Instructional Model for E Essay Example

Instructional Model for E Essay A Classroom Model for Designing an ESL Course Ayami Gunasinghe University of South Alabama A Classroom Model for Designing an ESL Course The demand for English-as-a-second-language (ESL) courses has increased tremendously in recent years. This may be due to many reasons including the pervasive influences of globalization and the Internet revolution, and the general attitude change towards the English language as a whole.In former colonial nations such as Sri Lanka, English is no longer viewed as a tool of colonial oppression. Instead, English is vastly perceived by non-native speakers as a non-threatening, utilitarian language that would be of tremendous advantage to them. In the present context, English departments in countries such as Sri Lanka have been overwhelmed by the huge demand for ESL courses and Extension courses in English. The pressure to meet this demand has led to ESL courses being hastily churned out in great quantity but at the expense of quality.Many of these course s are often poorly designed, generic language courses that lack structure and purpose. They often include outdated content and strategies, and pay little or no attention to specific curriculum goals and learner needs. For this reason, I believe that ESL courses must be designed using a systematic approach that is focused on achieving particular communicative and language goals that meet the needs of the learner. The ESL Course Design model was created to facilitate this task.This model has been inspired primarily by the Kemp, Morrison and Ross Model (as cited in Gustafson Branch, 1997), which focuses on curriculum planning. It has, however, also been influenced by other classroom-oriented models such as the Gerlach and Ely model (as cited in Gustafson Branch, 1997)) that emphasizes the specification of content and objectives and the Foresee model (Kid Marquardson, 1994) that adopts a content-based approach to ESL instruction. Like the latter model, this model also takes note of p ractical and theoretical considerations involved in course design.However, while the Foresee model emphasizes the need for sound theoretical basis for content design, the ESL Course Design model focuses on the need for designers to consider research findings and established principles of language teaching with regard to every aspect of the language course design process. In addition, the ESL Course Design model is focused on the design process of a curriculum whereas the Foresee model (Kid Marqurdson, 1994) by contrast, is devoted to integrating content, language and learning strategies instruction in the ESL classroom.The ESL Course Design model advocates a systematic approach to language course design. This does not however mean that this model adopts a linear, lock-step approach. This is essentially a non-linear model that has been created to help language teachers in the design of an effective ESL curriculum. An Overview of the ESL Course Design Model The Three Outer Circles: N eeds, Resources Delivery and Research The ESL Course Design model’s three outer circles are linked to the inner circle via two-way arrows, which indicate that the components of this model are mutually supportive rather than separate and isolated.See figure 1. These three outer circles (Needs, Resources and Delivery, and Research) represent practical and theoretical considerations that will guide the designer during the course design process. A thorough needs analysis of learner needs will result in realistic goals being set and purposeful content being developed, in accordance with the learner’s language learning goals and proficiency level. A focus on available resources and feasible delivery systems will also help designers in their quest to design language courses that are situation appropriate.It is my contention that all these processes must be guided by current research findings and established teaching principles to ensure that the most suitable methods are bei ng employed. Figure 1: The ESL Course Design Model The Innermost Circle: Goals At the heart of the inner circle is a circle with goals at its center. This innermost circle is meant to represent the importance of setting clear goals when designing a language course. As such, in many ways this is a goal-based or goal-driven model although it does pay equal importance to learner analysis and content.In addition, just as Gerlach and Ely (as cited in Gustafson Branch, 1997) acknowledge the fact that teachers may think about instruction from differing points-objectives or content, this model too makes provisions for the designer’s preference. In this respect it allows greater design flexibility than the afore mentioned model as it allows the designer the freedom to approach the task from any point. The Inner Circle: Content and Sequencing, Format and Presentation and Assessment The inner circle is divided into three components. They are Content and Sequencing, Format and Presentat ion and Assessment.The Content and Sequencing segment of the design process includes what will be taught and in what order. A focus on content ensures that learners are being presented with the opportunity to further their knowledge and practice of the language. The Format and Presentation segment draws the designer’s attention to how the subject matter will be taught. The Gerlach and Ely and Kemp models (as cited in Gustafson and Brach, 1997) include the above-mentioned segments, as they are vital ingredients in keeping ESL learners motivated and focused.The Assessment segment prompts designers to focus on evaluation instruments and feedback, which are often given step-motherly treatment in language course design but are a prominent feature of classroom models such as the Gerlach and Ely model (as cited in Gustafson and Branch, 1997). The Outermost Circle: Evaluation The outermost circle represents evaluation. This is a much needed aspect of course design which involves insp ecting every aspect of the course to determine its value, if it meets the required standard and /or whether it needs improvement.The Kemp, Morrison and Ross model (as cited in Gustafson and Branch, 1997) and the Gerlach and Ely model (as cited in Gustafson and Brach, 1997) both emphasize the importance of evaluation in course design and see evaluation as being closely linked to learner goals. As such, this model also incorporates this vital aspect of course design. Parts of the ESL Course Design Model All the parts of this model in my estimation merit equal consideration by the designer. An elaboration of each of the design processes of this model follows, beginning with the three outer circles.The Three Outer Circles: Needs, Resources Delivery and Research Needs A thorough analysis of learner needs is imperative for useful course goals to be set. Many language theorists like Nunan and Lamb (as cited in Valdez, 1999) believe that an effective curriculum is one that has been designe d after a needs assessment has been done to set out the learning objectives, which guide the teacher. In many respects needs analysis influences every aspect of course design including content, format and presentation, and assessment.Learner needs analysis will yield vital information regarding the learner’s current proficiency level, learning style, attitude towards the language and course, in what context the knowledge and skills gained from the course will be utilized, and what interests the learner. This information is invaluable in developing a course that meets the needs of the learner, which should be the primary goal of any language course. Many language courses have been unsuccessful in achieving the desired learning objectives because of the designers’ failure to take note of individual learner goals and preferences.A case in point was the recently developed ESL course for Business Management students at a major university. This course though well organized, was rooted in linguistic development and subscribed to the traditional ESL emphasis on grammar-based exercises. The Business Management students who viewed English as a business tool were disappointed that the course failed to provide them with practical skills that would help them as they entered the corporate world. They were able to attach very little use or meaning to the grammar exercises that were used in isolation, in this course.This resulted in poor attendance and dropouts among the disgruntled students. As such, if learner needs had been considered this course would have been focused on the communicative aspects of language learning and developing communicative competence, which would have been more favorably received by the learners in question. Apart from learning purpose, an analysis of learner needs may also yield data on learning styles and preferences, which have an equal impact on the success or failure of a course.For instance adapting Willing’s grouping (as cited in Valdez, 1999) there are those who are concrete learners; those who like using games, pictures, films and practicing English outside the class. Then there are analytical learners; those who like to study grammar, and English books, and read newspapers, and who like to study alone, find their own mistakes and work on problems set by the teacher. Others are communicative learners who learn by watching, listening to native speakers, talking to friends, in English, and watching television in English.These students value the interactive nature of group work and activities such as simulations that provide them with meaningful opportunities to practice the target language. Others are authority–oriented learners who prefer that the teacher explain everything and who learn by reading and studying grammar (Valdez, 1999). Learner differences such as these must be considered during course design in order to keep learners motivated and engaged in the course material and activitie s. Resources and DeliveryThis aspect of the model prompts designers to consider the situation in which the course will be used and the resources that it has to offer. Resources in this model represent many things. It refers to classroom equipment such as video and audio equipment, recording facilities and computers. It also refers to the monetary resources provided by sponsors for the design, development and implementation of the course. In addition, the teacher or instructor too maybe viewed as a resource and his or her skills and knowledge must be a vital consideration during course design.Yet another resource that is a crucial factor in course design is time. The students themselves become a resource in my opinion in the eyes of the instructor as the number of students and their level of competence plays a large part in designing appropriate activities and content. Designers of ESL curricula must pay attention to all these resources during the design process. The delivery system of the course i. e. if it is to be traditional, web-based, computer-based, self-paced, etc is another important consideration for the language course designer, and will depend on the resources available.Computer-based language learning simulations have become popular in certain developed nations as a means of communicative language instruction. In developing countries such as Sri Lanka, designers must seek alternatives to such instruction due to budgetary constraints and the lack of technological skill amongst learners and instructors, especially in the rural areas. Designers need to focus on resources and delivery in order to ensure that the course will be suitable, practical, and