Where Can I Buy a Paper For College?

Where Can I Buy a Paper For College?Where can I buy a paper for college? It is a question that is more important than you may think. There are many sites on the internet that are designed to help you with your studies and most of them offer a paper for college. Here is some information on some of the most popular places to get your paper for college.Price is definitely an issue when it comes to buying a paper for college. There are many different ways to purchase a paper for college and you will want to make sure that you are paying the best price possible. This can be done by checking the local newspaper or by going to one of the many retail stores that are available in your area.You may also want to look into freebies, coupons for schools. Coupons and giveaways will allow you to save money on the cost of your paper for college.If you would like to check out the internet for a paper for college, there are many different websites that you can visit. Some of these websites will let yo u browse and purchase your paper for college without even leaving your home. You will want to make sure that you do this before you go to any of the retail stores that are available.When you are online, you will want to see if there are any discounts available for purchasing your paper for college. Most of the websites will allow you to use the same credit card that you have for your purchases, so you do not have to worry about using up too much of your already limited funds. You will want to make sure that you use the card to purchase your paper for college at the exact time that you need it.Paper for college is definitely a serious purchase. If you have the proper education, you will be able to obtain your degree and become financially stable. A good way to achieve this is by purchasing your own paper for college.You will want to make sure that you are buying your paper for college from a reputable website, and that you are paying the best price possible. If you find the right sit e, you will be well on your way to getting your degree, and you will save hundreds of dollars.

Family Guy by Seth Mcfarlene - 952 Words

Family guy is an American adult sitcom created by Seth Mcfarlene for the Fox Broadcasting company. The series centers on the Griffins, a family consisting of parents, Peter and Lois, their children Meg, Chris, and Stewie, and their anthropomorphic dog, Brian. The show is set in the fictional city of Quahog, Rhode Island and exhibits much of its humor in the form of cutaway gags that often lampoon the American culture. Contrary to its title, this isn’t a family show The most intelligent members of the family are the dog, Brian, and the infant, Stewie—which might set off an alarm in terms of inappropriate role modeling. There is frequent sexual innuendo and salty language (Ex: â€Å"Bitch†, â€Å"damn†) Drinking and violence played for humor The Parents Television Council, a conservative non-profit group has attempted to have the show cancelled through campaigns due to reasons of profanity, animated nudity and violence. Sociological Perspective on Race Ethnicity Race may be defined as a group of people who have been identified as having real or alleged physical characteristics. Ethnicity refers to people who share common cultural characteristics and ethnic identity; they share a sense of â€Å"oneness,† and a shared fate. These biological traits are endowed with social meaning, which brings them into the realm of the social sciences. Family Guy: Racism and Stereotyping Family Guy is famous for â€Å"crossing the line† in the realm of racial slurring and comments. Many jokes are based on

Financial & Corporate Governance Factors-Free-Samples for Students

Question: Compare the Effects of Financial and Corporate Governance Factors on Internet Financial Reporting (IFR). Answer: Field of Research: Determinants of Internet Financial Reporting (IFR) in a new look- a comparison between the effect of financial factors on IFR and the effect of Corporate Governance factors on IFR. A clear understanding of the determinants IFR is lacking in the literature. Many researchers have in the recent past tried to study the determinants of IFR but the issue has not been fully captured. It is against this backdrop that this study seeks to interrogate the determinants of IFR by comparing the effects of financial factors and corporate governance on IFR to understand the extent to which each factor determines the IFR. Secondary Data: Readily available data from the Westpac Group is retrievable at: https://www.westpac.com.au/content/dam/public/wbc/documents/pdf/aw/ic/2017_Westpac_Annual_Report_Web_ready__Bookmarked.pdf . This data will help measure the impacts of financial factors like profitability and corporate governance on IFR like percentage of shareholders involved. Readily accessible data on the financial results factors affecting IFR in Westpac Group is retrievable at: https://www.westpac.com.au/content/dam/public/wbc/documents/pdf/aw/ic/2017_Full_Year_Template_Full_FINAL.xlsx Research Question: This study seeks to establish the determinants of Internet Financial Reporting (IFR) by interrogating the relationship between the effects of financial factors on IFR on one hand and comparing it with the relationship between the effects of corporate governance factors on IFR on the other. Specifically, To what extent does financial factors and corporate governance factors affects Internet Financial Reporting? Search Terms: financial reporting, accounting information, internet, disclosure, corporate governance factors, IFR and financial factors Merged Articles and References List: Albeit Agboola Salawu (2012) gives some insights into the determinants of IFR, their study is only limited to the two major factors influencing IFR as firms size and type of auditors but they are silent of comparing corporate governance factors and financial factors. Taking a more general approach, Debreceny, Gray Rahman, (2003) sought out to compare both financial factors and corporate governance on IFR. References Agboola, A. A., Salawu, M. K. (2012). The determinants of internet financial reporting: Empirical evidence from Nigeria. Almilia, L. S. (2010). Financial and Non-financial Factors Influencing Internet Financial and Sustainability Reporting (Ifsr) in Indonesia Stock Exchange. Journal of Indonesian Economy and Business, 25(2), 201-221. Debreceny, R., Gray, G. L., Rahman, A. (2003). The determinants of Internet financial reporting. Journal of accounting and public policy, 21(4), 371-394. Kelton, A. S., Yang, Y. W. (2008). The impact of corporate governance on Internet financial reporting. Journal of accounting and Public Policy, 27(1), 62-87. Kelton, A. S., Yang, Y. W. (2008). The impact of corporate governance on Internet financial reporting. Journal of accounting and Public Policy, 27(1), 62-87. Oyelere, P., Laswad, F., Fisher, R. (2003). Determinants of internet financial reporting by New Zealand companies. Journal of International Financial Management Accounting, 14(1), 26-63.

Appropriate language use and Pedagogic purpose in EFL classrooms The WritePass Journal

Appropriate language use and Pedagogic purpose in EFL classrooms Introduction Appropriate language use and Pedagogic purpose in EFL classrooms Introduction  Appropriate Language Use in EFL classroomsPedagogic PurposesAppropriate Language Use in Conjunction with EFL classroom techniquesDiscussionConclusionReferencesRelated Introduction Language is the only key that could open the doors of a particular culture when it comes to accessing its treasure trove of literature, history, and philosophy. It is impossible to know more about a people group’s way of life, if an outsider is unable to grasp the basic rudiments of their language. It would be impossible to understand how a certain society has been formed and how it is being sustained without a basic ability to use the language. It is the code breaker, an interpreter and investigative tool rolled into one. When it comes to the English language its importance goes beyond that of a code breaker and interpreter because it is the lingua franca of the modern age. The one who can speak the language does not only have access to the culture of the English speaking world; the person proficient in the said language also have the capability to create a massive network that spans all over the globe. This is due to the fact that English is spoken by many hundreds of millio ns of people. The person desiring to learn English must seek out an institution or a teacher that knows the importance of using appropriate language based on pedagogic purposes. Before going any further it is important to point out that the existence of superb curriculum and a set of effective teaching techniques have no value unless a passionate and knowledgeable teacher comes along to pick up and use these tools. These are just tools and nothing more. It is the teacher with dedication and clear understanding of his or her purpose that can infuse energy and intelligence into an EFL classroom making it an effective place for learning a second or even third language. It all begins with the realization that the teacher has the power to change the learning environment depending on the need. The teacher is not only the drill sergeant but also the coordinator, dictating the pace of the learning process while at the same time expertly using all the resources at his or her disposal to create a particular classroom dynamic that increases the capability of the students to learn and master a foreign language. Although the teacher has mastered the English language to such an extent that he can teach it to others does not mean to say that the teacher is the centre of the EFL classroom universe. It is crucial to appreciate the importance of collaboration. It is always advantageous to work with other English teachers. But more importantly it is imperative to be kept abreast of new teaching practices. One of the most helpful is the idea that teachers learn to use appropriate language in EFL classrooms. The key word here is context. The following are some of the definitions of context such as: â€Å"the part of a text or statement that surrounds a particular word or passage and determines meaning† (Walsh, 2011, p.24). The second definition focuses on the circumstances in which an event occurs; a setting (Walsh, year, p.24). And the third definition is states as the â€Å"parts of a piece of writing, speech, etc., that precede and follow a word or passage and contribute to its full meaning† (Walsh, 2011, p.24).   