough to explain mother tongue knowledge! We have to add it to something innate. Language is partially innate! Evidence Chomsky proposed to enforce his theory: 1. Properties of human languages (natural languages, animals communication systems are excluded)- * Homogeneity- except for pathological cases, all human beings acquire at least one mother tongue; more or less at the same time; regardless of their region, culture, socio-economical condition etc. This implies there is something biological in the acquiring of a mother tongue language- we are all the same. * Infiniteness- language is infinite- we have the ability to produce and understand an endless number of sentences, including sentences that we have never heard before. We have the ability to expand the language (for example- we never count to 1,000,000 but we can). * Identical properties across languages- there are some properties that all languages share (therefore- it has to be in the genes, otherwise – how can it be explained? ). For example: * All languages have nouns and verbs –thus, it has to be some inborn categories. * Universal grammer rules/structures, that all languages share: * John said that Mary bought a car. What did John say Mary bought? * Bill said that John said that Mary bought a car. What did Bill say that John said that Mary bought? * John spread the rumor that Mary bought a car. What did John spread the rumor that Mary bought? Ungrammatical sentence- any speaker will know this sentence is ungrammatical- impossible in English. What prevents speakers of using the above structure intuitively (in other languages as well)? Chomsky claimed that there are universal constraints (in all grammer of all languages) that prevent it. 28/11/11 2. Properties of the process of language acquisition (mother tongue) * Process is quick and efficient- child has to acquire a very complex system of rules, and he does it by the age of 4-5. By the age of 5 he already masters the language (in comparison to the long and complex process of learning a foreigner language). It shows that there is something innate behind it, otherwise- it would have been a quick process also when learning foreigner language. * Critical period/age- there is a certain age in which the child must be exposed to a language (the innate system has to be stimulated, activated), in order to acquire it- the age is usually around 6-8, and in some extreme cases it can go until adolescence (16). If it was not activated during the critical period, the child will have no mother tongue- he will have no grammer. He will be able to communicate in a basic function, but without the richness and infinity of the mother tongue acquisition, since the brain is no longer elastic enough to acquire a mother tongue. The issue of critical period provides support for the importance of both exposer and innate theories. Chomsky agrees that exposer is crucial, but it is crucial to activate innate abilities. If it was only exposer – it would have been possible to acquire a mother tongue at any age. * Process is spontaneous/ immune against external interference- the process happens by itself and the teacher/ parent cannot manipulate it. MCNeal (1964)-research that shows you cannot manipulate childs grammer, it will eventually change by itself with exposer. * Identical stages across languages- children acquire their mother tongue in parallel stages across linguistics, more or less at the same time, regardless of the language. This shows that there is some biological aspect to the process of mother tongue acquisition we have to assume something innate in order for the process to be so universal. (First they babble, then acquire first words, combining 2 words together, then start using sentences). * Poverty of stimuli- stimuli(the input) is poor- it is not enough to explain completely how a child acquires and masters his mother tongue: a. The stimuli is partial and consists of errors- the child can never be exposed to everything, still he makes up sentences he has never heard before. What he is exposed to is limited, yet what he can produce is endless. In addition, the stimuli consist of errors- he child doesnt always listen to complete/ grammatical correct sentences: the input he hears consists of partial sentences and grammatical errors; yet the children know how to filter the errors and eventually acquire a perfect grammer. b. There is no teaching- the process of acquiring a mother tongue involves no methodological and pedagogical process (in regard to grammer). c. No negative evidence- there are mistakes that no child will ever make, even though he is not told ahead not to make them. For example: John thinks he is smart (he can be either John or somebody else) VS. He thinks John is smart (he can never refer to John). When examining language acquisition, we see children making many mistakes, but no child will ever use the second sentence when he wants to refer to John. No child will make such mistakes to begin with- they just know, without being told ahead. De Sassure was the first one to ask what do we know when we know a language? What does it mean to know a language? He distinguished between the following terms: * Langue-the rules of the language, that are agreed upon by some society. The rules of a language, but from a social point of view (a social term). * Parole-everything we use or say- the way we actually use the language (What we actually do, language wise). Linguists are generally more interested in the Langue (the knowledge). De Sassure didnt relate to the question of innateness- what abilities, if any, we have in our minds†¦ 12/12/11 Noam Chomsky used 2 other terms: Competence vs. Performance. 