realistic.Research I believe that along with the practical considerations of language course design, designers must also focus on the theoretical implications of language use, acquisition and teaching. There is much research on how to encourage learning in general, and language learning in particular, whi ch must be used to guide content development along with format and presentation. There are many principles that have been established from this research.For instance, research done by Nunan (as cited in De Dilva, 2001) indicates that learners have â€Å"hidden agendas† and that effective learning takes place when the curriculum is expanded to accommodate these hidden individual agendas. Such research supports the principle that individual learner differences and styles must be considered during course design. Designers must explore applied linguistic research and principles related to all the components of this model. They must be guided by this research during their curriculum design journey and quest to establish meaningful content and realistic learning goals.The Innermost Circle: Goals Goals Goals take center stage in this model. Nunan and Lamb (as cited in Valdez, 1999) believe that all language programs should take their form of departure from the goals and objectives t hat have been derived from an analysis of learner needs. I have placed goals at the center of this model, as it is my belief that it is essential to establish why a course is being designed and what it hopes to achieve from the very outset. Having a clear statement of goals is vital for determining the content of the course, deciding on the presentation, and guiding assessment.What follows is an example of goals that were set for an ESL extension course at a major university in Sri Lanka. The course was targeted at Law Faculty students and was based both on tradition and task-based methodology. This course aims to: a) Assist students in developing communicative competence in the English Language by providing them with meaningful opportunities to practice their language skills. b) Help students understand and master the grammatical rules of English. c) Acquaint students with basic legal terms. d) Develop confidence in using the target language.Establishing clear goals for a course al so benefits learners. Crookal and Oxford (as cited in Hill, 2002) suggest that many students, especially graduate students, benefit from being told the goals or purpose of an activity or course. The goals of a course influence the overall design of the course in general and content in particular. The Inner Circle: Content and Sequencing, Format Presentation and Assessment Content and Sequencing The content of language courses consists of the language items, strategies and tasks that meet the goals of the course. When the goal of a language lass is to promote communicative competence the content of the course centers on task-based activities. Conversely, if the goal of the course is focused on developing grammar skills, course content will then be characterized by grammatical features. A systematic way of checking the content of a course is via lists such as frequency-based vocabulary lists, lists of functions and topics, and lists of subskills and strategies (Valdez, 1999). Working from lists is an effective way for designers to make sure that what should be covered is covered and not left to chance and what is unnecessary or redundant is omitted.It is also my view that these lists should be chosen and adapted as a result of the needs analysis in order to set the language learning content of the course. Content also needs to be properly sequenced for logical learning according to the Kemp, Morrison and Ross model (as cited in Gustafson Branch, 1997). I believe that the best way to achieve this is by including easier tasks or units at the beginning of the course and then progressively introducing more challenging ones. This helps to build confidence, which is imperative in language learning.The content of a language course should serve to motivate learners by presenting information that is relevant to the learner and is within the purview of his /her experiences and worldview. I believe that what Gredler (1994) states in relation to language skills /communica tion simulations may also be applied to the content of a language course in that it must be a challenge but not a threat to the learner. In addition, content must also be based on available resources, and current research. Format and Presentation Format and Presentation are often neglected aspects of course design, in my experience.The material in a course needs to be presented in a form that will facilitate learning and achieve the goals of the course. The presentation of a course includes the teaching strategies and activities that will be used. It is imperative that the designer focus on these aspects during the design process as it plays a vital role in keeping ESL learners motivated. The learner analysis and available resources along with current research must guide format and presentation in the design process. Especially vital is the consideration of individual learning styles. For nstance, the format and presentation must appeal to both auditory and visual learners. Some res earch reveals that learners are more comfortable with â€Å"traditional† learning activities over more â€Å" communicative† types (De Silva, 2001). Another study by Pope and Saka (as cited in De Silva, 2001) revealed that stronger (according to test scores and teacher grading) pupils preferred more learner oriented or learner-teacher oriented activities whereas weak students preferred teacher controlled classroom activities. Such findings must be considered when designing a course.During my brief stint as an ESL instructor at a major university in Sri Lanka I began to realize the importance of having a set format for a course. The university ESL course was structured in such a way that learners would first be introduced to a topic of current interest. This would be followed by a listening activity, a reading activity and finally a speaking task in that order. Having this kind of set format is beneficial as it makes the course easier to monitor and fosters learner conf idence, as they become familiar with the learning procedure.Learners are often more comfortable with the predictable than they are with the unpredictable. The fear of â€Å"pop† quizzes is testaments to this, although certain surprise elements do need to be incorporated into course design to prevent students from becoming complacent. These â€Å"surprise† elements may include a role-play activity or a simulation in a traditional grammar-based language course. Course design according to this model is not a linear process. As such, it may be necessary to alter the content or sequencing to suit the lesson format and meet the learning goals. Content must also focus on and facilitate assessment.Assessment Assessment plays a key role in determining if a course has achieved its goals. As such, it is a useful and recurring part of the design process. Of the many ways assessment may be carried out, tests take precedence over the other methods. These tests are an important consi deration in course design. Language courses are associated with both proficiency tests and achievement tests. Proficiency or placement tests are usually held prior to the commencement of a course to determine the learner’s level of language knowledge and which level of the course best fits him or her.Based on this knowledge ESL learners at a major university in Sri Lanka are enrolled in three different courses, simply labeled level one, level two and level three. Level three courses cater to the more proficient learners while level one courses are focused on the needs of learners with little or no knowledge of the target language. These students are subjected to achievement tests that monitor their progress and identify knowledge gaps, at the end of each unit. They are also subjected to a comprehensive achievement test at the end of the course.Such tests elicit valuable information on the effectiveness of the course. As such, designers must pay careful attention to the struct ure of such tests and their place in the overall course design. Curriculum design must also make provisions for the inclusion of other non-test-based assessment such as observation, journal entries, simulation debriefing outcomes and student accounts of their learning. Data gathered from such methods of assessment may in some cases prove to be more valuable than tests in determining the strengths and weaknesses of the course design.The Outermost Circle: Evaluation Evaluation Apart from using assessment data, a course maybe evaluated via learner and instructor input gathered through surveys, interviews and focus groups. This information will determine whether the course meets the required standards, is deficient and needs improvement or needs to be discontinued. Although immediate or formative evaluation of a course is vital, the true worth of a language course can be evaluated only after some time has elapsed allowing learners to utilize the knowledge and skills gained from the cour se in the desired setting.The effectiveness of a language course in my view lies in how it has impacted the life of the learner. In this regard summative evaluation is an important part of the design process. The evaluation process maybe regarded as a backstage process that is imperative for the successful completion and realization of center stage processes such as setting realistic and purposeful goals and content. Responsible curriculum design must therefore include ongoing evaluation of the course. Conclusion The ESL Course Design model serves language teachers in course design, which is often seen as an arduous task.It portrays course design as a process and emphasizes the importance of considering learner needs, resources and applied linguistic research as a practical and theoretical basis for course design. According to the model, this knowledge will hold designers in good stead as they proceed to the other vital components of course design. Goals, content, format and present ation and assessment are all vital aspects of this model that must be given equal consideration. Evaluation too, is given prominence and designers are advised to conduct continuous evaluations to ensure that the curriculum design is effective and viable.The ESL Course Design model testifies to the fact that course design is not a linear or static process. It also implies that ESL course design is a constantly evolving process that needs careful consideration and planning. References De Silva, R. (2001). Students’ perceptions of the English teaching / language experience in the classroom. In David Hays (Ed. ), Teaching English: Possibilities and opportunities ( pp. 85-91). Colombo: The British Council. Hill, J. L. (2002). Playing with the three pigs. Simulation Gaming, 33 (3), 353-359. Gredler, M. (1994). Design evaluation games simulation: A process approach.Texas: Gulf Publishing Company. Gustafson, K. , Branch, R. (Ed. ). (1997). Survey of instructional development mode ls (3rd Ed). New York. Eric Clearinghouse. Kidd, R. , Marquardson, B. (1994, March). The Foresee approach. Paper presented at the annual meeting of the teachers of English to speakers of other languages, Baltimore, MD. Valdez, M. (1999). How learners’ needs affect syllabus design. Forum, 37(1), 30-34. Format Assessment Presentation Content Sequencing Goals Needs Research Resources Delivery Evaluation Evaluation Evaluation Evaluation Evaluation