Mazzini’s Role in Uniting Italy Free Essays

Explain and evaluate the role of Mazzini in the process of Italian unification to 1850 Giuseppe Mazzini was born in Genoa in June of 1805 into Napoleonic rule. He went on to play a vital role in the unification of Italy up until 1850. Although many of his endeavours failed, and he made mistakes that may even have backfired on his goal of Italian unification, he did play an important role. We will write a custom essay sample on Mazzini’s Role in Uniting Italy or any similar topic only for you Order Now This was not so much directly, however, as through the influence he had, and the ideas he brought out of the shadows. Mazzini aimed to unite Italy, and made a lot of failed attempts to do so.He had a vision of an independent nation of ‘free men and equals’, and he also thought that all of the Italian speaking states should unite, not just the northern ones, as many people had previously considered. He was a strong believer in democracy, believing that it was necessary for the people’s voices and ideas to be heard. He did not, however, have any problem with the use of violence or revolution to bring about this united Italy, and in fact believed it would be necessary. In order to achieve this, he made a lot of endeavours, the majority of which were unsuccessful.In 1920 at the age of 15, he led a student demonstration, which was a failure and served only to get him into a lot of trouble – he was noticeably absent from the revolutions of 1820 and 1821 that followed soon after. He joined the Carbonari in the late 1820s, but was caught and arrested, and either exiled to France or set free and asked to leave the country (the exact nature of his departure is unknown), so he ended up in France by February of 1831. This was where he founded his first nationalist group – Young Italy.This was similar to a secret society, however had a slightly different philosophy, as it was founded on his personal beliefs of what a united Italy should be like, and what should be done to achieve it. He was soon expelled from France, so Young Italy did not get very far. He went to Switzerland and planned a revolt in Savoy, which also failed miserably. He then founded Young Europe, but was soon asked to leave Switzerland too. He went to England, where he founded the Second Young Italy, which also was not very successful.He then agreed to help the Bandiera brothers, two brothers who were planning a revolt in Italy, however this too failed, with less than 20 people turning up, and both of the brothers were shot. Clearly Mazzini’s career and direct role in the unification of Italy were not as significant as he had hoped they might be. One of Mazzini’s failures during this period was his alienation of the peasants. Although later on, in the 1960s, he brought the peasants very much into the action, at this point, he did little for them.Although he advocated freedom of speech and democracy, he had no plans to alleviate the stressful economic conditions for poor, or to make conditions better for the workers, who were the majority of the people in Italy. Instead his followers were mostly of the middle class, which was a significantly smaller group in number. Another failure was Mazzini’s noticeable absence in all of the main revolutions in Italy during this period. He took part neither in the revolutions of the early 1820s (although this was partly to do with his own negative experience) nor the revolutions occurring in the Papal States in 1831.While the most significant revolutions of the period –those in 1848 – were in some way influenced by him, he was not present here either. This brings to light a very important point – that while there were revolutions that were a t least somewhat successful, Mazzini was not a part of them, leading one to consider that maybe he did not play an important role at all. It makes one consider that perhaps unification would have occurred just as readily without Mazzini, and question whether he was really that significant, however he did have some impact during this time, in a less direct manner.One of the most important things that Mazzini did for the unification of Italy was to bring out a sense of national awareness. He created nationalist groups like Young Italy and Young Europe, which were aimed to appeal to the youth of Italy – the people who were not tied to the existing regime and were vulnerable to his propaganda. Despite being considered somewhat of a failure, he was well known throughout Europe (and especially in Italy), enough so that Metternich (the Austrian chancellor) once referred to him as ‘the most dangerous man in Europe’.This was not because he was particularly good at what he did, in fact most of his endeavours failed, as aforementioned, but because he was bringing ideas into the open, which had the potential t o lead to revolutions and attempts to overthrow the existing forms of leadership. Many of his ideas had existed previously, but were unknown to the majority of the Italian people, and he made them known throughout Italy. Whether people were interested in uniting Italy or not, he had brought the ideas out into the open, and rooted them in people’s minds. Mazzini was also quite a charismatic