1. Performance: the same as Parole: performance is how we actually use the language: what we actually write or say. 2. Competence: is not exactly the same as Langue. Both relate to the rules of the language, but Langue is about the society, the community (grammer is something social, that we all agree on- social interaction creating social agreement) and Competence is about the individual (the system one has in his mind: some of it comes from the genes and some from the environment). Competence is the ability that each of us has to produce and understand an endless number of sentences. Every speaker of every language, has the ability (whether it is innate or not). The point of view of Chomsky and De Sassure is different when relating to the rules of the language. In modern linguistics- the focus is on the Langue- competence and not directly what we say/do with the language (the main goal is to crack the black box and understand how the system works). The performance is the mean to learn about the competence, not the direct end. It teaches us/indicates about the competence: the way we speak or write tells us about how the knowledge is organized in ones mind. The main question that linguists ask is: what does competence consist of? Chomskys Model: UG+EXPOSER= G. Chomsky assumes innateness and that language faculty is to some extent universal (some things are common to all languages). He Offers a SPECIFIC model for this question: When a child is born he is in the initial state. In this state, he has some specific knowledge, shared by all languages: Universal Grammer (UG) it is the grammer that is common to all languages. In addition to the difference in vocabulary, there are grammatical differences between languages: by the end of the critical period, he has more than the UG, he ends up with Particular Grammer (PG, G)- specific grammer of a specific language. There are many Gs, as many as the number of languages in the world. A child is equipped with universal grammer, common to all languages, and during the first years he is exposed to his mother tongue and how it takes place (feedback, corrections, mistakes etc)- and acquires particular/specific grammer. UG+EXPOSER= G. The G is a combination of something innate and something that comes from the environment. What does the UG consist of? According to Chomskys model, UG consists of two things: 1. Principles- rules that are innate and that are common to all languages (things that dont change at all from one language to another, such as: the existence of nasal consonants). 2. Parameters- those are also rules that are innate, and are also part of universal grammer; but in contrast to principals, these are open rules, whose values (fillings) are acquired during the exposer. The values are not common to different languages, Thus they have to be acquired via exposer. For example: in all language there is a subject in every sentence; but in some languages the subject must be a separate entity- which means the subject position is always occupied vs. in some languages the subject can be dropped (English does not allow the dropping of a subject: cant say ate an apple. We must add a subject; vs. Hebrew- represents the subject. In the French language, we are not allowed to drop the subject, even when it is known who did the action: Jai mange la pomme- the French ai is like the Hebrew , yet we still cannot drop the J: we have to have a separate entity for the subject). This parameter is called the Null subject parameter ( )- The Parameter: the subject must be pronounced separately; The Values of the Parameter: (that has to be filled- determined through the acquisition process) Yes or No. In Hebrew and Italian the value is no (in some cases, we can have a sentence without a subject), in English and French the value is Yes. During the critical period, the child is exposed to the data in his mother tongue and they acquire the values to the fixed parameters (the parameter is innate, its values though are not innate- they change from language to language and acquired in the childs critical period). Another Parameter is: * It is hot outside- * It seems that Marry is late- * There is a cat in the room- In English the occurrence of the pronouns (functioning as the sentences subject) it and there is a must: they cannot be dropped (it is not grammatical, although one will be perfectly understood if hell say it); in Hebrew, we can drop them. Even though semantically we dont need the subject, in English it must be filled. These pronouns are called: Expletive / Pleonastic Pronouns- pronouns that do not refer to an entity, but theyre only function is to fill the subject position. They HAVE NO SEMANTIC ROLE, THEY ARE ONLY THERE TO FILL THE POSTION OF THE SUBJECT. We distinguish between pleonastic pronouns and referential pronouns, which refer to some kind of entity (he, she, w, they etc). It and There are not always expletive pronouns- they can also function as referential pronouns: It is hot outside (expletive) vs. I cant eat the soup, (referential); the cat is there (referential) vs. there is a cat in the room (expletive). We can relate to it as two parameters: 1. Parameter: an expletive pronoun exists; values: yes/no. (In English- yes, in Hebrew- no). 2. Parameter: a subject is a must; values: yes/no. (We can say that if a language must have a subject, it will necessary have Expletive pronouns; and vice versa: If the subject is not a must- there are no expletive pronouns. there might be, but they will not be a must). The two things come together- * Cluster of properties- The Parameters come in clusters- one affects/ can teach about the other. The existence of Principles and Parameters strengthens the hypothesis of innateness, because it shows the occurrence of certain grammer structures is not random- there is something consistent across different languages, which therefore must be predetermined, innate. 19/12/11 Some languages require an independent subject and in addition- they have expletive pronouns (it seems that the quiz will be difficult- expletive; this soup is not tasty because it is cold. The it is referential- points to an entity). Proposition Stranding and Pied Piping Who did you speak to? can also be asked as followed: To whom did you speak? - These are two possible grammatical structures that manifest the same idea. It is not possible in Hebrew: : : This construction is called- Preposition Stranding- you desert the proposition by itself: leaving the proposition by itself at the end of the sentence. It can be viewed as a parameter, differentiating languages. Another construction/parameter is: Pied Piping- locating the proposition at the beginning of the sentence. This parameter is valued yes in both English and Hebrew (allowed in both languages). Material for the quiz is up to here! - Phonetics and Phonology- These are both fields that deal with sound and specifically linguistic sounds (phones- ) sounds that are parts of a language. Phones are divided into: consonants (b, l, r, m†¦) and vowels (e, a, i ). The differentiation doesnt refer to the letters, but to the sounds that are used naturally/ automatically. (Since the same sound can be expressed/ represented by different symbols/letters, for example: the sound K- is represented by 4 letters: k, c, q, ch. We will refer to all 4 as K). In Phonetics- Different sounds are examined in different languages: how they are produced and how they are perceived- it is a technical field regarding how pronunciation works. One sound can be expressed/ represented by different symbols/letters or one letter u represents many sounds: university, fur, put, cut etc. Conclusion: there is no correspondence between sound and symbol. Phonetic systems (systems of symbols- used for transcription- write exactly as you here it- distinguish between spelling and pronunciation) 1. International Phonetic Alphabet (IPA) – a system of symbols, used mainly by linguists, in which every sound corresponds to one symbol and vice versa. 