Appropriate Language Use in EFL classrooms The most important skill to develop is the ability to use appropriate â€Å"teacher talk†, which is the speech that is comprehensible to the students but not oversimplified (Richards Farrell, 2011, p.16). The assertion that it is imperative for EFL teachers to use appropriate language may be confusing at first glance. The objective of learning institution like EFL is to teach the English language to a non-native speaker. Naturally, the teachers would have to use the English language as a medium of instruction. Thus, it requires clarification when scholars pointed out the need to evaluate the language use in the classrooms. Upon close examination the meaning of the phrase â€Å"appropriate language use† has to be interpreted in the context of EFL. It is the use of metalanguage to teach another language. In this case metalanguage can also be symbols and other expressions that the teachers can use with other teachers to help them evaluate the teaching style. The metalanguage can be seen as common language shared by teachers in EFL and this can be used to unify all the strategies and techniques. Problems are to be expected if teachers cannot find common ground and the â€Å"lack of an agreed metalanguage makes the processes of comparison and generalisation practically impossible, as the constructs used have different meanings† (Walsh, 2011, p.109). A metalanguage can be developed using a research tool called the self-evaluation of teacher talk or SETT (Walsh, 2006, p.133). This is a framework that can be constructed by teachers or administrators to evaluate teacher talk or how they interact with their students (Housen Pierrard, 2005, p.217). An example of SETT framework is the use of audio-recordings of what transpired within an EFL classroom. In other cases teachers uses video cameras to record the activities within the classroom. Aside from using the SETT framework, teachers must engage in reflective practices with other colleague or professionals in order to clearly evaluate teaching techniques and strategies in an EFL environment (Walsh, 2011, p.147). Another way to discover the appropriate language for EFL is to carefully analyse feedback coming from students, fellow teachers, and collaborative teams. The students are the primary source of feedback. The teacher does something in the classroom and he or she immediately sees the reaction of the student. This comes in the form of a questions, a confused expression on their faces, or the excitement of learning as evidenced by their happy chatter. Feedback also comes from the results of exams and various tests to determine student progress. Another way to benefit from feedback is to learn from the experience of other teachers. In the faculty room or in other formal meeting fellow teachers that are also part of an EFL program shares the challenges and the triumphs that they had faced in the classroom. There are also occasions when a more experienced EFL instructor gets to observe another while teaching and offers a feedback regarding on areas that requires improvement. One expert pointed out the reason for doing collaborative work and he wrote that collaborators â€Å"may wish to create an environment in which learners, teacher and researchers are teaching and learning from each other in an equitable way (a trend which is enhanced by the growing interest in action research); or they may wish to experiment with ways of incorporating principles of learner-centredness into their programs† (Nunan, 1992, p.162). One way to apply the principles inherent in collaboration is to create teaching teams. If ESL teachers opt to create one the best way to start is to choose what kind of team the collaborators needed. The following are some of the common types of teams: a) Team Leader Type; b) Associate Type; c) Master Teacher/Beginner Teacher; and d) Coordinated Team Type (Nunan, 1992, p.163). In the Team Leader Type one of the team members has a higher status as compared to the others. Thus, the team leader may have a title given to her to formalise the formation of the team and he or she acts as the overseer as well as provide the general direction the team is headed. The Associate Type there is no in the team that has special status and any useful information generated by the team is the result of interaction among equals. The Master Teacher / Beginner Teacher is like assigning a mentor to a new teacher. This is also an effective tool because it speeds up the learning process especially when it comes to finding out the appropriate language to be used within an EFL classroom. The only drawback to this type of collaboration is that it does not add value to the veteran teacher. The Coordinated Team Type does not focus on the creation of joint responsibility, instead it is the sharing of resources by two different teachers assigned