The History of Music free essay sample

The History of Western Music Music has been around since the dawn of time, ever since man first inhabited this planet we have learned to communicate in ways other then conventional speaking. Different Cultures all have there own specific way of communicating through music. Music Is basically broken Into two specific groups Eastern Music and Western Music. Eastern music is mainly derived from the orient and India. While, Western music first emerged from Europe. Western music has developed in many ways since the middle ages through its form, sound, and message. The Middle Ages In 500 A. D. Western civilization began to emerge from the period known as The Dark Ages, a time in which many Invading forces ruled Europe and brought an end to the Roman Empire. For the next hundred year, the newly emerging Christian Church would soon govern Europe, administering Justice, initiating the Crusades against the East, creating universities, and for the most part dictating the destiny of music, art and literature. We will write a custom essay sample on The History of Music or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Pope Gregory I Is believed to have collected the music known as Gregorian Chant, which was the approved music of the Church. Later, Notre Dame in Paris was accredited, with the creation of a new kind of music called organ.Which was created by much more melodic phrases then Gregorian Chant, organ was also the first type of music too utilize fourth and fifth Intervals, which would become one of the building blocks of modern musical theory. Music in the church had not changed much during this time as said by Charles Burner in A General History of Music Volume l, Music in the church, however, appears to have undergone no other change at this time than In being applied In some parts of the A type popular music began to erupt and was sung all over Europe by the troubadours and trousers of France.The troubadours and trousers played mainly lutes (a primitive guitar) and sung songs, which everyday people could appreciate and identify with. And It was during the middle Ages that western cultu re saw the arrival of the first great name In music, Gallinule De Macho. De Macho polyphonic style did not catch with many during the middle ages, but would later influence a flood of composers during the Renaissance. The Renaissance The Renaissance began in the year 1420 and ended in the year 1600. The Renaissance meaning rebirth was a time of great cultural awakening and a pinnacle time for the arts.Sacred music began for the first time to break free of the confines of the Church, and a number of composers trained in the Netherlands mastered polyphonic music. One of the early masters of this Flemish style was Joaquin des Perez. De Preps use of multiple melody lines gave way too the idea of orchestral music which has been a staple in the world of music for hundreds of years. These polyphonic traditions reached a zenith through the works of Giovanni dad Palestinian, who perfected this type of orchestral scoring. Secular music thrived during this period, and instrumental and dance music was performed at many social gatherings. 1 OFF ballad, the best known of which were composed by such masters as John Tolland, William Byrd, and Thomas Morley. The Baroque Age Named after the architectural style of the time, the Baroque period saw composers beginning to rebel against the styles that were prevalent during the Renaissance. Many monarchs employed composers at their courts, to compete with other countries. The greatest composer of the period, Johann Sebastian Bach, was an employed composer.Bach and other of the great composers of the time were able to break new musical ground, and in so doing succeeded in creating an entirely new style of music. During the early part of the seventeenth century the genre of opera was first created by a group of composers in Florence, Italy, the earliest of these operatic masterpieces were composed by Claudio Monteverdi. The instrumental concerto became a customary part of the Baroque era, and found its strongest advocate in the works of the Venetian composer Antonio Vivaldi. Harpsichord music achieved new heights, due to the intricate works of such asDomenici Scarlatti. Dances became formalized into instrumental suites and were composed by many composers of the era. Yet, vocal and choral music still reigned supreme during this age, and culminated in the operas of German-born composer George Frederic Handel. Who according too Alfred Einstein in A Short History of Music was the set up man for musical genius Ludwig Van Beethoven, Handels achievement is the preparation for what Beethoven afterwards