2. American Phonetic Alphabet (APA) similar, yet competing system to the IPA. These are two similar, yet competing, artificial languages/ systems, dealing with the ambiguity of the languages/ with the lack of correspondence between sound and symbol. Both systems are based on English letters, other than special sounds/exceptions (that have no one specific letter in English that prescribe them) such as: * in order to indicate/transcribe sh we use: stretched big s (IPA) or s^(APA)- (the ^ should be upside down) * ch= t+stretched big S with a bow on top of them (IPA) or c^ (APA) * for th (such as in thin) = 0 with a line across it (APA+IPA) 26/12/11 A minimal pair- * big- pig * sing- sang. * dean- teen (The only difference is the phone- t vs d. The spelling is irrelevant) * knight- light These words are different in meaning, yet they are different in only one sound. The switch of the consonant g/ p changes the meaning of the word. This kind of word pairs are called minimal pair-a pair of words that differ from one another in meaning and in one phone (sound) only. (Only one difference in pronunciation- the spelling is irrelevant) * night- knight : are not a minimal pair, because there is no difference in pronunciation. Phoneme- Phoneme- a minimal linguistic unit that can change the meaning. One of the goals of recognizing minimal pairs is to recognize the basic sounds in a language, that can cause a change of meaning. We use the tool of minimal pairs to identify and distinguish between the Phonemes of a language. Aspirated consonant ( ) * Spy vs. pie- when we pronounce pie, there is a greater puff of air when pronounced. This is also the case in: stole vs. tall (in tall we puff much more air). These are aspirated consonants, which are marked with a little h on top of the consonant. They are two types for the same consonant- the regular and the aspirated one, where we puff a greater amount of air (pie; tall). Are the aspirated consonants phonemes? (Can they distinguish between a minimal pair? -can we find a pair of words that the only difference between them is aspirated consonant vs. non-aspirated). In English, there is no such pair; yet in the Hindi language we can find several examples. Conclusions: 1. In English, they are not phonemes (vs. Hindi), because they can never occur in the same environment/location of the word, which means they are 2 manifestations/versions of the same thing. We can predict in which environment/ when the aspirated consonant will occur. 2. Minimal pairs are used to distinguish between phonemes and also to determine which consonants and vowel are not phonemes. 2/1/2012 Pig – big (minimal pair) vs. Pie, spy (not a minimal pair since there are 2 differences in pound). In English, aspirated and regular – Complementary Distribution- these two sounds never occur at the same environment/ same location of the words, which means they are two manifestations of the same thing – of the phone p. This means P is the phoneme which has two manifestations: aspirated and regular (non-aspirated). This means that this phone has two allophones. Two ways of language representation- 1. Phonemes- the general term for linguistics sounds. These are the basic sounds of a language, and are language specific (are not the same in different languages). They are part of the Underlying Representation (UR): the way and the place words and sounds in specific, are represented in our mind- in the backstage- abstract representation. The phoneme has two manifestations: one is the actual p and the other is the aspirated one. 2. What we actually say are allophones. Allophones are in the Phonetic/ Representation (PR) what comes out of our mouths (articulation). Every phoneme is also an allophone, but not the other way around! Thus, there are some things that are represented in the PR, yet are not represented in the UR (like the aspirated p). In the Ur we have the regular P phoneme, which has two manifestations in the PR: In English, the only case we see an aspirated P is in the beginning of a word and before a vowel (both must occur together). In all other case the P will not be aspirated. For example: Possible, put, pink, pan, etc. vs. apply, spring, play etc. This means the aspirated P has no independence existence- we can predict its occurrence. The default is the regular P and only in a specific environment will have an aspirated P. The aspirated P doesnt exist in the UR! Another example is: regular N vs. the back N: They cannot distinguish between minimal pairs in English- will never occur in the same environment. We will find the back n only before the sounds k and g- in specific environment, which is predictable. For ex: bank, Bangkok, rank, chunk, rang, ring, thanks, bring. The normal N is the default – will occur everywhere else, except for before the sounds: g and k sounds. These two allophones are two versions of the same thing (of the one phoneme) that never occur in the same environment- complementary distribution. N is the phoneme, which has two allophones: n and back n. We can predict exactly where each of the manifestations will occur. * The phoneme is in the UR and the allophones are in the PR. * The default is always in the UR! – The phoneme. * The allophones are always in complementary distribution- meaning they never occur in the same environment and will never distinguish between minimal pairs. You can nver find in English 2 words where the only difference between them will be n and back n. * Minimal pairs are the tools to identify phonemes. Distinctive Features 1. Aspiration The pair pal- pal (with aspirated p) in Hindi – these two words are different in meaning and in one phone only. In specific, they are different in one feature only: aspirated vs. non-aspirated. This means, they constitute a minimal pair (In Hindi). Aspiration – this feature in Hindi unlike the English, we have both – because they have independent existence- each of them is a phoneme on its own. Aspiration – this feature in Hindi, unlike English, is a Distinctive Feature- a feature that distinguishes between 2 phonemes in the same language and as a result it can create a difference between minimal pairs. Aspiration is not a distinctive feature in Hebrew and English. It is a distinctive feature in Hindi language. 