to teach two different groups of students. Aside from student feedbacks and the teaching tips that one can receive from fellow teachers, another way to analyse feedback is to develop a collaborative geared towards learning more about appropriate language use. Team work in this case provides a better chance of discovering flaws in teaching since it is a concerted effort. Efficiency in the learning process can be achieved making it easier to change teaching style to produce more satisfactory results. Appropriate language used must be top priority because teachers may have a false understanding of the real marks of success. The teacher may come to believe that if he or she has completed all the lessons that must be taught in a given time frame then that is the mark of progress. The real measurement for success is the ability of students to communicate effectively and oral fluency in the English language. This must be the standard. The failure of appropriate language use is based on the inability of teachers to evaluate their skills and the needs of their students. It is therefore crucial to have tools that would inform the teachers on the areas that they need to improve on. At the same time they need to know the weakness of their students. And finally they need to develop appropriate teaching methodologies to increase their efficiency. Pedagogic Purposes The use of the SETT framework is made more effective if the teachers are aware that there are four major modes of learning strategies that can be employed in the classroom and these are: a) managerial mode; b) materials mode; c) skills and systems mode; and d) classroom context mode (Walsh, 2003, p.3). The pedagogic goals of the managerial mode is to transmit information. This is achieved by having an extended teaching turn and the negative result is the absence of contribution from the students. The materials mode’s pedagogic goal on the other hand is to elicit response to a particular material. This is achieved by the extensive use of display questions and the use of scaffolding. The skills and systems mode on the other hand focuses on the need to enable students to produce correct form. This is also achieved by allowing teacher to dominate the discourse. The classroom context mode has a different pedagogic goals than the other three because its emphasis is to enable the students to express themselves clearly and to establish a context. This is why the strategy used is extensive learner turns. One of the factors that enable people to master a particular language or a local dialect is described as the â€Å"exposure to rich and contextually appropriate input† that resulted in the development of pragmatic competence in the said target language (Soler, 2008, p.45). This is what happens when a child learns the predominant language used in the home. The child observes the facial expressions and listens to the conversation made by adults. For instance, in a dinner table the father gestures to a plate of food and utters the request to pass the plate to him and the child takes note of the language used in that particular event. At the same time the child mimics the adults, speaking the same words and he or she receives feedback. In both instances one can see a contextually appropriate input that facilitates the learning process. In the case of the person learning a foreign language within the four walls of a classroom, the same environment that produces contextually appropriate input is usually absent. As a result there is a need to recreate the same experience in a practical manner. Thus, there are many practitioners in the field of EFL that are happy about the use of audiovisual materials. In this way the EFL teacher can provide learners with â€Å"samples of appropriate language use in a variety of contexts† (Soler, 2008, p.245). The problem is made more evident when a foreign language teacher attempts to teach English using conventional methods. One conventional approach is the use of a dictionary to learn new words. The weakness of this approach was summarised by a foreign language (FL) expert who wrote that a child learning his native tongue is â€Å"exposed to words in a variety of different contexts, and can so from a well-rounded concept of both the word’s meaning and its use there are also many excellent human dictionaries in the form of parents and teachers, who are frequently asked to give explanations for new words† (Lochtman Kappel, 2008, p.78). The same cannot be said in an EFL environment where the students usually know one person able to speak the language in a proficient manner. Thus, they can only interact with this person on a limited basis hampering the speed and efficiency of the learning process. The teachers must be trained in the principles of interactional awareness (Cummins Davidson, 2007, p.954). There is also the need to promote activities that would help teachers detect errors in language use (ibid). At the same time there is the need to encourage teachers to study the theories that supports their pedagogical practice (ibid). It is also important to look at the cultural context of the classroom because culture creates