man, and so his speeches were paid a lot of attention. When he spoke about the possibilities for a united Italy, it was well received by a lot of people, and made them believe that even rather unrealistic ways of uniting Italy might by possible. In this way, Mazzini played a very important rule in the unification of Italy. Part of Mazzini’s role in the unification of Italy came not from his direct actions, but indirectly, from the actions of his followers.One of his most famous followers was Giuseppe Garibaldi, who helped to lead the revolution in Piedmont in 1848, and is today considered one of the most important figures in the unification of Italy. Garibaldi was a loyal follower of Mazzini in the early 18th Century, and although later in the century he began to disagree with much of Mazzini’s philosophy, he got many of his early ideas from Mazzini. But it was not just Garibaldi. During the 1848 revolutions, which occurred all over Europe and began in Italy, it was followers of Mazzini who set the ball rolling.They desired his goals of democracy and an independent united state, and were influenced by his belief that the only way to achieve this was through revolution. Perhaps Mazzini’s most important role in the unification of Italy, however, was the inspiration he left. Even to those who were already aware of ideas like his, and perhaps even those who already believed and were passionate about them, he acted as an inspiration to act. While many people at the time were just talking, he proposed actual action, which led people to believe there was a real chance of success.He had many followers, and even more admirers, and people liked to act in his name. The role of Giuseppe Mazzini is hard to define – on paper, his career was a failure, and one might say he did very little to achieve any sort of unification for Italy, and in fact all of the sig nificant events towards unification during this time seem to have occurred without his presence. However through the ideas he brought out, the people he influenced, and the inspiration he was to many people in Italy, he played a very large and significant role indeed. He was a crucial part of the unification of Italy up to 1850. How to cite Mazzini’s Role in Uniting Italy, Papers

Lord Of The FliesDiscovery Essay Research Paper free essay sample

Lord Of The Flies ( Discovery ) Essay, Research Paper Lord Of Flies ( The Importance of self-discovery ) 1Human should understand the importance of self-discovery. In the Lord of the Fliess, Ralph, Simon and Samneric learned the failings and darkness within the human Black Marias. Peoples grows up when they faces a challenge. Ralph s challenge is how to be a good and responsible leader. Simon s challenge is how to talk at forepart of people. Samneric s challenge is how to do right pick. The truth about self-discovery may be barbarous, but it is deserving to larn from it. 2Ralph is being a playful, guiltless kid in the beginning of the narrative, but towards the terminal he matures significantly. Excluding Piggy, Ralph is the most mature and responsible member of the male childs, for he is concerned throughout the book with maintaining the fire on the mountain traveling, and edifice shelter. If a ship comes near the island they may non detect us. We will write a custom essay sample on Lord Of The FliesDiscovery Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page So we must do fume on top of the mountain. We must do a fire. pg,37 Ralph ever has the strong belief that all the kids will be saved from the island Oklahoman or subsequently, but at in-between portion of the narrative he begins to doubting it. At terminal of the narrative, after the decease of Piggy, Ralph s brush with the Lord of the Fliess, he knocks over the hog s skull. A ill fright and fury swept him. Ferociously he hit out at the foul thing in forepart of him that bobbed like a plaything and came back, still grinning into his face, so that he lashed and cried out in abhoring. pg206 Ralph realize the immorality is portion of him and merely as to other male childs. However, he is the lone individual who acknowledges the importance of being responsible, and he takes over as a true leader even though he is non needfully good at it. 3Sam and Eric represents the crowd in modern society, merely like every ordinary homo. They are faithful and largely good. They P > can be described as stalwart in the narrative. Their regulation is to function whomever is the leader. For illustration when Jack says Catch them! No 1 moved. Jack shouted angrily. I said catch them! Samneric eventually give into his menaces on their travel to Castle Rock. Subsequently, so betray Ralph, by demoing his concealing topographic point to Jack. You re certain he meant in there? The twin moaned faintly and so squealed once more. He meant he d hide in there? pg. 214 In this manner, Samneric symbolize the failing of human nature. They have lose any existent sense of trueness to others. 