2. Voicing ( )- Dean – Teen: d- Is a voice (+voice) consonant ( ) and t is voiceless (- voice). This feature, called voicing, creates different meaning in both words. Thus, it is a distinctive feature in English, because it can distinguish between minimal pairs. Minimal pair- a minimal pair is a pair of words that differ from one another in one meaning, 1 phone (sound) only, and the 2 phones must be different in one feature! 9/1/2012 Phonetic features of consonants- What makes sound/phones different from one another? Linguistic sounds are called phones, and are divided into: consonants and vowels. The difference between the two: in the production of vowels the air flows freely, however in the production of consonants the air is blocked to some extent. The speech organs- body organs that are involved in the production of phones (Lips, tongue, nose, teeth, and palate). Generally, the following are involved: the oral cavity and the nasal cavity ( ). The consonants differ from one another according to 3 criteria: 1. Place of articulation- the location in which the air is blocked and the consonant is produced (B- in the lips; T- in the tongue; P-in the lips and teeth) 2. Manner of articulation ( ) relates to the manner of the air flow and the degree of blocking. For example: n- blocked in the nose. 3. Voicing- relates to the vibration/ the lack of vibrat.

English Language Teaching Methods

English Language Teaching Methods BACKGROUND: The Grammar Translation Method is the oldest method of teaching. The grammar translation method is a foreign language teaching method derived from the classical (sometimes called traditional) method of teaching Greek and Latin. This method has been used from the classical times to translate classical languages, Latin and Greek, it has been called Classical method. ADVANTAGES: The phraseology of the target language is quickly explained. Translation is the easiest way of explaining meanings or words and phrases from one language into another. Communication between the teacher and the learner does not cause linguistic problems. Even teachers who are not fluent in English can teach English through this method. DISADVANTAGES: It is an unnatural method. The natural order of learning a language is listening, speaking, reading and writing. Speech is neglected. The Grammar Translation Method lays emphasis on reading and writing. Exact translation is not possible. Translation is, indeed, a difficult task and exact translation from one language to another is not always possible. It rather attempts to teach language through rules and not by use. The persons who have learned a foreign or second language through this method find it difficult to give up the habit of first thinking in their mother tongue and then translating their ideas into the second language. The ability to communicate in the target language is not a goal of foreign language instruction. The primary skills to be developed are reading and writing. Little attention is given to speaking and listening, and almost none to pronunciation. TEACHER ROLE: The teacher is the authority in the classroom. There is no interaction from teacher to the students (except in questions). STUDENT ROLE: Students are the passive receivers of the new information. Students are supposed to memorize the rules and the new vocabulary with their meanings in their native language. If students can translate from one language to another, they are considered successful language learners. It is very important that students get the correct answer. METHODOLOGY: Teaching and learning process is based on translation, the study of grammar rules through examples (deductive approach) and memorization of vocabulary. Texts from the target language literature are used. The techniques used are: Translation, Reading comprehension questions, antonyms/synonyms, cognates, deductive application of rule, fill in the blanks, memorization, use of new words in sentences, composition, and so on. L1 USAGE: Classes are conducted in the native language. Students use their native language to translate. Since oral communication in the target language is not important, classroom instructions are given in L1. L2 USAGE: The use of the foreign language is limited; teacher and students use it only to translate words or sentences to their mother tongue to the foreign language. LISTENING: little attention is given to speaking and listening. There is no listening training. Students only listen the foreign language when translate. No listening exercises. SPEAKING: Also this is not an important aspect of the method, teacher doesnt work on speaking. No speaking (but the translation, because it may be spoken) the ability to communicate in the target language is not a goal of foreign language instruction. No pronunciation exercises. READING: read literature in the target language is the aim of this method. Grammar rules and vocabulary are stressed. A fundamental purpose of learning a foreign language is to be able to read literature written in it. WRITING: reading and writing are studied at the same time. The importance in this method is to read and write the foreign language translating from their mother tongue. EVALUATION: Translation is an important technique to test students progress in the target language. In addition, fill-in-the-blank type test items are also used. Synonyms, antonyms, and cognates can be asked to test vocabulary in formal tests. Reading passages and comprehension questions about the passages can also take place in tests as the reading section. PERSONAL OPINION: Nowadays teachers shouldnt base their teaching practice only on this method. Students probably find it boring and discouraging, besides the most important goal when we are learning a foreign language is to be able to communicate in this language, and this method doesnt put any attention to this aspect. But rather than reject totally this method, teachers can use it sometimes when they need, for example, to convey the meaning of a difficult word when other visual aids cant help students. DIRECT METHOD