the frame for viewing interaction (Wolfram, Adger, Christian, 1999, p.84). Appropriate Language Use in Conjunction with EFL classroom techniques Before going any further it is important to point out that English is both the focus of learning as well as the medium of instruction. This stems from the fact that â€Å"English is both the target of learning as well as the medium of teaching† (Richards Farrell, 2011 p.16). It is therefore crucial that proficiency in this language is the top priority of the teachers. According to experts, â€Å"It will influence many crucial aspects of teaching such as the ability to provide good language models (Richards Farrell, 2011, p.16). After teachers are aware of their need to improve proficiency the next step is to determine appropriate language usage in the EFL classroom. The use of the SETT framework enables the teachers to detect errors and to improve the language use in the classroom. But it was also discovered by experts that the ability to develop appropriate language is not only based on what the teachers have learned from the feedback coming from colleagues or even experts in the field of second language acquisition. Interestingly the enhancement of teaching techniques when it comes to appropriate use of language can only be achieved if the teacher allows student participation. In this regard it is time to seriously consider the managerial mode of teaching and allow students to participate more in discussion. It is therefore important to allow them to speak and to encourage the learning of the spoken language first before mastering written communication. Experts are saying that it was only recently that there was a renewed interest and awareness of the â€Å"importance of the study of spoken language and a realization that this study is essential for any real understanding of actual language use† (Cummins Davidson, 2007, p.860). Aside from these benefits the preference of student-teacher discourse as to written communication in learning a second language is based on the insight that each language has its own â€Å"preferred strategies for aural decoding† (Carter Nunan, 2001, p.8). This is crucial in an EFL classroom when there is the realisation that the ability to speak fluently in English is one of the signs that a program has been a success. Just to clarify the following are the four fundamental properties of spoken language and underscores the importance of encouraging verbal interaction in the classroom and these are: Phonological system: the phonemes used in a particular language; Phonotactic rules: the sound sequences that a language allows to make up syllables; Tone melodies: the characteristic variation in high, low, rising and falling tones to indicate lexical or discourse meanings; The stress system; the way in which lexical stress is fixed within an utterance (Carter Nunan, 2001, p.8). One of the ways to apply insights about spoken language in the EFL classroom is to utilise the turn-taking technique. According to practitioners teachers and students can learn from observing people conversing and using turn-taking as a process of communication. This enhances the teachers’ ability to evaluate teacher-talk. One of the most important developments with regards to the need for appropriate language use in EFL is the creation of a teaching methodology known as task-based language teaching or TBLT. This was derived from Communicative Language Teaching and the main purpose was to â€Å"bring ‘real-world’ contexts into the classroom, and it emphasises the use of language for completing tasks rather than as a focus for study† (Walsh, 2011, p.26). By using TBLT, the students are able to interact with others and enhance the learning process when it comes to the acquisition of a foreign language. It simulates what happens in the real world where people use language not to study it but to accomplish a task. In the course of using TBLT techniques such as oral communicative tasks students are able to identify gaps in their knowledge as well as â€Å"notice connections between different linguistic features, find ways of saying something even when they do not have the most appropriate language, and so on† (Walsh, 2011, p.27). A good example of a BLTB inspired communicative task is to assign students into groups and give them a situational problem that they need to solve. One of the best examples is the situational problem involving the crash of a light-aircraft in a remote island in the Pacific. The two passengers survived but they have to choose wisely what to bring with them as they leave the plane and walk towards the clearing or the shore. The items are: parachute; knife; flashlight; matches; mobile phone; mobile phone charger; notebook; pencil; shaving kit; make-up kit; one apple; cigarettes; a bottle of lotion; airplane radio; and a bottle of water. The instructions further states that they can only bring five items with them. The items are words that they encounter in their readings or words commonly used in the real-world conversation and by engaging themselves in this problem solving exercise they go beyond mere memorisation of the words and