4Simon is a Christ Figure in the narrative. He is the lone male child who helps Ralph to construct shelters. Simon is a Prophetss, because he is able to announce Ralph that he will be deliverance, it provides confidence to Ralph. When Simon s brush with Lord of the Fliess, he realizes that the animal is non something one can kill, because it s inside the male childs. The immorality in the human s bosom. Fancy believing the Beast was something you could run and kill! You knew, didn T you? I m portion of you? pg. 158. Most significantly, Simon solves enigma of the animal. He examined the white nasal castanetss, the dentitions, the colourss of corruptness. He saw how mercilessly the beds of gum elastic and canvas held together the hapless organic structure that should be decomposing off. pg. 162. He is courageous, because he dares to happen the truth about the animal. In the terminal of the narrative, Simon forfeits himself to state the remainder of the male childs about the animal. 5Ralph, Simon and Samneric learns great and acrimonious lesson about self-discovery. Ralph and Simon eventually realizes the evil residing within everyone. They feel ill and uneasy about it, but they face the truth. This is why Ralph knocks over pig s skull. They both are brave, because they dare to confront the truth. If adult male do non confront the truth, adult male will go a fallen animal merely like Jack.

How to Tame a Wild Tounge Essay Example

How to Tame a Wild Tounge Essay English: The Dominant Language In the essay, How to Tame a wild Tongue, Gloria Anzaldua the author, states the importance of maintaining ones native tongue. She believes that people should speak whenever or however they please given that it does not harm anyone. Anzaldua does not want to escape her Mexican ways such as speaking Spanish. It is a vital part of her life because she communicates with her family members speaking a variety of Spanish dialects. Since she has no other way to show her Mexican ways, it is key that she speaks Spanish to maintain her Mexican pride. People take pride in the languages that they speak and its not right for others to tell them they are not allowed to express themselves in those foreign languages. On the other hand, it is important that to speak English in order to communicate with her classmates, teachers, and anyone around her. English is fast becoming the dominant means by which the world is able to communicate. It is being referred to as the global language as it is seen as a common means for interaction between different countries. This new phenomena can be seen in a positive light because the use of English as a ommon language brings efficiency and greater understanding. Nevertheless there some people who believe that this fact has changed and that now it is more important to learn Spanish and Mandarin than the English language. Anzaldua dealt with this issue on a consistent basis in her school life. Though she was not told to lose her Spanish ways, she felt that speaking English would not allow her to express herself. Especially in the American culture, it was necessary for her to learn English to communicate with her peers. We will write a custom essay sample on How to Tame a Wild Tounge specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How to Tame a Wild Tounge specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How to Tame a Wild Tounge specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Furthermore, the English language is the number one lingua franca no other comes close. At the moment about 1.113 million people speak Chinese as their mother tongue, whereas about 372 million speak English. Following this criterion Chinese must be the worlds global tongue; and yet analysts considered English to be the global language of the century. Imagine if Chinas economy takes flight in the coming few years, enabling the country to replace the United States as the greatest economical power, there would be a possibility that China could take over in the next couple decades. In fact, reports have shown that the number of Chinese learners is increasing dramatically. Chinese learners in Africa, for example, have increased to 8,000 in the year 2005. The Forum on China-Africa Cooperation published the statistic in a 2005 report. The report also says that in Sudan alone, Chinese learners have amounted to 450, and many have come to China to learn on Chinese government scholarships, according to Peter Nyot Kok, Minister of Higher Education and Scientific Research of Sudan. According to the U. S. Bureau of the Census, ten years ago about one in seven people in this country spoke a language other than English at home. Since then the proportion of immigrants in the Southwest are heavily Spanish speaking. Hispanic people make up 30 percent of the population of New York City, and a television station there that is affiliated with a Spanish-language network has been known to draw a larger daily audience than at least one of the citys English-language network affiliates. According to the census, from 1980 to 1990 the number of Spanish-speakers in the United States grew by 50 percent. Statistically, more people in the world speak Mandarin than English, but Mandarin is not spoken much outside Asia. A global language is a language spoken internationally. A global language is not only a majority people spoken, but also use in international organization or international event. Its a well-known fact that there