BACKGROUND: This method was developed initially as a reaction to the grammar-translation method in an attempt to integrate more use of the target language in instruction. It was develop by Maximilian Berlitz. He started to use it in the schools that bear his name in 1878. It was successful in the beginning but its popularity started to decay in the 1920s when schools start to complement the method with more controlled grammar based activity. The direct method of teaching foreign languages, sometimes called the natural method, refrains from using the learners native language and uses only the target language. The direct method was an answer to the dissatisfaction with the older grammar translation method, which teaches students grammar and vocabulary through direct translations and thus focuses on the written language. ADVANTAGES: Students can learn the target language directly and systematically. Students can pronounce correctly. DISADVANTAGES: It overemphasizes and distorts the similarities between naturalistic first language learning and classroom foreign language learning and it fails to consider the practical realities of the classroom. It requires teachers who are native speakers or who are fluency in the foreign language. It is largely dependent on the teachers skill, rather than on a textbook and not all teachers are proficient enough in the foreign language to adhere to the principles of the method. Sometimes a simple brief explanation in the students native tongue would have been a more efficient route to comprehension. TEACHER ´S ROLE: The teacher usually directs the interactions but he/she is not as dominant as in Grammar Translation Method. Sometimes acts like a partner of the students. The teacher asks questions, correct mistakes, lets students speak more than him/her. Use lesson plan instead of a book, speak naturally, etc. STUDENT ´S ROLE: Students are active participants. Sometimes pair of works take place. Even the teacher takes roles in activities. Students imitate the correct pronunciation. They try to express in the foreign language and interact with the teacher and classmates in the foreign language. Therefore students learn to think and speak in their target language. The Direct method is highly motivating to students. METHODOLOGY: Pictures, realia, examples, sample sentences are used to teach vocabulary. Use of L1 is not allowed. There is a direct relation between form and meaning. Grammar is taught inductively. Examples and drills are given and students are expected to discover and acquire the rules. Introduction of new word, sentence or concept: à ¢Ã¢â€š ¬Ã‚ ¢ SHOWVisual aid or gestures, to ensure student understands new word. à ¢Ã¢â€š ¬Ã‚ ¢ SAYTeacher verbally introduces element. à ¢Ã¢â€š ¬Ã‚ ¢ TRYStudent makes various attempts to pronounce new element. à ¢Ã¢â€š ¬Ã‚ ¢ MOLDTeacher corrects student if necessary, pointing to mouth to show proper shaping of lips, tongue and relationship to teeth. à ¢Ã¢â€š ¬Ã‚ ¢ REPEATStudent repeats element 5-20 times. Progress, from new word to new word (within same lesson) and progress, from lesson to lesson (LESSON REVIEWfirst few minutes of each lesson are to review lesson immediately completed and GLOBAL REVIEWtransition from lesson review to a comprehensive review. Here some examples of activities: Reading Aloud, Question and Answer Exercise, Getting Students to Self-Correct, Map Drawing, L1 USAGE: The use of the mother tongue is not permitted. L2 USAGE: Teacher and students only use the foreign language in class. LISTENING, SPEAKING, READING, and WRITING: oral communication is seen as basic. Speaking, listening, reading and writing are important skills. Especially speaking and listening are emphasized. Vocabulary is over grammar. Speaking is the most important skill. Reading and writing are not introduced until listening and speaking are fluent skills. EVALUATION: The ability to use the language is tested. Not about language, the language itself. In the Direct Method, students are asked to use the language, not to demonstrate their knowledge about the language. They are asked to do so using both oral and written skills. For example, the students might be interviewed orally by the teacher or might be asked to write a paragraph about something they have studied. PERSONAL OPINION: Even though the Direct Method is not a functional or notional way of teaching it is quite a good method to teach general English. But if the teacher is not native or proficiency in the foreign language he should certainly go to the class with a lesson plan to carry out the activities and to be successful with the Direct Method. AUDIO-LINGUAL METHOD BACKGROUND: The Audio-lingual method was widely used in the United States and other countries in the 1950s and 1960s. The Audio-lingual Method was developed in the U.S.A. during the Second World War. At that time, the U.S. government found a great necessity to set up a special language-training program to supply the war with language personnel. The audio-lingual method, Army Method, or New Key is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement-correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. This approach to language learning was similar to another, earlier method called the direct method. Like the direct method, the audio-lingual method advised that students be taught a language directly, without using the students native language to explain new words or grammar in the target language. However, unlike the direct method, the audio-lingual method didnt focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar. ADVANTAGES: The audio-lingual theory is probably the first language teaching theory that openly claims to be derived from linguistics and psychology. Making language teaching possible to large groups of learners. It aims at developing listening and speaking skills which is a step away from the Grammar translation method. The use of visual aids has proven its effectiveness in vocabulary teaching. DISADVANTAGES: The method is based on false assumptions about language. The study of language doesnt amount to studying the parole, the observable data. Mastering a language relies on acquiring the rules underlying language performance. That is, the linguistic, sociolinguistic, and discourse competences. The behaviorist approach to learning is now discredited. Many scholars have proven its weakness. Noam Chomsky (1959) A Review of B. F. Skinners Verbal Behaviorhas written a strong criticism of the principles of