learning the definition. Their minds are engaged in a deeper level and therefore learning is enhanced in a manner that can never be duplicated in a simple classroom type discourse. It is also important to provide opportunities for students â€Å"for interactive and collaborative uses of language among learners† (Richards Farrell, 2011, p.16). According to one practitioner in the field of intercultural language use a communicative methodology is to â€Å"acquire the necessary skills to communicate in socially and culturally appropriate ways, and, in the learning process, focus should be placed on functions, role playing and the real situations, among other aspects† (Soler, 2008, p.59). â€Å"Play has been noted as valuable in helping pupils’ development of oracy and literacy skills the normal practice during structured play sessions was to encourage pupils to respond to their experiences using the language at their disposal at the time† (Beaumont O’Brien, 2000, p.16). An example of structured play is when students are told to participate in a make-believe game where they are supposed to buy fruits and vegetables from a shopkeeper. Thus, instead of just teaching them about fruits and vegetables and showing these items in visual presentation format, the students are now able to exercise the ability to use the language in a practical matter. It can also be argued that the structured play enables them to participate in manner that is more intense as compared to sitting back and merely listening to the teachers speak. In this type of scenario the students learn more than just the words but also the feel of the language when spoken in a natural setting. One of the foundational principles is the realisation that â€Å"language is based on and is an extension of spoken language† thus it must be the starting point in the study of language (Cummins Davidson, 2007, p.859). However, in the latter part of the 20th century teachers did not pay careful attention on developing training strategies to teach language from a verbal standpoint. The reason for neglect was that â€Å"spoken language was seen as disorganised, ungrammatical, and formless and written language as highly structured and organised† (Cummins Davidson, 2007, p.860). This is the preferable course of action as one keeps in mind that in an EFL environment â€Å"there are only a few proficient speakers of English and there is no constant verbal interaction as in a native-speaking environment† (Lochtman Kappel, 2008, p.78). Discussion The acquisition of a second language hinges on different factors. The effectiveness of the teaching strategy used and the speed of acquisition depend on the proficiency of the teacher when it comes to using the English language as the medium of communication. It is also affected by the classroom environment and the cultural setting. But the most crucial factor is the appropriate use of language in order to facilitate learning. It has been discovered that the inappropriate use of language is based on the fact that teachers in an EFL classroom sometimes treat their students as if they are native speakers. A native speaker has a different mode of learning English because they have access to parents, teachers, and other people that are proficient in the English language. In the case of students studying English in a foreign land there is only one person that is proficient in the English language and he or she happens to be the teacher. The teacher therefore has to be sensitive to this fact. It is therefore important that the teacher be sensitive to the way he or she teaches especially when it comes to the appropriate use of language. The detection of errors and the measure of effectiveness can be achieved by using the SETT framework. This tool enables the teacher to evaluate â€Å"teacher-talk† by using strategies and methods that capture feedback and then evaluate the same. The use of audio recording devices and even videotape is an important took for this particular purpose. The use of the SETT framework can be made more effective if the teacher is aware of the four modes of learning strategies used in the EFL. By doing so the teacher would discover that the managerial mode is a problematic approach because it limits the capability of the teacher to evaluate â€Å"teacher-talk† and at the same time limits the ability of the teacher to determine the feedback coming from the students. This is based on the fact that the managerial mode encourages teacher to dominate the classroom discourse. The study of the four modes of teaching would reveal that the classroom context mode is the best way to promote learning. In this mode the students are allowed to participate. In this method of teaching the teacher enables the student to express themselves more effectively. At the same time it promotes oral fluency. If one thinks about it this is the main goal of teaching English to foreigners and it is to make them more fluent in the English language. Another interesting discovery in the discussion regarding the appropriate use of language is that the teacher cannot develop the correct materials or use the appropriate teaching method if the