Instructional Model for E Essay Example Instructional Model for E Essay A Classroom Model for Designing an ESL Course Ayami Gunasinghe University of South Alabama A Classroom Model for Designing an ESL Course The demand for English-as-a-second-language (ESL) courses has increased tremendously in recent years. This may be due to many reasons including the pervasive influences of globalization and the Internet revolution, and the general attitude change towards the English language as a whole.In former colonial nations such as Sri Lanka, English is no longer viewed as a tool of colonial oppression. Instead, English is vastly perceived by non-native speakers as a non-threatening, utilitarian language that would be of tremendous advantage to them. In the present context, English departments in countries such as Sri Lanka have been overwhelmed by the huge demand for ESL courses and Extension courses in English. The pressure to meet this demand has led to ESL courses being hastily churned out in great quantity but at the expense of quality.Many of these course s are often poorly designed, generic language courses that lack structure and purpose. They often include outdated content and strategies, and pay little or no attention to specific curriculum goals and learner needs. For this reason, I believe that ESL courses must be designed using a systematic approach that is focused on achieving particular communicative and language goals that meet the needs of the learner. The ESL Course Design model was created to facilitate this task.This model has been inspired primarily by the Kemp, Morrison and Ross Model (as cited in Gustafson Branch, 1997), which focuses on curriculum planning. It has, however, also been influenced by other classroom-oriented models such as the Gerlach and Ely model (as cited in Gustafson Branch, 1997)) that emphasizes the specification of content and objectives and the Foresee model (Kid Marquardson, 1994) that adopts a content-based approach to ESL instruction. Like the latter model, this model also takes note of p ractical and theoretical considerations involved in course design.However, while the Foresee model emphasizes the need for sound theoretical basis for content design, the ESL Course Design model focuses on the need for designers to consider research findings and established principles of language teaching with regard to every aspect of the language course design process. In addition, the ESL Course Design model is focused on the design process of a curriculum whereas the Foresee model (Kid Marqurdson, 1994) by contrast, is devoted to integrating content, language and learning strategies instruction in the ESL classroom.The ESL Course Design model advocates a systematic approach to language course design. This does not however mean that this model adopts a linear, lock-step approach. This is essentially a non-linear model that has been created to help language teachers in the design of an effective ESL curriculum. An Overview of the ESL Course Design Model The Three Outer Circles: N eeds, Resources Delivery and Research The ESL Course Design model’s three outer circles are linked to the inner circle via two-way arrows, which indicate that the components of this model are mutually supportive rather than separate and isolated.See figure 1. These three outer circles (Needs, Resources and Delivery, and Research) represent practical and theoretical considerations that will guide the designer during the course design process. A thorough needs analysis of learner needs will result in realistic goals being set and purposeful content being developed, in accordance with the learner’s language learning goals and proficiency level. A focus on available resources and feasible delivery systems will also help designers in their quest to design language courses that are situation appropriate.It is my contention that all these processes must be guided by current research findings and established teaching principles to ensure that the most suitable methods are bei ng employed. Figure 1: The ESL Course Design Model The Innermost Circle: Goals At the heart of the inner circle is a circle with goals at its center. This innermost circle is meant to represent the importance of setting clear goals when designing a language course. As such, in many ways this is a goal-based or goal-driven model although it does pay equal importance to learner analysis and content.In addition, just as Gerlach and Ely (as cited in Gustafson Branch, 1997) acknowledge the fact that teachers may think about instruction from differing points-objectives or content, this model too makes provisions for the designer’s preference. In this respect it allows greater design flexibility than the afore mentioned model as it allows the designer the freedom to approach the task from any point. The Inner Circle: Content and Sequencing, Format and Presentation and Assessment The inner circle is divided into three components. They are Content and Sequencing, Format and Presentat ion and Assessment.The Content and Sequencing segment of the design process includes what will be taught and in what order. A focus on content ensures that learners are being presented with the opportunity to further their knowledge and practice of the language. The Format and Presentation segment draws the designer’s attention to how the subject matter will be taught. The Gerlach and Ely and Kemp models (as cited in Gustafson and Brach, 1997) include the above-mentioned segments, as they are vital ingredients in keeping ESL learners motivated and focused.The Assessment segment prompts designers to focus on evaluation instruments and feedback, which are often given step-motherly treatment in language course design but are a prominent feature of classroom models such as the Gerlach and Ely model (as cited in Gustafson and Branch, 1997). The Outermost Circle: Evaluation The outermost circle represents evaluation. This is a much needed aspect of course design which involves insp ecting every aspect of the course to determine its value, if it meets the required standard and /or whether it needs improvement.The Kemp, Morrison and Ross model (as cited in Gustafson and Branch, 1997) and the Gerlach and Ely model (as cited in Gustafson and Brach, 1997) both emphasize the importance of evaluation in course design and see evaluation as being closely linked to learner goals. As such, this model also incorporates this vital aspect of course design. Parts of the ESL Course Design Model All the parts of this model in my estimation merit equal consideration by the designer. An elaboration of each of the design processes of this model follows, beginning with the three outer circles.The Three Outer Circles: Needs, Resources Delivery and Research Needs A thorough analysis of learner needs is imperative for useful course goals to be set. Many language theorists like Nunan and Lamb (as cited in Valdez, 1999) believe that an effective curriculum is one that has been designe d after a needs assessment has been done to set out the learning objectives, which guide the teacher. In many respects needs analysis influences every aspect of course design including content, format and presentation, and assessment.Learner needs analysis will yield vital information regarding the learner’s current proficiency level, learning style, attitude towards the language and course, in what context the knowledge and skills gained from the course will be utilized, and what interests the learner. This information is invaluable in developing a course that meets the needs of the learner, which should be the primary goal of any language course. Many language courses have been unsuccessful in achieving the desired learning objectives because of the designers’ failure to take note of individual learner goals and preferences.A case in point was the recently developed ESL course for Business Management students at a major university. This course though well organized, was rooted in linguistic development and subscribed to the traditional ESL emphasis on grammar-based exercises. The Business Management students who viewed English as a business tool were disappointed that the course failed to provide them with practical skills that would help them as they entered the corporate world. They were able to attach very little use or meaning to the grammar exercises that were used in isolation, in this course.This resulted in poor attendance and dropouts among the disgruntled students. As such, if learner needs had been considered this course would have been focused on the communicative aspects of language learning and developing communicative competence, which would have been more favorably received by the learners in question. Apart from learning purpose, an analysis of learner needs may also yield data on learning styles and preferences, which have an equal impact on the success or failure of a course.For instance adapting Willing’s grouping (as cited in Valdez, 1999) there are those who are concrete learners; those who like using games, pictures, films and practicing English outside the class. Then there are analytical learners; those who like to study grammar, and English books, and read newspapers, and who like to study alone, find their own mistakes and work on problems set by the teacher. Others are communicative learners who learn by watching, listening to native speakers, talking to friends, in English, and watching television in English.These students value the interactive nature of group work and activities such as simulations that provide them with meaningful opportunities to practice the target language. Others are authority–oriented learners who prefer that the teacher explain everything and who learn by reading and studying grammar (Valdez, 1999). Learner differences such as these must be considered during course design in order to keep learners motivated and engaged in the course material and activitie s. Resources and DeliveryThis aspect of the model prompts designers to consider the situation in which the course will be used and the resources that it has to offer. Resources in this model represent many things. It refers to classroom equipment such as video and audio equipment, recording facilities and computers. It also refers to the monetary resources provided by sponsors for the design, development and implementation of the course. In addition, the teacher or instructor too maybe viewed as a resource and his or her skills and knowledge must be a vital consideration during course design.Yet another resource that is a crucial factor in course design is time. The students themselves become a resource in my opinion in the eyes of the instructor as the number of students and their level of competence plays a large part in designing appropriate activities and content. Designers of ESL curricula must pay attention to all these resources during the design process. The delivery system of the course i. e. if it is to be traditional, web-based, computer-based, self-paced, etc is another important consideration for the language course designer, and will depend on the resources available.Computer-based language learning simulations have become popular in certain developed nations as a means of communicative language instruction. In developing countries such as Sri Lanka, designers must seek alternatives to such instruction due to budgetary constraints and the lack of technological skill amongst learners and instructors, especially in the rural areas. Designers need to focus on resources and delivery in order to ensure that the course will be suitable, practical, and