the theory. Not developing language competence, lack of effectiveness, and boredom caused by endless pattern drills are great disadvantages too. Learners have little control over their learning. Teacher has the domination of the class. TEACHER ROLE: Teacher is like an orchestra leader. She/he directs and controls the language behavior of the students. Teacher is a good model of the target language, especially for pronunciation and other oral skills. The teacher models the target language, controls the direction and pace of learning, and monitors and corrects the learners ´ performance. The teacher controls the learners and prevents them from doing anything that conflict with the theory. The teacher is expected to specify the language that learners are going to use. STUDENT ROLE: Students are imitators of the teacher as perfect model of the target language or the native speakers in the audio recordings. Learners are expected to interact with the language system, embodied in machines or controlled materials. METHODOLOGY: Explicit rules are not provided. Students induce the rules through examples and drills. Students acquire grammar by being exposed to patterns through mechanical drills. Drills and pattern practice are typical of the Audio-lingual method. These include: -Repetition: where the student repeats an utterance as soon as he hears it. -Inflection: Where one word in a sentence appears in another form when repeated. -Replacement: Where one word is replaced by another. -Restatement: The student re-phrases an utterance. Meaning is taught directly. L1 is prohibited because it may cause bad habit formations. Vocabulary is introduced through dialogues. The techniques used are: dialogue memorization, minimal pairs: (for teaching pronunciation), complete the dialogue, grammar games, and mechanical drills. L1 USAGE: L1 is not allowed in the classroom. It may cause interference and bad habit formation in L2. L2 USAGE: The teacher and the students only use the foreign language. LISTENING, SPEAKING, READING AND WRITING: Students can learn target language in natural order: listening-speaking-reading-writing. It lays emphasis on listening and speaking. The teacher is a model of L2 and students mimic him/her, so the listening skill is very important for this method. L2 is learned through repetition. EVALUATION: Students are evaluated at different stages and on different points of the language. Each question is supposed to focus on only one point on the language at time. Discrete-point tests are used. PERSONAL OPINION: there are many useful things we can learn from the Audio-lingual Method. If language learning were organized according to its structure, language learning would be easier, especially to adult learners. The Audio-lingual Method considers language ability made up of four skills and these skills can be taught separately. Since the natural order of skill acquisition is listening, speaking, reading, and writing, the Method gives the primary stress to the first two of the four skills. Speech is more basic to language than the written form, and listening and speaking are the basic form of verbal communication. In the classroom, the language skills are taught in the order of listening, speaking, reading and writing. Using pattern drills is the center of practice in Audiolingual Method. It can help students not only gain control over grammatical structures, but also develop their oral ability. The Audio-lingual method also provides language teachers with many useful techniqu es. The simple drilling techniques provide varied, graded and intensive practice of specific features of the language. The simple and direct approach is especially appropriate for young students and less gifted ones. Moreover, teaching technique with tape recordings and language lab drills offer practice in speaking and listening, which are considered of primary importance in language learning. In sum, we could adapt some kinds of techniques used by the Audio-lingual Method, such as dialogues and pattern drills to our students and their needs, and taking into account important factors such as sociolinguistic and discourse competences, the context of the students dialogue, and other communicative facts which are essentials when learners are studying a foreign language. SILENT WAY BACKGROUND: Cognitive Psychology is the basis. The Silent Way is the name of a method of language teaching devised by Caleb Gattegno in the early 1970,s. Not only in the past but also today, people have learned languages by means of habit formation, memorization and translation. However, cognitive psychologists and transformational generative linguists claimed that languages cannot be learned through mimicry since people can create utterances they have never heard before. Therefore people can learn languages by using their own thinking processes to discover the rules of the language they are learning. Gattegno stated his reasons for the emergence of his method as follows: As I developed my techniques while subordinating my teaching to the learning, I found that I could very early transfer the responsibility for the use of the language to my students, so that I become able to teach using fewer and fewer words. It is this aspect of my techniques of teaching that prompted me to call the approach The Silent Way of Teaching Foreign Languages (Oller and Amato 1983:73). He gives too much value to the word silent since he thinks that there are means of letting the learners learn while the teacher stops interfering. ADVANTAGES: This method fosters cooperative learning between individuals. It embodies a new approach to education in general, a respect for the individual and an awareness of the individuals extraordinary cognitive powers. If it is succeeded to teach the language the by using the rods without repeating too much, it will really save time and energy for both teachers students. The self-esteem of the students will be increased and this will enhance learning. By this way students will say I learned instead of I was taught well. (Demircan1990). DISADVANTAGES: It would seem necessary for a teacher to gain a good deal of training and skill in order to apply the Silent Way to the teaching of a total grammar in all its complexity. This method can be benefited by the teacher only in small groups of students. The teacher can gain ability in this method by trying. The teacher is expected to enrich the materials on his/her own. For some teachers the rigidity of the system (no repetitions