is huge demand for English speaking professionals in China who can facilitate international business. There is also acute demand for English teachers who can make the Chinese students better equipped for modern-day business and life. Chinese has more native speakers, however, it also has simplistic grammar, and it lacks articles, prepositions, verb conjugation and tense, singularity and plurality of nouns making it less effective than English at expressing complex meanings. It is also tonal, which limits the speakers use of tone for emotional and conceptual expression. Furthermore most Westerners find the Chinese writing system difficult to grasp. So from emerging trends, it seems evident that Chinese is not more popular than English as a global language. English is widespread largely due to the fact that it is used so heavily in television, film and music. Hollywoods global spread has contributed strongly to the international popularity of English. It is also the predominant language on the Internet. Web pages in other languages often tend to ave an English translation. The British Empire and the dominant nature of American popular culture have contributed overall to the spread of English across the planet. Because of this many young Hispanics have favored adopting the English language into their culture. In South East Asia, as a result of English becoming a kind of global currency, there is a large turn towards acquiring language skills not in any language but most specifically in English. As the world becomes more globalized or as corners of the planet open up for trade relations with other countries and tourism ooms, the need for English increases. Hotels, shops and schools have a desperate desire to sell their services and make a living. Peoples ability to survive is strongly linked to their ability to communicate in English. Consequently native languages become redundant and even endangered. People focus on learning English over learning other languages and also in many cases need to use their individual languages to a lesser degree. In fact more Asians speak English than anyone else. One of them is that it facilitates the exchange of information from one part of the world the other with ease. It is through the existence of a global language like English that peace and trade has been enhanced between dissimilar countries. It has also facilitated the mobility of people both in their physical terms and also electronically. Sufficient statistics indicate that most trade is done electronically and this is greatly facilitated by English as a global language. Finally, there are economic advantages connected with a global language. Crystal claims that the more a community is linguistically mixed; the less it can rely on individuals to ensure communication between different groups (Crystal 2003:11). ending large sums of money on translations and interpretations in order to reach its citizens. A global language known and spoken by everybody would undoubtedly lower these costs, and the spared money could be used in other important areas instead, for example in humanitarian aid. In fact, during the last decades the need of interpretation and translation in international organizations has progressively has been decreasing thanks to the expansion of English. Many international organizations find it necessary that all people involved speak English, since the translation expenses would be too high. According to Crystal half the budget of an international organization could easily get swallowed up in translation costs if there was a lack of a common language (Crystal 2003: 12). Mutual intelligibility, great career opportunities and reduced administrative costs are some of the advantages a global language would give. We are in need of an international language for communication, politics, trade and security, but at the same time we are worried about language death, the advantages native speakers will have and all the disadvantages non-native speakers will face. English is growing, it is strong language, and its future seems bright. My opinion is that if there will ever be an official international language English is the best option. It is a strong, well- developed language with millions of speakers. Even if a global language might be important, different languages are of importance for their culture and for the development of their native speakers. Anzaldua wants to maintain her heritage by speaking her language constantly. She is in fear that speaking English will lead to the death of her heritage, but the integration of her heritage with English will only allow er to have communication with more people around her. Languages make the world more interesting and more alive. Works Cited Alatais, J. , Straehle, C. (1997). The universe of English: Imperialism, chauvinism, and paranoia. In L. Smith M. Forman (Eds. ), World Englishes 2000 (pp. 1-20). Honolulu: University of Hawaii. Brutt-Griffer, J. (1998). Conceptual questions in English as a world language: Taking up an issue. World Englishes, 17(3), 381-392. Crismore, A. (1996). Attitudes toward English in Malaysia . World Englishes, 15(3), 319-335. Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press.