realistic.Research I believe that along with the practical considerations of language course design, designers must also focus on the theoretical implications of language use, acquisition and teaching. There is much research on how to encourage learning in general, and language learning in particular, whi ch must be used to guide content development along with format and presentation. There are many principles that have been established from this research.For instance, research done by Nunan (as cited in De Dilva, 2001) indicates that learners have â€Å"hidden agendas† and that effective learning takes place when the curriculum is expanded to accommodate these hidden individual agendas. Such research supports the principle that individual learner differences and styles must be considered during course design. Designers must explore applied linguistic research and principles related to all the components of this model. They must be guided by this research during their curriculum design journey and quest to establish meaningful content and realistic learning goals.The Innermost Circle: Goals Goals Goals take center stage in this model. Nunan and Lamb (as cited in Valdez, 1999) believe that all language programs should take their form of departure from the goals and objectives t hat have been derived from an analysis of learner needs. I have placed goals at the center of this model, as it is my belief that it is essential to establish why a course is being designed and what it hopes to achieve from the very outset. Having a clear statement of goals is vital for determining the content of the course, deciding on the presentation, and guiding assessment.What follows is an example of goals that were set for an ESL extension course at a major university in Sri Lanka. The course was targeted at Law Faculty students and was based both on tradition and task-based methodology. This course aims to: a) Assist students in developing communicative competence in the English Language by providing them with meaningful opportunities to practice their language skills. b) Help students understand and master the grammatical rules of English. c) Acquaint students with basic legal terms. d) Develop confidence in using the target language.Establishing clear goals for a course al so benefits learners. Crookal and Oxford (as cited in Hill, 2002) suggest that many students, especially graduate students, benefit from being told the goals or purpose of an activity or course. The goals of a course influence the overall design of the course in general and content in particular. The Inner Circle: Content and Sequencing, Format Presentation and Assessment Content and Sequencing The content of language courses consists of the language items, strategies and tasks that meet the goals of the course. When the goal of a language lass is to promote communicative competence the content of the course centers on task-based activities. Conversely, if the goal of the course is focused on developing grammar skills, course content will then be characterized by grammatical features. A systematic way of checking the content of a course is via lists such as frequency-based vocabulary lists, lists of functions and topics, and lists of subskills and strategies (Valdez, 1999). Working from lists is an effective way for designers to make sure that what should be covered is covered and not left to chance and what is unnecessary or redundant is omitted.It is also my view that these lists should be chosen and adapted as a result of the needs analysis in order to set the language learning content of the course. Content also needs to be properly sequenced for logical learning according to the Kemp, Morrison and Ross model (as cited in Gustafson Branch, 1997). I believe that the best way to achieve this is by including easier tasks or units at the beginning of the course and then progressively introducing more challenging ones. This helps to build confidence, which is imperative in language learning.The content of a language course should serve to motivate learners by presenting information that is relevant to the learner and is within the purview of his /her experiences and worldview. I believe that what Gredler (1994) states in relation to language skills /communica tion simulations may also be applied to the content of a language course in that it must be a challenge but not a threat to the learner. In addition, content must also be based on available resources, and current research. Format and Presentation Format and Presentation are often neglected aspects of course design, in my experience.The material in a course needs to be presented in a form that will facilitate learning and achieve the goals of the course. The presentation of a course includes the teaching strategies and activities that will be used. It is imperative that the designer focus on these aspects during the design process as it plays a vital role in keeping ESL learners motivated. The learner analysis and available resources along with current research must guide format and presentation in the design process. Especially vital is the consideration of individual learning styles. For nstance, the format and presentation must appeal to both auditory and visual learners. Some res earch reveals that learners are more comfortable with â€Å"traditional† learning activities over more â€Å" communicative† types (De Silva, 2001). Another study by Pope and Saka (as cited in De Silva, 2001) revealed that stronger (according to test scores and teacher grading) pupils preferred more learner oriented or learner-teacher oriented activities whereas weak students preferred teacher controlled classroom activities. Such findings must be considered when designing a course.During my brief stint as an ESL instructor at a major university in Sri Lanka I began to realize the importance of having a set format for a course. The university ESL course was structured in such a way that learners would first be introduced to a topic of current interest. This would be followed by a listening activity, a reading activity and finally a speaking task in that order. Having this kind of set format is beneficial as it makes the course easier to monitor and fosters learner conf idence, as they become familiar with the learning procedure.Learners are often more comfortable with the predictable than they are with the unpredictable. The fear of â€Å"pop† quizzes is testaments to this, although certain surprise elements do need to be incorporated into course design to prevent students from becoming complacent. These â€Å"surprise† elements may include a role-play activity or a simulation in a traditional grammar-based language course. Course design according to this model is not a linear process. As such, it may be necessary to alter the content or sequencing to suit the lesson format and meet the learning goals. Content must also focus on and facilitate assessment.Assessment Assessment plays a key role in determining if a course has achieved its goals. As such, it is a useful and recurring part of the design process. Of the many ways assessment may be carried out, tests take precedence over the other methods. These tests are an important consi deration in course design. Language courses are associated with both proficiency tests and achievement tests. Proficiency or placement tests are usually held prior to the commencement of a course to determine the learner’s level of language knowledge and which level of the course best fits him or her.Based on this knowledge ESL learners at a major university in Sri Lanka are enrolled in three different courses, simply labeled level one, level two and level three. Level three courses cater to the more proficient learners while level one courses are focused on the needs of learners with little or no knowledge of the target language. These students are subjected to achievement tests that monitor their progress and identify knowledge gaps, at the end of each unit. They are also subjected to a comprehensive achievement test at the end of the course.Such tests elicit valuable information on the effectiveness of the course. As such, designers must pay careful attention to the struct ure of such tests and their place in the overall course design. Curriculum design must also make provisions for the inclusion of other non-test-based assessment such as observation, journal entries, simulation debriefing outcomes and student accounts of their learning. Data gathered from such methods of assessment may in some cases prove to be more valuable than tests in determining the strengths and weaknesses of the course design.The Outermost Circle: Evaluation Evaluation Apart from using assessment data, a course maybe evaluated via learner and instructor input gathered through surveys, interviews and focus groups. This information will determine whether the course meets the required standards, is deficient and needs improvement or needs to be discontinued. Although immediate or formative evaluation of a course is vital, the true worth of a language course can be evaluated only after some time has elapsed allowing learners to utilize the knowledge and skills gained from the cour se in the desired setting.The effectiveness of a language course in my view lies in how it has impacted the life of the learner. In this regard summative evaluation is an important part of the design process. The evaluation process maybe regarded as a backstage process that is imperative for the successful completion and realization of center stage processes such as setting realistic and purposeful goals and content. Responsible curriculum design must therefore include ongoing evaluation of the course. Conclusion The ESL Course Design model serves language teachers in course design, which is often seen as an arduous task.It portrays course design as a process and emphasizes the importance of considering learner needs, resources and applied linguistic research as a practical and theoretical basis for course design. According to the model, this knowledge will hold designers in good stead as they proceed to the other vital components of course design. Goals, content, format and present ation and assessment are all vital aspects of this model that must be given equal consideration. Evaluation too, is given prominence and designers are advised to conduct continuous evaluations to ensure that the curriculum design is effective and viable.The ESL Course Design model testifies to the fact that course design is not a linear or static process. It also implies that ESL course design is a constantly evolving process that needs careful consideration and planning. References De Silva, R. (2001). Students’ perceptions of the English teaching / language experience in the classroom. In David Hays (Ed. ), Teaching English: Possibilities and opportunities ( pp. 85-91). Colombo: The British Council. Hill, J. L. (2002). Playing with the three pigs. Simulation Gaming, 33 (3), 353-359. Gredler, M. (1994). Design evaluation games simulation: A process approach.Texas: Gulf Publishing Company. Gustafson, K. , Branch, R. (Ed. ). (1997). Survey of instructional development mode ls (3rd Ed). New York. Eric Clearinghouse. Kidd, R. , Marquardson, B. (1994, March). The Foresee approach. Paper presented at the annual meeting of the teachers of English to speakers of other languages, Baltimore, MD. Valdez, M. (1999). How learners’ needs affect syllabus design. Forum, 37(1), 30-34. Format Assessment Presentation Content Sequencing Goals Needs Research Resources Delivery Evaluation Evaluation Evaluation Evaluation Evaluation