by the teacher, no answers by the teacher etc.) may be meaningless. For some learners, one limitation is the approach to language basics which begins with seemingly irrelevant discussions about rods and which involves silence and concentration and games with the teacher about meaning. Students expectations and need for immediately relevant language learning may force teachers to abandon the approach (Celce-Murcia 1979). How such a method would in the average classroom situation or how successfully it might be used at more advanced levels is a question mark left in our minds. Language is separated from its social context and taught through artificial situations usually by rods. TEACHER ROLE: The teacher should be silent as much as possible in the classroom to encourage the learner to produce as much language as possible. The teacher is expected to create an environment that encourages students risk taking that facilitates learning. The teacher should give only what help is necessary. In other words, the teacher makes use of what students already know. The more the teacher does for the students what they can do for themselves, the less they will do for themselves (Larsen-Freeman 1986). STUDENT ROLE: The learner is expected to become independent, autonomous, and responsible in language. Learners are expected to interact with each other and suggest alternatives to each other. They must learn to work cooperatively rather than competitively. The teachers silence encourages group cooperation. In order not to miss what the teacher says, learners must give the teacher their attention. Learner-attention is a key to learning. Learners will provide each other with correct models and encourage each others initiative. Thus, this method fosters interdependence and cooperation among learners at the same time it promotes independence from the teacher. METHODOLOGY: A cardinal principle of the Silent Way is respect for the students capacity to work out language problems and recall information on their own with no verbalization and minimal help from the teacher. Vocabulary is taught by means of visual aids and word-charts. Vocabulary is always recycled by means of word-charts. There is a focus on the structures of the language although explicit grammar rules are never given. Some techniques used are: Teaching pronunciation with sound colour charts Cognitive coding with colour rods. Peer correction to improve co-operative manner. Self correction gestures Teachers Silence Structured feedback: students are invited to talk about the days instruction (what they have learnt that day during classes). Students learn to take responsibility for their own learning by becoming aware of themselves, and by controlling and applying their own learning strategies. Fidel Charts: Used to teach sound spelling association. Word Charts: Used to teach and recycle vocabulary. The words are written in different colours so that students can learn basic pronunciation patterns. L1 USAGE: native language can be used to give instructions when necessary. Also native language can be used during the feedback sessions (at least for beginner levels). If the native language is not very essential then it is avoided. During feedback sessions L1 be used at beginning levels. L1 can be exploited. For example, similar sounds in L1 and L2 can be used to make students aware of phonological similarities. L2 USAGE: The use of the target language is essential for this method. L1 can be used to give instructions when necessary. Meaning is made clear by focusing the students perceptions, not by translation. LISTENING, SPEAKING, READING AND WRITING: Pronunciation is emphasized at the very beginning. It is important that students acquire the melody of the language. All four skills (reading, writing, speaking, and listening) are worked on from the beginning. EVALUATION: although the teacher does not have to give a formal test, she/he assesses student learning all the time. One criterion of whether or not students have learned is their ability to transfer what they have been studying to new contexts. The teacher may never give a formal test. He/she assesses students learning all the time. Continuous monitoring by the teacher is essential. PERSONAL OPINION: Depending on my own teaching and learning experience, too much repetition does not help students. If the students are familiar with their teachers technique, they know that the teacher will repeat the subject-matter once again. Thus, they do not pay enough attention to their teachers talk. On the other hand, if the students know that their teacher will not repeat anymore, they will listen to him/her carefully. Another principle that I agree with is less teacher interference. If the teacher helps only when it is asked, then, that help will be more valuable. Sometimes teachers like me tend to give extra information when students ask something and of course this tires us too much. Therefore students do not make any effort to take the responsibility of their learning. Advocates of the Silent Way feel that more important than the techniques and more important even than the language learning results, is the process, the change that occurs in individuals. This includes understanding and tolerance of another and acceptance of others as contributors to ones own life. TOTAL PHYSICAL RESPONSE: BACKGROUND: Total Physical Response (TPR) is a method developed by Dr. James J. Asher, a professor emeritus of psychology at San Josà © State University, to aid learning second languages. The method became popular in the 1970s and attracted the attention or allegiance of some teachers, but it has not received generalized support from mainstream educators. Language is primarily oral. It is just like the acquisition of native language. Learners first listen (silent period), then oral production starts. Oral communication is crucial. Skillful use of imperatives by the instructor can be helpful for the acquisition of many vocabulary items and grammatical structures. Asher views the verb and particularly the verb in the imperative as the central linguistic motif around which language use and learning are organized. ADVANTAGES: It is fun and easy so students will enjoy the lessons. It does not require a great deal of preparation on the part of the teacher. It is a good tool for learning vocabulary. Class size does not need to be a problem. There is no age barrier. DISADVANTAGES: TPR is reduced to the imperative form. TPR is more useful at beginners. It is