teacher does not enable collaboration between students and teachers and among themselves. It is easy to understand why students must be given time to express themselves in the classroom setting but it is another to consciously develop a strategy to allow them to speak by taking turns. The strategy of allowing them to speak in turns provides the ability to learn the language in a deeper way. If the students are merely allowed to speak on their own then there are nuances of the language that they are unable to detect and appreciate. But when they are allowed to talk with fellow students they uncover something that the teachers may not be able to discuss in class. Experts pointed out the fact that when students began to collaborate and discuss in the English language they begin pinpoint gaps in their knowledge. In the managerial mode of teaching and even in the materials mode of teaching the students are focused on the teacher and the materials. The goal is to mimic the teachers and at the same they are conscious of being able to copy the forms of the language displayed. As a result students become experts in mimicry such as copying the sounds made by the teacher or the ability to copy the letters of the English alphabet and yet when it comes to the things that really matter they fail. Students must not only be able to recite properly but they also have to fully understand the words that they are saying. They must not only be aware of the vague definition of the words that they are saying but also the different meanings of a word in different contexts. Experts agree that this can be done in a conversation. It is therefore crucial that teachers promote the spoken language as well as the written forms of communication. One of the most effective means to promote learning is to use situational problems that enable students among themselves. This is not just an ordinary discussion but structured interaction that allows them to focus on common words and then provide them the opportunity to use these words in a â€Å"real-world† context. There is a different feel when students discuss a scenario using the target words as opposed to simply reciting these words as the teacher flashed them in a projector or when these items are displayed in a visual presentation. By observing the students in collaborative exercises and by listening to feedback coming from different sources, the teacher identifies weaknesses in the teaching methodology. The teacher can then proceed to make adjustments and then repeats the process of evaluation. The goal is to improve the ability of the students to express themselves and to promote oral fluency. The students must be able to identify the meanings of the words in different contexts and use the words in a â€Å"real-world† setting. The conventional methodologies used in the past must be revised. The focus on materials and the way teachers dominate classroom discussion has been proven ineffective. Conclusion It is imperative that teachers are well aware of appropriate language use. They must realise that simply sticking to a plan does not produce students that are proficient in the English language. They must use all the available tools in order to evaluate â€Å"teacher-talk† and by doing so update their teaching techniques and strategies. Interestingly, the ability of the teacher to improve his or her skills in the use of appropriate language in an EFL environment is also dependent on the collaboration of teacher and students. Thus, it is also crucial that teacher allow students to speak in class and to interact with fellow students. It is only through these strategies that teachers are able to determine which areas they are deficient and then proceed to correct their errors. References Beaumont, M. T. O’Brien. (2000). Collaborative Research in Second Language Education. London: Trentham Books Ltd. Carter, R. (1995). Keywords in Language and Literacy. London: Routledge. Carter, R. D. Nunan. (2001). The Cambridge Guide to Teaching English to Speakers of Other Language. Cambridge: Cambridge University Press. Cummins, J. C. Davison. (2007). International Handbook of English Language Teaching. Part 1. UK: Springer Science. Housen, A. M. Pierrard. (2005). Investigations in Instructed Second Language Acquisition. Berlin: Walter de Gruyter. Lochtman, K. J. Kappel. (2008). The World a Global Village: Intercultural Competence in English Foreign Language Teaching. Brussels: VUBPress. Nunan, D. (1992). Collaborative Language Learning and Teaching. Cambridge: University of Cambridge Press. Richards, J. T. Farrell. (2011). Practice Teaching: A Reflective Approach. Cambridge: Cambridge University Press. Soler, E. (2008). Intercultural Language Use and Language Learning. UK: Springer Science. Walsh, S. (2003). Developing Interactional Awareness in the L2 Classroom. Journal of Language Awareness, 12(2), 124-142. Walsh, S. (2006). Investigating Classroom Discourse. Oxford: Routledge. Walsh, S. (2011). Exploring Classroom Discourse in Action. Oxford: Routledge. Wolfram, W., C. Temple, D. Christian. (1999). Dialects in Schools and Communities. New Jersey: Lawrence Erlbaum Associates, Inc.