Profile of Michael Skakel - Part One

Profile of Michael Skakel - Part One Michael Skakel: Michael Skakel should have had it all - wealth, security, friends in high places, but something went terribly wrong. Being a nephew to the Kennedy clan failed to protect him from himself and problems for Michael started early. In an autobiography proposal that he was trying to sell to a publisher, Skakel described his rage, his learning disability, alcoholism and sibling jealousy. Twenty-seven years later, a jury decided that his personal demons led him to bludgeon 15-year-old Martha Moxley to death with a golf club. Silver Spoons: Michael Skakel was born on October 19, 1960 to Rushton and Anne Skakel. He was the middle son of six siblings and grew up in a large home in the gated wealthy community of Belle Haven in Greenwich, Conn. Rushton Skakel Sr., the brother of Ethel Skakel Kennedy, who was married to the late Robert F. Kennedy, was chairman of the Great Lakes Carbon Corp. The Skakels were part of Americas elite, enjoying an exclusive place in society, wealth, and a home in one of the richest towns in the U.S. Anne Skakel: In 1973 Anne Skakel died from cancer. Michael was 12 years old and devastated at the loss of his mother. Anne was a central part of his life and Michael blamed himself for her death, pointing at his poor attention to his prayers as the reason. The balance that Anne had kept inside the Skakel household was gone and a kind of sibling chaos took over. Rushton Skakel spent much of his time at work, leaving the kids on their own or with hired tutors or live-in sitters. Michaels Miserable School Years: Michael was a terrible student, suffering from undiagnosed dyslexia. His father was constantly lecturing him on improving his study skills. He flunked out of numerous private schools and by the age of 13 he was a self described, full-blown daily-drinking alcoholic. Danger Signs: As a kid, Michael had earned the reputation as being violent and quick to lose his temper. He also was known for torturing and killing birds and squirrels then displaying them in an almost ritualistic way. His quick temper and spoiled nature effected his relationship with the neighborhood kids and often parents would disapprove of their children associating with the volatile Skatel boys. Brotherly Rivalry: Tommy, Michaels older brother, was more popular and had a way with the neighborhood girls. According to Mark Furhmans book, Murder in Greenwich there was a strong rivalry between the two brothers, with Tommy often coming out on the top. This was especially difficult for Michael to accept when he found himself attracted to the same girls as his brother. The Murder of Martha Moxley: In October 1975, Tommy and Michael became suspects in the murder of 15-year-old Martha Moxley, a friend and neighbor of the boys. It was mischief night the night before Halloween, and Martha Moxley and friends were out spraying shaving cream and ringing doorbells before stopping over at the Skakels. Martha left the Skakels for home between 9:30 and 11:00 p.m. but never made it. The Golf Club: The following day her bludgeoned body was found under a tree in her yard. Her jeans were pulled down, but no evidence of a sexual assault was found. The weapon, an expensive Toney Penna golf club, was found with a shattered shaft, with a jagged piece of it lodged in Marthas neck. Investigators traced the club to a set belonging the boys deceased mother, Anne Skakel. The Alibi: This discovery put the prime focus on the Skakel household. After interviewing Marthas friends, including the Skakels, the police ruled out Michael Skakel as a suspect because he was at a friends house during the time Martha was murdered. Tommy Skakel and a newly hired tutor, Ken Littleton,who was living at the Skakel home, remained on the top of the suspect list, but no arrests were made in the case. The Drinking Problem: Michaels daily drinking escalated and in 1978 he was arrested in New York for driving while intoxicated. In an agreement with the state to drop the charges, Michael was sent off to Elan School in Poland Spring, Maine where he was treated for alcoholism. Primal Screaming: The Elan School had a series of group therapy and private sessions where students were encouraged to participate in primal screaming and come clean about incidents in their lives which caused them guilt and sorrow. It was during this time at Elan that Michael supposedly admitted to his father and members of the Elan staff that he was involved in Martha Moxleys murder, (a point now denied by his attorney). Sobriety: After Michael left Elan, he continued to battle his alcoholism, entering different rehabilitation centers. In his early 20s he began living a sober life. He was diagnosed with dyslexia and entered Curry College in Massachusetts which focused on students with learning disabilities. After his graduation he married golf pro, Margot Sheridan and spent much of his time preparing and competing in speed skiing events. William Kennedy Smith: In 1991, the Moxley investigation was reopened after rumors circulated during the trial of William Kennedy Smith, that William was at the Skakel home on the night Moxley was murdered. The press was also interested in the case and many of the original principals were interviewed. Although the rumor of Smiths presence in the home proved to false, the public eye was once again focusing in on the Skakel boys, Tommy and Michael.

Business law Essay Example | Topics and Well Written Essays - 500 words - 3

Business law - Essay Example The bank which we know as J.P. Morgan, has not only established itself globally as a financial powerhouse, but is also the bank of royalty and governments. The bank of J.P. Morgan is incidentally, the bank of choice of the Vatican. The journey from the Morgan family’s inheritance of the empire in the early eighteen hundreds to today is long and arduous, and not without difficulty at times. During the Second World War, J.P. Morgan and company face the possibility of non-payment from a newly invaded Austria. In essence, J.P. Morgan is a company which originated in the new America but was routed in English ancestry. After Morgan inherited the company, his children and grandchildren would illustrate just how integral the company’s ties to England really were. Jack Morgan, Junius’s son, was fond of living both in England and America, while many of the Morgans had close ties with the royal family back in England. The great depression of the 1930’s did not find the house of Morgan to be immune, even with a net worth of $118 million. Due to the severity of the depression and global unrest caused by the Second World War, decision makers in the U.S. government under the Hoover regime, were not prepared for the type of strategizing required to dig America out of the resulting financial rut. The house of Morgan’s net worth surfaced after the depression at about $59 million which means that it was diminished to half of its original value. Interestingly enough, as powerful and prestigious as the Morgan empire had become, it was not able to withstand the crippling effects of the depression of the 1930’s leaving little hope for the financial empires of today in our current economic crisis. The Morgan company often had ties with presidential candidates or other important figure heads, making them seemingly in control of the fate of nations. It was rumored at one time that a partner of the J.P. Morgan

International Human Resource Management Essay Example | Topics and Well Written Essays - 3000 words - 2

International Human Resource Management - Essay Example The liberalized economy was responsible for creating a competitive environment which required prompt response in order to control and stabilize the sudden turbulence in the economy. It was crucial from both the perspective of organisations as well as the economy on the whole. Human resource management practices play a significant role in enhancing corporate performance (Som, 2008, p.1278). This report seeks to understand the factors which have evolved the role of the human resource departments in organisations in India, with emphasis on the labour laws in organisations. A discussion has also been provided pertaining to the system of education and training, trade unions, the system of collective bargaining and employer organisations. The project also speaks of the present trends and patterns of the human resource management practices in India. It provides a number of data and case studies of different organisations in the nation which highlights the different approaches in HRM. In thi s regard, the project also discusses the various problems and issues that organisations in the nation have been confronting with. Current patterns and trends in the approach to HRM in IndiaThe context of organisational success in India remains deeply rooted in the nation’s history and culture. The value system in society enriched with respect towards elders, the joint-family system, the trend of future savings as well as the British rule in India have impacted the development of the workplaces in India. The large agrarian society embeds the culture of hard work, labour dignity and the concept of sharing of responsibility which accounts for the key components of success of the firms in India. The nation’s democratic governance has enabled the policy makers and financial institutions for setting the foundation for the country’s success (Websu-kat, 2008, p.1). One of the most important points worth mentioning is that there have been huge investments made by the Gov ernment of the nation in the field of education and population control. Great investments coupled with assistance from the developed nations of the world have been the major factors in creating the nation’s value propositions in the international market. Together with its own set of strengths and weaknesses the nation is identified as one of the leading emerging economies in the world. It also has entered into trade relations with a number of nations in the world (Websu-kat, 2008, p.1). Few of the major determinants which make the Indian HRM different from the rest of the world are s follows: The culture in India is rooted deeply in its collective values which provides a tendency of maintaining collaboration in the place of