The concept map for teaching spoken English

The concept map for teaching spoken English Advertising We will write a custom coursework sample on The concept map for teaching spoken English specifically for you for only $16.05 $11/page Learn More Differences between the two concept maps The first map is a simple representation of what the teacher would involve in teaching spoken English. On the other hand, the second map is a detailed map with explicit contents of all elements of teaching spoken English, implementation, and evaluation. The first map provides an overview of the lesson and its fundamental concepts. After the teacher had reviewed materials for teaching the spoken English to ESL class, he developed the second map based on new knowledge gained. Thus, the second map provides all features that the teacher requires to implement the lesson effectively. The first map only presents various features of the spoken English. The second map gives different details of what the teacher should teach in the spoken English lesson. For instance, sp eaking skills, pronunciation, and listening skills are core aspects of spoken English, which are in the second map. They also extend to highlight specific levels of teaching i.e., word and sound levels.Advertising Looking for coursework on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Under pronunciation, we can see that drilling is the best approach for vowels and consonants as highlighted in the first map. However, the second map breaks it down to aspects like voicing, place, and manner. Moreover, there are other elements of pronunciation, which one can identify, such as communication, sounds, variations in sound production, and other non-fluency features like repetition. It is also important to note that the second map has clearly identified specific roles of the teacher and students. One can also identify different levels of students’ capabilities like beginner or elementary, intermediate, and advanced levels . The second map has introduced detailed elements of teaching. For instance, we have the whole lesson, the distinct phase, and the integrated phase. In the second map, the teacher can also identify assessment details of the spoken English lesson. The second map has included planning details so that the teacher can have a logical way of teaching lesson contents. Therefore, the teacher can implement the lesson effectively without challenges. These features are not in the first map. The second map has unique features, which interlinks the entire lesson and planning processes to all other activities of the lesson. For instance, there is a direct arrow from the whole lesson to lesson planning. Such arrows are also present in stages of lesson planning and the role of the teacher and students. In addition, there are also curves, which show the direction of movement between activities. They show that the lesson is unified whole, and the teacher must follow sequences for effective implementa tion. This shows that knowledge acquisition in the spoken English lesson requires an integrated approach. The first map lacks pictures. In the second map, there are pictures embedded within the lesson. For instance, effective teaching of spoken English requires the teacher and learners to interact.Advertising We will write a custom coursework sample on The concept map for teaching spoken English specifically for you for only $16.05 $11/page Learn More The picture identifies interaction between the teacher and the learner in the learning processes. In addition, there is also a picture of learners engaged in role-playing (student-student interaction) and playing in order to learner voicing, place, and others. Overall, the second map is a detailed presentation of how a teacher can implement a lesson plan of the spoken English in the ESL class. It shows logical sequences of learning and integration methods of teaching the second language and knowledge acquisiti ons. An approach of teaching English I would use in the future The initial approach would be to let students to understand the importance of spoken English in their lives. It is necessary for students to understand that the need to learn and apply spoken English has increased significantly among people from different parts of the world. Students must understand that such needs arise due to international activities like trade, job opportunities, tourism, further education, and travelling or tourism. Thus, people of different ages and nationalities want to learn spoken English to meet such needs. Learning spoken English will ensure that students can communicate clearly with self-confidence and