not a very creative method. Students are not given the opportunity to express their own views and thoughts in a creative way. It is limited, since everything cannot be explained with this method. It must be combined with other approaches. TEACHER ROLE: the teacher has an active role in this method. He decides what to teach, which materials to use and how they are to be presented. It is important to underline that the teacher ´s role is not simply to teach. His task is offering opportunities for learning. The cognitive map of the target language that each student creates in their mind is going to depend on the way the teacher presents the materials. Teachers should take parents as their model. At the beginning, there will be wide tolerance towards the mistakes students make. If the teacher is constantly interrupting and correcting, students will not be encouraged to talk. They will be inhibited. At first, teachers do not correct children when they begin to speak. STUDENT ROLE: learners have the roles of listeners and performers. First, they must listen to what the teacher says. Then, they are expected to respond physically to those commands given by the teacher. METHODOLOGY: The key for successful language learning is the reduction of stress, such as the first language acquisition (stress-free environment). Listen attentively and respond physically to commands given by the teacher. They are encouraged to speak when they feel ready to speak. Performing physical actions in the target language as a mean of making input comprehensive and minimizing stress grammar is studied in an inductive way. Vocabulary and grammar are introduced through imperatives. Some of the techniques used are: Commands ( sit down, skip, close your eyesà ¢Ã¢â€š ¬Ã‚ ¦), Role reversal: Students command their teacher and classmates to perform actions, Action sequence: The teacher may give three connected commands (e.g. Point to the door, walk to the door, and touch the door). L1 USAGE: The method is introduced in the students L1. After the introduction, rarely would the mother tongue be used. Meaning is made through body movements. L2 USAGE: Teacher speaks only in the foreign language, while the students use it only when they are ready. LISTENING, SPEAKING, READING AND WRITING: Natural order of skills: 1. Listening (Very important during the silent period). 2. Speaking (teacher should not force students to produce the language especially during the silent period they are expected to produce the target language voluntarily) 3. Reading 4. Writing EVALUATION: Teachers will know immediately whether or not students understand by observing heir students actions. Formal evaluations can be conducted simply by commanding individual students to perform a series of actions. As students become more advanced, their performance can become the basis for evaluation. PERSONAL OPINION: This is a very useful method to use with all students (children, young and adult students), but only in the first stages of the foreign language learning. I completely agree with learn the foreign language in a non- stress environment, because this is a key factor of the learning. Students learn better in a relaxing atmosphere, like children learn their mother tongue. The kind of activities that the teacher can use is wide and dont require any language answer of the students until they are ready to do that. But teacher has to bear in mind that this method is not enough when students are in a higher level. In that case, students need more communicative activities. SUGGESTOPEDIA BACKGROUND: Suggestopedia is a teaching method developed by the Bulgarian psychotherapist Georgi Lozanov. It is used in different fields, but mostly in the field of foreign language learning. Lozanov has claimed that by using this method a teachers students can learn a language approximately three to five times as quickly as through conventional teaching methods. The theory applied positive suggestion in teaching when it was developed in the 1970s. However, as the method improved, it has focused more on desuggestive learning and now is often called desuggestopedia. Suggestopedia is a mixing of the words suggestion and pedagogy. ADVANTAGES: Increase oral proficiency and lower classroom anxiety. The use of music, relaxing, pleasing and stimulating environmental set-up, motivated and powerful service people (teachers) giving positive messages with their attractive appearance and never-ending energy so it has the potential to increase motivation, among the learners, to try and use the product, which is English here DISADVANTAGES: The first weakness of this method is that the techniques may not work well in all the learners and cultures. It is not a practical method as teachers face the problem of the availability of music and comfortable chairs Lozanov refers in a number of occasions to the importance of memorization, excluding any reference to comprehension and creative problem solving. In fact language is not only about the power of the mind to memorize. Its about understanding, interacting and producing novel utterances in different unpredictable situations. TEACHER ROLE: Teacher is the authority. Learners learn better if they get the information from a reliable authority. Students must trust and respect that authority. STUDENT ROLE: Students play a childs role (infantilization). They adopt a new identity (new name, job, family, etc.). As they feel more secure, they can be less inhibited. METHODOLOGY: Vocabulary is emphasised. Claims about the success of the method often focus on the large number of words that can be acquired. Grammar is taught explicitly but minimally. Explicit grammar rules are provided in L1. Dialogues are used with their translations in L1 on the opposite side. Texts with literary value are used. The textbook posters are used for peripheral learning. Some of the techniques used are: Classroom set up: dim lights, soft music, cushioned armchairs, and posters on the walls. Positive Suggestion: Direct Suggestion: The teacher tells students they are going to be successful to create self-confidence. Indirect Suggestion: This is provided by music and comfortable physical conditions of the classroom. Peripheral Learning: Posters, lists, charts, texts, paintings, and graphs are hung on the walls of the classroom. Students learn from these although their attentions are not directly on these materials. Visualization: Students are asked to close their eyes and concentrate on their breathing. Then the tea