Reflection paper Essay Example | Topics and Well Written Essays - 1500 words - 2

Reflection paper - Essay Example The politics in California have been and is strongly influenced by finances. Inadequacy of provisions that govern campaign, and election finance is a threat to democracy. It exposes the government and political parties to scandals and blackmails by private corporations that may be willing to finance campaigns so they may earn some favors from resulting government. This paper explores shortcomings of election finance provisions and the impending threat to democracy. Money has done much for California politics by making fundraising an acceptable evil. The political class may be the beneficiaries of such insufficiency of the law in the sense that, as it is now, campaign funding and fundraising provisions do not favor persons without connections and money to spend. This discourages participation. This paper will also explore the political class unwillingness to enact serious laws to reduce the influence justice in politics. According to federalism Fundraising (lobbying for the financial donation) remain the primary source of campaign money in California. The Political Action Committee collects funds from donors and spends them on behalf of the candidate. Since American politics is closely related to finance and no campaign, money means no vote, individuals, and political parties are advancing in method of appealing for funding by wealthy individuals and organization. In 2004, Howard Dean used the Internet to mobilize civilians for funding. This might have changed fundraising approach in America for good -which is much important than manifestos. Candidates have started using the latest technology called the Microtargeting- that has the capability to target only potential donors. (Washington Post) This show how important money is treated in politics. Raising more money increases the chances of obtaining votes as observed in 2012 presidential and Senate

The Origin Of Gypsies English Language Essay

The Origin Of Gypsies English Language Essay This report will explore the origin of Gypsies, their traditions, culture, and discrimination associated with them. By the end of this report the unique traditions and general culture of the Romani, generally known as Gypsies will be evident. Throughout the centuries, Roma (Gypsies) have been misunderstood by society. Due to their unique and indifferent culture, traditions, and lifestyle. Other cultures have become suspicious and fearful of them. This led to furious speculation, stereotypes and judgment of these misunderstood people. In general, most Europeans presume that Gypsies originate from Romania and although this is not the case, the image of the Romanian people has been maligned for decades. Background Roma (Gypsies) do not originate in Romania or Egypt as is the common belief. The Romas are a nomadic tribe originating in India. In the second half of the 18th century evidence from scholars shows that Gypsies come from northern India. Professor Lub Kalaydjieva of the University of Western Australia and his team did a DNA study of eight to ten million people in Europe known as Gypsies. They have ten years experience studying Romani genetics. They discovered that Romani (Gypsies) originate from India. Another indication that Gypsies come from India are the similarities between Indian language, Sanskrit and the language spoken by the Roma. Language, numerals, kinships terms, names of body parts, music and similarities exist between Indian and Roma. Tradition Traditionally, each Romani family or clan has a trade or profession which is followed and passed on from generation to generation. One of the things Romani are known for are of their skilled trades. Horse dealers and horse breeders are one of them. They could diagnose the illnesses of horses and find ways to heal them. They also are known for their ability to change horse shoes. The Roma also established a good name for themselves by being very skilled blacksmiths. This was one of the oldest and the mainstay of Romani trades. Today not many Romani are committed to blacksmithing but rather making candle holders, mountings, latticework and many other artistic objects. Another well established profession for the Roma is that of a coppersmith. They are well known for their master craftsmanship and currently make pots and tin caldrons. In Romania, Hungary and other Balkan countries they still practice the wood carving profession they brought with them from India. Carving utensils like spoons and troughs for people that are in need of them. A spoon maker in Romania and the Balkans is called Lingurar. Croatia and Hungary they have a different name for a spoon maker, called Bejas. Among other trades such as; leather workers, bear and snake trainers, sharpening knives, making unfired bricks from clay, musician, farmers and other trades they had to master to make a living. It seems surprising to some that some Romani are educated and in highly regarded positions. There are some among us today that have established careers for themselves such as; doctors, lawyers, car mechanics, computer programmers and so on. Culture Engagement One of the Romani traditions is to get married at the age fifteen. To distinguish between non married and married women is to notice that married women have their head covered with a cloth called Batic. The Batic (head-kerchief) represents the symbol of married women. The first step to get married is for the boys parents to send a messenger to the girls parents house with all kinds of gifts. Typically, the girls parents receive wine and money. Once the messenger arrives at the house he confronts the girls father and lets him know who he was sent by. The messenger asks the father if he approves of his daughters marriage. Once he approves the wedding, than he informs Council. The Council is the older man in the community. The girls father asks the council if they approve as well. If they do, than the messenger has to offer to buy all the people in the community drinks. To settle the wedding day the boys parents and relatives go the girls house, except the groom. In the Roma community t here are some strict rules that it must be followed for the marriage to go on. If the father of the bride is not wealthy, he has right to demand money for his daughter. It all depends on the beauty of the bride. If his quantity is not met, than he has the right to call off the wedding. If the father of the bride is wealthy, he doesnt have the right to inquire for any money. Normally upscale people stick with their own kind. They wed their kids with a wealthy family. On no account a poor man will ever ask for bori (daughter in law) from a well-off man. In some cases the mans poor daughter gets married with a wealthy man only if the boy finds her very attractive. The future in-laws negotiate the girls contributions before the completion of the engagement. The following are the normal gifts that the girl gets from the future in-laws: 50 skirts of 5 m long each 50 aprons of 2 m long each skirts of 3 m long each 50 handkerchiefs 50 shirts Three large pillows of 1m stuffed with goose feathers A big necklace with gold coins The smallest necklace has ten golden coins on it. Gradually the necklace gets bigger with gold coins depending of the wealth of the brides father. Usually a necklace will never reach 100 golden coins. Other contributions may be presented such as; various cooking pots, plates, carpets furniture. It is the obligation of the mother of the bride to give her daughter everything that is needed for her new home. The Wedding day For the first day of the wedding, one woman from the brides side and one from grooms side are to help dress the bride with her white dress. Not just any woman can be picked from any sides. They had to have the following criterias; not to be married more the once, she had to be a virgin on her wedding, be wealthy, hard worker, have kids and have unity in her family. The wedding lasts minimum of 3 days to a week eating, drinking and dancing. In this day and age, some Roma enclose their weddings at restaurant having two hundred to three hundred guests. All the wedding guests give gifts to the newly-weds. Once the wedding is finished the bride has to cover her head with a scarf. The only person she is permitted to show her hair to is her husband. These traditions are practiced within many Roma communities, but unfortunately in big towns and cities these traditions are slowly disappearing. Baptism Another Roma tradition is baptism. Once a woman knows she is pregnant she informs her husband and other women in her clan. She becomes isolated and taken care of only by the women. Normally, the pregnancy takes place in someone elses tent, trailer or house so their own home doesnt become sinful. After two weeks or three the baptism takes place. The child is purified by the water at the baptism. Only after the ceremony, people then are allowed to say the childs name and take any pictures of the child. Romani Holocaust Isnt it extraordinary that the majority of us never heard of the Romani Holocaust? Is it because it was not brought to our attention like the Jewish Holocaust? Maybe the education in school has a small part to do with it or the mass media. We all know about the Jewish Holocaust one way or another. The Holocaust started between 1933 to 1945 when Adolf Hitler was in power, and annihilating of more than six million Jews. Jews were the main target but besides them another 5.5 millions of others such as Romani, Sinti, homosexuals, and others that were against Nazi regime, were mass murdered. History shows that Gypsies were hated and persecuted as much as the Jews. In 1935 a new Law came into effect called Nuremberg Law. This Law was created to forbid any Gypsy marriages with white people. In January 1940 at Buchenwald a concentration camp was established. A tragic month, were two hundred and fifty Romani kids are used as experiment the cyanide gas crystal. August 2nd and 3rd of 1944, it w as one of the horrifying days of the Romani history, were several thousand Romani were massacred at the Zigeunerlager in Auschwtiz-Birkenau concentration camp. The number of Romani massacres is unknown due to lack of documentation. Scholars estimated to be between 250,000 to 500,000 thousand, but it could be more. Not many survived as prisoners of war. If they wouldnt die from starvation, they passed away from diseases or brutality. If not killed from the medical experiments they were submitted to, they would die from poisonous gas or execution. Nazis developed a system to speed up the process of the mass elimination. They made six more extermination centers by which they could mass murder people by gas and body disposal threw cremating their bodies. It is sad to say, that 70% to 80% of the Romani population had been annihilated by the Nazi regime by the end of the war in 1945. Population There are more than twelve million Roma located in many countries around the world. Unfortunately, it is hard know the exact numbers of Roma population in the world. Due to the discrimination people fear to disclose their true identity as Romani. Discrimination Romani people have been discriminated throughout history and still nowadays their situation it has not gotten any better than before. They are not given the equal opportunity to advance in our society. Most of us do not know very much about Romani traditions, culture, and history. Therefore, most of the stereotypes come from the stories and the mass media. The discrimination that is still happening all around the world but mostly in Europe is as strong as ever. This has stopped Romani people to get access to jobs, social security systems, services and housing. One incident that occurred in the Czech Republic was highly publicized on CBC News. A young man at 17 year of age, walking home was confronted by prejudiced group of skinheads. Threaten him by saying today he will die. He was thrown on the ground and insolated and beaten so badly that he had to be hospitalized for a week. Now 24 year of age and living in Hamilton, Ontario the victim is happy not to worry that someone will jump him when walking down the street due to his nationality. Discrimination continues to occur in Europe like Bulgaria, Czech Republic and Slovakia and others countries through segregation. There are established separate schools only for Romani children. In other words, they are branded as Gypsy schools. Where there is low standard of teaching and poor material conditions. Governments around Europe need to change policy to end educational segregation of the Romani people. Romani children need to receive equal opportunities in education as the non Romani students so they can achieve the same or better goals in life. Without the right education, they are not able to succeed in our society. With a good education they will be able to succeed through better careers and opportunities, thereby being able to support themselves and their families. Conclusion I believe no race or human being should be discriminated against. We all deserve the right of freedom and equal rights. We should all take some time to read and explore and understand about one another culture and traditions. Lets not be judgmental and jump to conclusions of what we hear in our mass media these days. We are all humans, and we all make mistakes one way or another. Some more than others and some less. If some people from the same nationality like Romani make mistakes and break the law by stealing, mugging, or other acts of violence. We should not stereotype and conclude that all the Romani people are the same. They deserve a chance to show that they are better than what they are exploited by others.