effectively deliver their messages. They must also understand that English is a global language. At this study level, (our study level is intermediate) the teacher knows that students will not be able to learn English as children do because it is a foreign language. Given the complexity of teach ing spoken English (see the concept maps), it would be important to emphasise the role of practice in order to reduce effects of the first language on English. I will let the student know that they need an extra effort to speak fluent and accurate English. I would also be interested in understanding what factors may hinder or motivate my students to learn spoken English. As a result, my future approach of teaching spoken English would be a comprehensive approach based on needs and motivation of students.Advertising Looking for coursework on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More My students are Saudi Arabia intermediate English students. They have learned English in the previous years. However, I do not expect them to exhibit high-levels of confidence, accuracy, fluency, and vocabulary usages when speaking English. Thus, my approach of teaching spoken English will also motivate learners to overcome their difficulties. My lesson would reflect the importance of teaching skills in listening, pronunciation, and speaking. These are important elements of effective communications. On this note, I would strive to understand general abilities and weaknesses of students in these aspects of spoken English. Herbert asserts that teachers should identify challenges, which students have in order to focus on such challenges when teaching (Herbert, 2002, p. 188-200). I will recognise that teaching pronunciation goes beyond sounds. As a result, I will incorporate word stress, intonation, and stress in sentences as parts of pronunciation for ESL learners. There are also linka ges in words, which my lesson would explain. During my lesson, students would note the role of their mother tongues and their influences on pronunciation of English words. However, an effective practice would ensure that students gain confidence and improve their communication skills (Hewings, 2007, p. 30). It will also be important to let students to know that it would be unrealistic to achieve the level of a native speaker in English pronunciation. It would also be important to encourage students to practice pronunciation whenever they find an opportunity to allow them lessen the effect of their native language on English. Students will also learn speaking and listening skills. However, the choice of these skills would depend on the level of students’ abilities (intermediate). Initially, I shall encourage my student to master discrete skills in learning spoken English (Rost, 1990, p. 99-177). They will recognise various forms of words, cohesive text elements, and key words in spoken English. These may form the basis of the lesson. However, I will introduce students to interpretive processes of listening in which we will engage in understanding conversation and discourse. Students shall engage in reading written texts loudly. During this process, I will emphasise the role of students whenever they are reading texts aloud. For instance, contemporary approaches of teaching listening skills require students to be active participants in the process of learning. In this regard, I would encourage my students to develop their listening skills by using various strategies to enhance, monitor, and assess such skills. Thus, my class would emphasise the role of students as active listeners. Doff observes that students must acquire both listening and speaking skills in order to realise successful conversations (Doff, 1988, p. 78-90). Traditionally, students would repeat what the teacher has said, memorise a conversation or a story and provide answer to drills. Thes e were sentence-based approaches to achieve proficiency in repetition or drill approaches. However, I would apply a communicative-based approach to teach spoken English (Richards, 2008, p. 1-2). In this context, I would encourage my students to develop speaking skills through generating ideas and solving tasks with the aim of developing fluency, accuracy, and vocabulary. Thus, I would apply information-gap and encourage students to use spoken English in real communications based on knowledge acquired previously. This strategy would allow students to acquire skills in communication and engage in meaningful negotiations, which would help them to develop effective oral skills. I shall encourage clarity and observation of grammar rules as Hedge notes (Hedge, 2000, p. 