did with the symphony; and it is on this eminence that these two masters, so utterly unlike, meet conquerors. (69) The Classical PeriodFrom 1750 to 1820,musicians moved away from the heavily ornamented styles of the Baroque age instead embraced a clean, and uncluttered style they reminiscent of Classical Gr eece. The new aristocracies were replacing monarchs and the church as patrons of music, and were demanding an impersonal, but tuneful and elegant music. Dances such as the minuet and the gavotte were fashioned in the forms of entertaining serenades and divertimento. At this time the Austrian capital of Vienna became the musical center of Europe, and works of the period are often referred to as being in the Viennese style.Composers from all over Europe came to train in and around Vienna, and gradually they developed and formalized the standard musical forms that are prevalent today. European musical culture for the next several decades would spawn from this small area of Austria. Johann Stamina contributed greatly to the growth of the orchestra and developed the idea of the symphony. The Classical period reached its pinnacle with the masterful symphonies, sonatas, and string quartets by three great composers of the Viennese school: Franz Joseph Haydn, Wolfgang Amadeus Mozart, and Ludwig van Beethoven.Franz Joseph Haydn was accredited with perfecting the sonata in Charles Burners A General History of Music II in which he states, While the first movement of the sonata developed its perfected form in Hayden hands During the same period, the first voice of the Romantic Era rhea Romantic Era Composers of the Romantic Era broke new musical ground by adding a emotional depth to the prevailing classical forms. Throughout the nineteenth-century artists of all kinds became intent in expressing their emotions. The romantic artists were the first in history to give a name to their respective generation.The earliest Romantic composers were all born within a short time span in the early years of the nineteenth century. These include the great German masters Felix Mendelssohn, Robert Schumann, FRRdrich Chopin, Hector Burlier, and the greatest pianist showman in history, the Hungarian composer Franz List. During the early nineteenth century, opera composers such as Carl Maria von Weber turned to German folk stories for the stories of their operas, later in the century; German opera was virtually monopolized by Richard Wagner.During the nineteenth century, composers from non-Germanic entries began looking for ways in which they might express the musical sound of their respective homelands. Many of these composers turned to local history and legends as plots for their operas, and popular folk melod ies and dance rhythms of their homelands as inspiration for their symphonies and instrumental music. The evolution of existing instruments, plus the invention of new ones, led to the expansion of the symphony orchestra.Taking advantage of these new sounds and new instrumental combinations, the late Romantic composers of the nineteenth- century created rich and large symphonies, ballets, and concertos. Two of these late romantic composers were Johannes Brahms and Peter Illicit Tchaikovsky. rhea Twentieth-Century At the start of the twentieth-century many artists were searching for exciting and different modes of expression. Composers such as Arnold Schoenberg explored unusual and unorthodox harmonies and tonal schemes.As said by Mark Preponderates in The Ambient Century, At first there may seem to be no connection between Schoenberg and Ambient and electronic music. Schoenberg was responsible for taking German Romanticism and reeking it in two. By abandoning eye signatures and eventually caused a revolution which echoed down through the twentieth century (00). Hungarian composer Bla Bart ¶k continued in the traditions of the romantic era and fused the music of Hungarian peasants with twentieth century forms. Avian-garden composers such as Edgar Averse explored the manipulation of rhythms rather than the usual melodic/harmonic schemes.The symphony, became somewhat modified by this time, and attracted such great composers as Gustavo Mailer and Dimmit Stochastic, while Igor Stravinsky gave his full attention to Avian-garden and instrumental colors throughout his career. Many imposers throughout the twentieth-century experimented in new ways with traditional instruments, however many of the twentieth-centurys greatest composers, such as Giaconda Puccini and pianist/composer Sergei Rachmaninoff, remained true to the traditional forms of music history. The twentieth Century also produced many new genres of popular music such a s, country, blues, Jazz, and rock and roll.