The Book of the Duchess, the Parliament of Fowls, and the House of Fame

The Book of the Duchess, the Parliament of Fowls, and the House of Fame The Parliament of Fowls and the House of Fame are closely related to each other and to the Book of the Duchess, as all three of the poetry share several similar themes. Written between 1368 and 1380 they are some of Chaucer’s earliest works in which aspects of some of the great writers of his time are evident. There are three major themes intertwined within the three works, which Chaucer has added to the Dream Vision genre. The first work, possibly written from 1368-1372, the Book of the Duchess begins with the love-sick narrator finally falling asleep as he reads the sad love story of Seys and Alcyone (originally written by Ovid). He dreams that he is in bed early in the morning, then out hunting in the forest. He follows a dog down a path and finds a knight dressed in black who laments the loss of his lady. The narrator forces the knight to tell him about her, eventually learning that she is dead. The other hunters reappear, a bell strikes, and the narrator awakes. Written in the late 1370’s, the House of Fame consists of three books, and unfortunately is incomplete. A short prologue on dreams and an invocation to sleep precedes book one, which tells of the narrator’s visit to the Temple of Glass where he finds images, suggested by book four and other parts of Virgil’s Aeneid. Seized by a chatty golden eagle at the start of book two, he is carried up into the House of Fame, which is located in the heavens. There he sees, during book three, images of famous writers; in particular he sees how arbitrary Fame is. Beside the House of Fame he sees the Labyrinth, representing all the complexity of human existence. â€Å"A man of gret auctorite† (H... ...ay. Through the use of several references to famous texts, Chaucer helped explain his poetry to his audience at the time and to us now. Sources Cited Anthony. â€Å"http://www.sogang.ac.kr/~anthony/books/Med4.htm†http://www.sogang.ac.kr/~anthony/books/Med4.htm (3 May, 2003) Boitani, Piero. The Cambridge Chaucer Companion. ed. Boitani, Piero & Mann, Jill. New York: Cambridge University Press, 1998. Psonak, Kevin. â€Å"The Geoffrey Chaucer Website Homepage† Mar 5, 2003. http://www.courses.fas.harvard.edu/~chaucer/ (3 May, 2003) Robinson, F.N., ed. The Works of Geoffrey Chaucer. Boston: Houghton Mifflin Company, 1961. Stanbury, Sarah. â€Å"Prior† http://www.holycross.edu/departments/english/sstanbur/Prior.htm (3 May, 2003) Thundy, Zacharias P.. â€Å"THE BOOK OF THE DUCHESS: AN ELEGY OR ATEDEUM?† http://www.nd.edu/~zthundy/BD.html (3 May, 2003) Lohr 1 The Book of the Duchess, the Parliament of Fowls, and the House of Fame The Book of the Duchess, the Parliament of Fowls, and the House of Fame The Parliament of Fowls and the House of Fame are closely related to each other and to the Book of the Duchess, as all three of the poetry share several similar themes. Written between 1368 and 1380 they are some of Chaucer’s earliest works in which aspects of some of the great writers of his time are evident. There are three major themes intertwined within the three works, which Chaucer has added to the Dream Vision genre. The first work, possibly written from 1368-1372, the Book of the Duchess begins with the love-sick narrator finally falling asleep as he reads the sad love story of Seys and Alcyone (originally written by Ovid). He dreams that he is in bed early in the morning, then out hunting in the forest. He follows a dog down a path and finds a knight dressed in black who laments the loss of his lady. The narrator forces the knight to tell him about her, eventually learning that she is dead. The other hunters reappear, a bell strikes, and the narrator awakes. Written in the late 1370’s, the House of Fame consists of three books, and unfortunately is incomplete. A short prologue on dreams and an invocation to sleep precedes book one, which tells of the narrator’s visit to the Temple of Glass where he finds images, suggested by book four and other parts of Virgil’s Aeneid. Seized by a chatty golden eagle at the start of book two, he is carried up into the House of Fame, which is located in the heavens. There he sees, during book three, images of famous writers; in particular he sees how arbitrary Fame is. Beside the House of Fame he sees the Labyrinth, representing all the complexity of human existence. â€Å"A man of gret auctorite† (H... ...ay. Through the use of several references to famous texts, Chaucer helped explain his poetry to his audience at the time and to us now. Sources Cited Anthony. â€Å"http://www.sogang.ac.kr/~anthony/books/Med4.htm†http://www.sogang.ac.kr/~anthony/books/Med4.htm (3 May, 2003) Boitani, Piero. The Cambridge Chaucer Companion. ed. Boitani, Piero & Mann, Jill. New York: Cambridge University Press, 1998. Psonak, Kevin. â€Å"The Geoffrey Chaucer Website Homepage† Mar 5, 2003. http://www.courses.fas.harvard.edu/~chaucer/ (3 May, 2003) Robinson, F.N., ed. The Works of Geoffrey Chaucer. Boston: Houghton Mifflin Company, 1961. Stanbury, Sarah. â€Å"Prior† http://www.holycross.edu/departments/english/sstanbur/Prior.htm (3 May, 2003) Thundy, Zacharias P.. â€Å"THE BOOK OF THE DUCHESS: AN ELEGY OR ATEDEUM?† http://www.nd.edu/~zthundy/BD.html (3 May, 2003) Lohr 1