Stanley and Stella Essays

Stanley and Stella Essays Stanley and Stella Paper Stanley and Stella Paper Essay Topic: Left To Tell Tennessee Williams views of relationships between men and women are portrayed throughout the play. Williams himself came from a troubled background where his parents relationship was tense and volatile, all the couples in the play reflect this view in their personalities and behaviour. It has even been suggested that Williams own parents Cornelius and Edwina inspired the basis for Stella and Stanleys marriage and the way they live their lives. The first relationship I am going to examine is that of the Kowalskis, Stella and Stanleys personalities do not compliment each other they are in discord. Stella originates from an upper class background and is reasonably well educated, before opting for a life with Stanley she lived in a big house in the country and never had to worry over the issue of money. It is obvious however that perhaps Stella was never really as infatuated with this existence as her sister Blanche. The surroundings and way in which she lives her life with Stanley may be different but she admits that it thrills her. Stanley has been used to the Elysian Fields way of living throughout his life, he is a common Polack and has originated from a working class background as displayed by his views and personality and his attitudes towards women. His animal instincts surface in the way he sizes women up and treat them as meat or sexual toys. Sex is Stanleys strength and his weapon to conquer his conflicts with his wife Stella and eventually his battle with her sister Blanche. Stanley feels that a man should be King of the relationship with his little woman to attend to his every whim. This is portrayed in Scene 3 at the poker night when he refers to the women as hens and also when he belittles Stella in front of his poker buddies by giving her a hard slap on the thigh. Although this behaviour is carried out in mock playfulness, Stanley is really reminding Stella just who is in charge and she accepts this by not retaliating only complaining when he cannot hear by saying to Blanche I hate when he does that. In the early scenes of the play Stanley and Stella appear to be affectionate towards each other and have a loving relationship, after all Stella gave up everything to elope with Stanley so the audience will obviously want to be reassured of why when taking the surroundings into consideration. Scene three opens up our eyes to the real relationship that Stella shares with her husband and we see Stella drifting further and further into unhappiness as Stanleys obsession with Blanches past reaches its dramatic climax. It is painfully obvious from the actions of the couple that their relationship is based on physical attraction, desire and sex as opposed to mutual love and respect. After Stanley has hit Stella she runs away but is soon reunited with a whimpering, tattered man on his knees. I feel that this part of the play is difficult to interpret but I have come to two different conclusions. The first is that throughout the rest of the play we do not see any more violent action towards Stella from her husband, this only occurs when he is drunk. Stanleys behaviour and dismay when he realises his baby doll has left him would lead the audience to believe that Stanley cannot comprehend what he has done and is truly genuinely sorry for hurting Stella. The action of pressing his face against her belly shows that he has emotions towards his unborn child and as he descends onto his knees this is truly an act of submission as opposed to confrontation. These ideas would lead me to think that Stanley just has anger management issues and was at his worst due to drink.

Bakhtins Principles of Carnivalesque Essay Example | Topics and Well Written Essays - 750 words

Bakhtins Principles of Carnivalesque - Essay Example 1. Pros: Since the designs have primarily been designed for women, they exude sexuality. The woman’s sexuality has been celebrated in my design through the subtle use of cuts and fits that emphasize womanly curves. Â  2. The celebration of Life and Death: My collection is a celebration of both life and death. Life is celebrated by using contemporary patterns and forms, and yet the element of death is not forgotten. Death is hinted at through the monotone palette used in the entire collection. Â  3. Gender Roles Ambiguity: Though this collection is designed for women, the use of colors and the form of the designs create an ambiguity of gender roles. I have used a palette that goes away with the vibrant colors so that the outfits could enjoy more of a unisex feel. Â  4. The celebration of the ‘Grotesque Body’: When I created this collection, I chose to accentuate certain curves of the body, while doing away with those that are not considered flattering in today’s society. The ideal figure in today’s society has a liking towards the ‘Grotesque Body’. 5. Social Overturning: In this collection, the element of social overturning is also found. Using bold shapes and cuts, I have been able to create an aura of authority for the wearer of the garment. As this collection is meant for females, I have to able to give authority to females in a male dominant society. Â  6. Crowning and Uncrowning: The coats and layers that are present in my design collection create an impact of crowing and uncrowning. Coats are usually associated in the modern world as a symbol of the business and elite class. While coats create the whole feel of the garment, they could also be removed and thus the element of crowing and uncrowning is also present.

Meso-system influences Essay Example | Topics and Well Written Essays - 250 words

Meso-system influences - Essay Example For example, a school that provides its students movies on various countries is providing the children great exposure to the outside world, thus enhancing mental development. Similarly, the role of family in the socialization of children has been acknowledged by social scientists. In fact, socialization of children starts in the family, and what schools provide is the continuation of this. Supporting this point, studies have shown that when schools and families work collectively, students perform much better in their studies and in future life. In addition, it has become evident from studies that the school achievement of a child is determined, to a great extent, by a family environment that encourages and values learning, and the involvement of family in the education. In addition, it has become evident that children from ethnic groups and low economic status fair poorly in studies and socialization. In other words, as Paquette and Ryan opine, the effectiveness of socialization at s chool is, to a great extent, dependent on the family background too. The connection between school and media cannot be neglected. For example, almost all schools utilize media either in their classrooms or outside classroom.