Assumptions in Quantitative Research Essays

Assumptions in Quantitative Research Essays Assumptions in Quantitative Research Paper Assumptions in Quantitative Research Paper Post-positivism allows researchers to examine realities through a variety of measurement tools; thus accessing realities which could elude measurement by direct observation (Giddings Grant, 2007; Schumacher Greener, 1992). Regardless of whether the researcher adopts a positivist or post-positivist philosophy, the description of the paradigms begin with assumptions about the researchers role and relationship to the setting, and by identifying the epistemological and validity assumptions underlying the choice of the role and relationship. The conviction that there is a reality existing outside of the researcher, hat this reality can be observed (ontology), and that knowledge of this reality can be measured objectively (epistemology) are foundational assumptions in quantitative research (Hathaway, 1995). Thus the objects of interest are measured by instruments (e. G. , telescope), the data is examined and analyzed to determine if logical patterns are present, and rational theories are constructed to explain and predict a variety of facts (Hathaway, 1995). Ontologically the researcher assumes that the external reality is comprised of facts that are law-like and provide structure or a theoretical framework to this reality. Physics provides an example of this approach. Methodological and Ontological  Assumptions Empirical-analytical inquiry is characterized by the researchers detached or objective view from the setting under study. This objectivity or detachment is, in part, due to the assumption that the object under study is separate from or independent of the researcher (Eisner, 1981; Smith, AAA; Smith, Bibb). In the empirical analytical view, researchers adhere to the mind-reality duality and the mind is seen as separate from reality (Hathaway, 1995). Another way of considering objectivity is that of being hurry neutral (Schumacher Greener, 1992). This is an extreme view and within the contemporary empirical analytical view, researchers would claim that most inquiry is theory laden (Smith, Bibb). However, with objectivity as the goal, the researcher strives to prevent biases throughout the research process and attempts to control the research design for validity, credibility, and reliability (Burns Grove, 1997). While it is impossible to achieve complete objectivity, cultivating an awareness of potential threats and taking measures to decrease threats whenever possible serves to strengthen the research project. It is important to underscore the intertwined nature of the assumption about objectivity and the assumption that a reality exists outside of the observer. The observer, or researcher, assumes that reality exists outside of the human experience (Carroty, 1998; Polite-OHara et al. , 1991). In other words, there are facts with an objective reality separate from the beliefs of the researcher therefore reality exists regardless of the researchers presence (Firestone, 1987). In a contemporary perspective, reality holds a mediated position between the objective and subjective worlds. Reality affects human beings and unman beings effect reality (Schumacher Greener, 1992). Thus unobservable realities exist and can be represented in theoretical concepts. This line of thinking extends teen assumption AT realty Deanna Tanat wanly can De crossover only Dye slung the senses. An example of an unobservable reality would be a belief that depression is a reality. Depression is not an object that we can observe. Rather we can observe phenomena such as actions, behaviors, and consequences that may be associated with depression. Given this phenomenon, theoretical Judgments are made about what constitutes a theoretical reality of depression. The theoretical construct enables the researcher to design a research project on the subject of depression. Linked to the assumption about reality is the assumption that reality consists of facts or truths that can be known (Hathaway, 1995) and these facts provide the researcher with a theoretical framework to help guide the inquiry (Firestone, 1987). The researcher aims to precisely and define categories based on these facts before the study begins and then determines the relationships between them (Firestone, 1987; Smith, Bibb). Hypotheses establishing a relationship between cause and effect are rived from these categories and only the data that is relevant to them are collected and tested. An extreme critique may be that reality is being actively structured by the researchers prosecuted categories and that this methodology is unduly controlled regarding what is relevant to the study. The assumption underlying this point is the deterministic or linear nature of hypothesis testing. Control is inherent in this method of inquiry which is another underlying assumption of quantitative research. Researchers using a more moderate approach within the post positivist paradigm recognize that research is a human endeavor. They derive their a priori categories from personal beliefs or experience, from theoretical formulation, or from their own or others interpretive research (Hathaway, 1995). Because reality is considered to be relatively stable and researchers are able to observe it, a further assumption is that of objective measurement (Polite-OHara et al. , 1991). The purpose of objective measurement is to gain an understanding about the reality of a phenomenon in an objective manner (Giddings Grant, 2007). Thus, in the act of documenting and measuring, the researcher, in the role of a detached onlooker, reserves objectivity (Hathaway, 1995). In other words, it is essential that the measurement tool(s) and process are objective to gain closer proximity to true knowledge of the phenomenon. Measurement is an important assumption in quantitative research and measurement tools, if properly designed and applied, can lead the researcher