259). Teaching requires effective planning of the lesson plan. According to Butt, good planning, classroom management, and sustained performance are the best ways of ensuring effective learning (Butt, 2006, p. 65-80). As a teacher, I would make sure that I carefully plan my lessons by organising them in terms of introduction or warmer, pre-task activities, during tasks, and post-tasks activities. Warmer activities would be useful for preparing students for active participation in the spoken English lesson. At the intermediate level, students will engage in discussions, peer-to-peer activities, self-tests, and evaluation. Every stage of the lesson would indicate the role of the teacher and students. The aim of planning my lesson is to ensure that students remain active throughout the lesson. Baker and Westrup pointed out that engaging students in a lesson usually makes them active and apply acquired skills in learning (Baker and Westrup, 2003, p. 21-30). Engaging students in the lesson would ensure that they concentrate on learning activities. Besides, I would be able to encourage slow learners to participate in various activities. Activities in teaching spoken English would be able to motivate student s to contribute in learning and developing self-confidence for effective communication in English. Hedge encourages teachers to balance their lesson plans in spoken English so that students can develop both accuracy and fluency (Hedge, 2000, p. 259). At the intermediate level, I would focus on both accuracy and fluency as we develop fluency because my student would not have mastered accuracy in spoken English. In my class, I shall encourage the use of information gap, restricted conversation, storytelling, role-play, jokes, discussions, and use of games. I have also learned the importance of a good learning environment for learners. I shall ensure that the class has a favourable environment, which will encourage all students to take part in oral presentations. This would ensure that we do not leave slow learners as others progress. Collie and Slater note that a favourable classroom environment can promote learning of fluency (Collie and Slater, 1993, p. 8). In this context, I would focus on effective topic presentation, classroom management and student participation. Student errors and feedback will form the basis of developing an evaluation plan. I shall provide feedback and encourage students to generate correct answers. No feedback shall upset any student. I shall pay special attention to student assessment. Validity, reliability, and practicality of students’ assessment tools are critical for evaluation of the teacher’s lesson outcomes. It would be important to ensure that tests have a suitable scoring and grading rubric in order to enhance reliability of assessment tools. Burgess and Head note the importance of knowing test criteria among students (Burgess and Head, 2005, p. 99-120). I would use different methods to test students learning outcomes. These may include information gap, interviews, and controlled interviews. I shall expect to see some levels of improvement among slow learners while fast learners will display improved fluency and accuracy. Overall, my teaching approach would encourage students to master English speech sounds like vowels and constants, stress, intonation, and rhythm as they also recognise manner and place. It will encourage a reasonable level of accuracy, use of vocabulary, and fluency among students. Thus, students would know what to say, and how to say it in any given context. References Baker, J., and Westrup, H. (2003). Essential Speaking Skills. London: Continuum International Publishing Group. Burgess, S., and Head, Katie. (2005). How to Teach for Exams. New Jersey: Pearson Education. Butt, G. (2006). Lesson Planning. London : Continuum International Publishing Group. Collie, J., and Slater, S. (1993). Speaking 3. Cambridge: Cambridge University Press. Doff, A. (1988). Teach English: A Training Course for Teachers-Tachers Workbook. Cambridge: Cambridge University Press. Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press. Herbert, J. (2002 ). PracTESOL: Its not what you say, but how you say it. In J. C. Richards and W. A. Renandya (Eds.), Methodology in Language Teaching (pp. 188-200). Cambridge: Cambridge University Press. Hewings, M. (2007). Pronunciation Practice Activities: A resource book for teaching English pronunciation. Cambridge: Cambridge University Press. Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to Practice. New York, NY: Cambridge University Press. Rost, M. (1990). Listening in Language Learning. London: Longman.