Kite Runner Racism

Racism plays important roles in Khaled Hosseini’s The Kite Runner. The author uses racism to describe the characters and the culture represented in the stories. In The Kite Runner, Khaled Hosseini uses prejudice as a tool to tell this story of betrayal and redemption. He pursues his story with prejudice and racism in Afghanistan as well as in the United States. While the author uses individual characters to tell the story, he portrays the general attitudes and history associated with the characters' Hazara and Pashtun ethnic origins and the conflicts that arise in Afghanistan.Throughout history and even while the story was taking place in the 70's the US of A was going through their tough times with racism and prejudice thoughts and acts towards other ethnical groups such as the blacks, Asians and Latino's. Although during this present era these racist acts and thoughts have been cut down and have been limited to just some states in the south as where in Afghanistan these prej udice acts still exist. Ali and Hassan represent the marginalized group in this story. They are considered by the ruling class to be of lesser value due to their ethnic origin, religious beliefs, appearance and social standing.The author gives us a glance of this when Amir reads about the harassment of, and attempted uprising of the Hazara, and how Amir’s people, the Pashtuns had: â€Å"†¦quelled them with unspeakable violence†. The disregard that people have for the Hazara is reinforced when Amir asks his teacher about what he has read and he responds by saying, â€Å"That’s one thing Shi’a people do well, passing themselves as martyrs†. Assef shows how internalized this hostility is when he says to Amir and Hassan, â€Å"Afghanistan is the land of the Pashtuns. It always has been, always will be. We are the true Afghans, the pure Afghans, not this Flat-Nose here†.

Pro-Slavery essays

Pro-Slavery essays Essay Two-Analyze the ways in which supporters of slavery in the nineteenth century used legal, religious, and economic arguments to defend the institution of slavery. Many supporters in the nineteenth century used religious, legal, and economic arguments to keep minorities down. The supporters had a hard time coming up with excuses to keeping the institution of slavery especially when it came to the economy. One man stated that he was convinced that the nature of the climate, and the flat swampy situation of the country, obliged people to cultivate that lands with Negroes, and that with out them the land would soon be desert waste. One would think that it is obvious that his view was based on a selfish desire to avoid menial labor. Not to mention it is ridiculous to think swampy land would become a desert if it was not cultivated. Supporters came up with many off the wall arguments in order to defend slavery. The church also had a supporting part in slavery, although they did look to the biblical text when questioning where they stood. They believed that slave holding was never condemned in the Bible and that the master-slave relationship was superior, and more Christian like, than the employer-employee relationship of the free labor system. Another popular religious argument was the Abrahamic tradition. Abraham was both a great slave holder and Gods favorite patriarch of a household that included his many slaves; God recognized the relation of master and slave, thus slavery couldnt be sinful. The laws at the time were also pro-slavery. White Americans did not consider black slaves to be human and the laws reflected that. Slaves were defined as chattel, tangible movable or immovable pieces of property. By law a slave could be bought, sold, or inherited. They had no rights or individual freedoms; a slave was not able to hold a case in court, ow...

Double Possessive

Double Possessive Double Possessive Double Possessive By Maeve Maddox A reader asks, What are your thoughts on double possessives? For example: Friends of Sues   Friends of my aunts Friends of his Friends of hers Friends of theirs Friends of mine You will find the double possessive question and animated discussions of it on hundreds of language sites all over the web. It remains popular because it has no simple answer. First let me say that the reader’s fourth example, â€Å"friends of her’s,† would never be an option for anyone: the pronoun must be spelled either her or hers. The â€Å"double possessive† is so called because the preposition of, the possessive pronouns hers and theirs, and the ’s all signal possession. The construction is also called â€Å"double genitive† and â€Å"post genitive.† The objection to â€Å"friends of Sue’s† and â€Å"friends of mine† is that the of ought to be sufficient. Granted, â€Å"friends of Sue† is a reasonable option, but no native speaker is likely to say â€Å"friends of me.† The intractability of the question lies in the fact that in some contexts the double possessive is idiomatic. As far as a rule can be stated, it is this: Generally, what follows the of in a double possessive will be definite and human. For example, we might say â€Å"friends of Sue’s,† but not â€Å"friends of the university’s.† Another guideline is that what precedes the of will usually be indefinite. For example, â€Å"a friend of Sue’s.† When the preceding word indicates something definite, the second possessive is dropped: â€Å"the best friend of Sue,† â€Å"that friend of Sue.† On the other hand, one might say, with some emotion, â€Å"That dog of Sue’s is a nuisance.† Sometimes the double possessive is needed to avoid ambiguity. Compare: The mansion contains portraits of the owner. The mansion contains portraits of the owner’s. In the first sentence, the portraits are of the owner (i.e., they present a likeness of the owner). In the second, the portraits may be of anyone, but they belong to the owner. The most practical rule for writers is to avoid having two possessives in formal writing. If they occur, rewrite the sentence. As for informal use, the double possessive is idiomatic in English and has been for a very long time. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:7 English Grammar Rules You Should Know40 Synonyms for â€Å"Lie†45 Idioms with "Roll"

Foreign operations Assignment Example | Topics and Well Written Essays - 250 words

Foreign operations - Assignment Example This would enable the firm to retain control over its foreign operations and proprietary rights over its technology. In this case, wholly owned subsidiaries may be the ideal mode of entry because it reduces the risks of losing control over the foreign operations. Alternatively, a firm may prefer licensing as a mode of entry in case the technological competence is only transitory. On the other hand, firms enjoying competitive advantage based on managerial knowhow may rely on international trademark regulations to protect trademarked products and services (Nande & Shaila, 2007). Further, these firms experience a lower risk of losing control of management skills, thus making franchising and joint ventures attractive modes of entry. The strategies adopted by a company also determine its mode of entry in foreign markets. For instance, Tesco has assumed a rather unique strategic approach in its global expansion within the grocery industry. Tesco’s strategy entails ignoring highly competitive markets and pursuing markets with high growth potential and low levels of competition (Tesco, 2014). As such, Tesco is able to use its competence in management knowhow to expand within the international markets, without incurring the unnecessary costs of competing in mature and highly competitive markets. Tesco’s global expansion strategy entails identifying underserved markets with strong growth potential, identifying local companies with effective understanding of their markets and with strong distribution systems, entering into joint venture agreements with them, transferring management expertise to these ventures and later acquiring these ventures (Tesco, 2014). The joint venture strategy has proven to be a very effective entry strategy for Tesco within the international market. The company has been able to improve its financial performance and competitive advantage by leveraging its expertise and tapping into the knowledge of the local

Human resources Management Assignment Example | Topics and Well Written Essays - 4250 words

Human resources Management - Assignment Example RasGas also supplies LNG at home and in addition to producing LNG for export markets in the amount of 37 million tonnnes each year, RasGas also supplies about 2.0 billion cubic feet of LNG at home. RasGas also ‘manages and operates’ the ‘Hellim 1 and Hellim 2 facilities’ which together produces 1.96 billion cubic feet of liquid hellim annually. RasGas is committed to increase production with a view to meeting energy demands both at home and abroad (RasGas, 2001-2013). †¦develop, produce and sell hydrocarbaons from the world’s largest non-associated gas field in a safe and environmentally responsible manner for the welfare of the State of Qatar and the satisfaction of our customers while maximizing shareholder value (RasGas, 2001-2013A). ..The safe and reliable production and delivery of products to a worldwide portfolio of customers and the superior execution of projects and technical services for our shareholders and stakeholders (RasGas, 2001-2013A). Thus, the overall strategy of RasGas as an organization is to provide high quantity, and high quality LNG in a manner that is environmentally friendly. RasGas also emphasizes efficiency and excellence in customer service, profit maximization for shareholders and satisfaction for a wider class of stakeholders. Sustainability is at the heart of RasGas’ strategy. According to RasGas, sustainability is the key to ‘business success’ (RasGas, 2001-2013B). Sustainability is therefore built on four pillars: performance improvement through competitiveness and innovation, improving relationships with stakeholders and shareholders, maintaining integrity through high operational and business standards and sustainable practices (see Figure 1) (RasGas, 2001-2013B). RasGas’ external labour market consists of operating a ‘fleet of 27 LNG carriers under long term charter agreements with ship owners’ (RasGas, 2001-2013). This fleet of carriers include ‘conventional, Q-Flex and Q-Max