Traditional University Education verses Online Education courses Essay

Traditional University Education verses Online Education courses - Essay Example Online education, which is in the category of distance learning, involves studying via the internet (Amy, 2009). There is minimal face to face interaction because all assignments are posted, done, and submitted online. This education best fits those who would not like to disrupt their professional career or personal life. You can do your assignments while you are in your office or home. Your study schedule is done at your convenience or when time is available. Traditional and online university Education have several elements that they share, however, there are certain elements which sets them apart. When considering an educational system, factors such as credit transfer, interaction, cost and convenience are of great importance. This paper seeks to compare and contrast traditional university education system and online education program. It will compare and contrast the cost, convenience, communication means, and interaction in the two programs. Cost In both systems there is a cost t hat a student must incur. As the world economy grows, the cost of education has always been increasing. However, this factor sets apart the two systems of education. The online education is relatively cheaper than the traditional education system. In the online education system, there is no need for transport funds because you study from home or your office. The textbooks are also available online and you do not need to incur an extra cost of purchasing them. In the traditional universities you need to rent a house or pay for a hostel maybe because of the distance from your place of residence; this is not the case for online education system. A student taking an online course may not need to attend gyms and dining halls. A mother who is breastfeeding will also not require employing a baby sitter if she is attending an online class. These differences make online education system relatively cheaper. Students who are undertaking online education also have access to scholarships, grants , and loans just like their counterparts undertaking traditional education systems. Convenience The flexibility that goes with online university courses makes them more convenient than traditional university programs. Since physical presence is not compulsory you can choose your own time to study your notes or do your assignments. There is no restriction to access of your lecture notes. This module is preferred by those who are working and do not have the time to attend lectures. However, just like the traditional university module, there are deadlines for submission of assignments and without commitment you cannot succeed in this program. The student should exercise discipline and balance his professional and education time. In an online course, you can also choose the period you want to finish your course. This means that you can schedule in more courses so that you can complete your course earlier. In a traditional system, the courses and exams run at a scheduled time and it is h ard to take more courses (Best Online Universities, 2013). Communication In both systems communication between the learner and the instructor is vital. In the traditional education system, there is more face to face communication than online communication. Students meet with their instructors in class, they are taught and can ask questions and be answered. They also meet with fellow students: discuss class work, share views, and ideas and can have group work. In the other system, communication bet

Explain the advantages and disadvantages for collecting abandoned DNA Essay

Explain the advantages and disadvantages for collecting abandoned DNA to law students - Essay Example Whenever these DNA materials are in such a state, it is referred to as abandoned DNA from a legal perspective. On the other hand, the legal Scholars suggest that, the free for all standing of the abandoned DNA poses an instantaneous threat to a person’s privacy. Nonetheless, abandoned DNA collection may be both advantageous and disadvantageous to law students (Schmalleger 312). The purpose of collecting the abandoned DNA determines whether it will be beneficial or not to the law student involved. Collecting DNA for a suspect secretly could be an unorthodox approach in solving any form of crime. However, prosecutors articulate that it crosses no legal boundary. From this reasoning, it’s not a crime to collect an abandoned DNA in a public place. Therefore, this advantage provides a platform for student lawyers to gather evidence especially if the suspect committed a criminal offense. For some States such as Florida and Washington, the act of collecting abandoned DNA has been under scrutiny especially after it raised questions (Healy 176). Important information that would facilitate the justice process can be obtained from a public place through skin flakes, saliva, or strands of hair. In the process of obtaining justice in the case of a crime case, DNA forms the basis of providing the bio-information that is an essential tool for identifying criminal offenders. However, compelling people to give their DNA to the police have raised lots of concerns. These concerns relate to informed approval, individual and family solitude, genetic information usage in the criminal justice scheme, and the preservation and DNA samples and profile use. Since DNA is unique to every person, things like blood, carpet fibers, blood, and hair can be examined even after decades. Individuals DNA is, therefore, an important tool used by law enforcers (Krimsky 109). In any criminal justice system, evidence is an important

Prison reform in Ghana Thesis Example | Topics and Well Written Essays - 250 words

Prison reform in Ghana - Thesis Example Prisons are housed in old colonial forts. New structures are being built, but not fast enough. Since most of the population is economically poor many end up committing a crime. The poor are at the mercy of the gang members. The prisons are filled with violence, drugs, and corruption. The Ghana Prison Service is in charge of overseeing the prisons. While changes are being made, they are woefully inadequate. The problem becomes that the Ghana people are patterning a prison system after the British. This would be fine if the Ghana government had the resources of the British government. Since the country is one of the poorest in the world, their prison system cannot achieve the same goals as one of the richest countries in the world. The Ghana Prison System needs to create a correctional program based on their resources, culture, and needs. While this seems unlikely I can only hope for a better prison system in the future. I wish that all humans can be treated fairly, even those in West Africa. Ghana deserves to have their culture preserved in every aspect of their life, including their prison