to greater understanding about the phenomenon. Measurement is the process of assigning numbers to the phenomenon using some type of rule (Burns Grove, 1997). Before assigning numbers there is an assumption that the measurement tool(s) will be accurate in measuring the phenomenon. For example, if a researcher wants to measure pain, a measurement tool such as a pain scale could be used. Alternatively, the researcher could choose to measure opinions about various pain treatments. In order to measure the opinions, the researcher would assign numbers to the most likely responses observed. In constructing the pain treatment opinion tool(s), it is essential that the measurement tool(s) have an appropriate correspondence to the reality of pain treatment opinions (Polite-OHara et al. , 1991). Thus to accurately measure a phenomenon, the measurement tool(s) must be based on a reality and be as objective as possible. The assumptions of reality, objectivity and measurement are interrelated and integral to the ontology and methodology AT quant I t tattle research. I nose assumptions are essential components in the design of quantitative research projects. An example is if the researcher seeks to understand philosophies of childhood, their assumptions about reality, objectivity, and measurement related to this philosophy are embedded in the designing the research project. There is an assumption that a reality about philosophies of childhood exist. Additionally, there are assumptions that philosophies of childhood can be measured and done so objectively. The researcher would consider how to objectively measure philosophies of childhood when developing the research design. If there were no existing tool(s) to measure the reality of philosophies of childhood, it would be necessary to develop a measurement tool(s) which could accurately measure the phenomenon. In developing the tool, the researcher would make objective theoretical Judgments about what variables (e. G. , psychological, biological, etc. ) would signify this phenomenon. In sum, assumptions that the reality (philosophies of childhood) exists, that such realities are measurable, and that the assortment and process of inquiry are as objective as possible are hallmarks in the quantitative approach to research. Epistemological Assumptions Knowledge within the empirical analytical paradigm has utility if it is generalized. The aim of inquiry is to generalize from the particular and apply a theoretical framework that can be applied universally (Hathaway, 1995). Therefore the aim of generalization is served by the development of universal knowledge. A broad example is research on the efficacy of pain medications. Control and experimental groups are observed to determine the effects of a specific drug. If there is justification to believe it alleviates pain the medication is made available for treating the population at large through a regulated process. Knowledge is also defined by what researchers call data and the selection of meaning. The researcher conducting empirical analytical inquiry makes decisions that will reveal what is generally applicable to all similar situations (Firestone, 1987; Smith, AAA; Smith, Bibb). Taking a critical stance, Habeas (1971) claimed that such inquiry implies a dissociation of knowledge from human interest (Habeas, 2005) and questions the it with individual contexts, values, and preferences. Caution must be taken when considering that the context of discovery may be quite different than the context of practice. Separating the universal from the particular is accomplished through several processes (e. G. , instrumentation and precision) and methodological assumptions (e. G. , measurement techniques) (Hathaway, 1995). The researcher, independent of specific situations under study, determines a set of hypothesized categories based on a priori knowledge and conducts a controlled inquiry to give meaning to phenomena that have significance at a generalized level. Data are considered factual or context-free when they have the same meaning across situations and settings (Hathaway, 1995). Conclusion The decisions researchers make concerning research methods have a direct impact on how they make meaning of their world. By adopting quantitative research, reality is structured and understood in a particular way. In some ways, the choice of quantitative approaches creates the reality we are attempting to discover. By making a choice to conduct quantitative inquiry, we choose our paradigm or assumptions auto teen world (Leaner, BIBB; Hathaway, 1 Assumptions Tanat a realty exalts operate from the researcher, that such realities are measurable, and that the measurement and process of inquiry are as objective as possible are hallmarks of quantitative research. References Lender, J. S. (1986). Educational research: A personal and social process.

The audit of not-for-profit organization-AuditingAssigment Essay

The audit of not-for-profit organization-AuditingAssigment - Essay Example 62). It involves high level of testing and application of audit procedures which results in high level of assurance, providing reasonable assurance on financial statements that financial statements are true and fair in all material aspects. However Assurance Engagement is expensive, so companies which are exempt from statuary audit may go for a Review Engagement. â€Å"The objective of a review engagement is to enable an auditor to state whether, on the basis of procedures which do not provide all the evidence that would required in an Assurance Engagement, anything has come to the auditor’s attention that causes the auditor to believe that the financial statements are not prepared, in all material respect, in accordance with an identified financial reporting framework† (Puttick, Van Esch, & Kana 2007 p. 73). As it is less expensive so it involves application of less detailed audit procedures than an Audit and provides moderate level of assurance which is expressed in t he form of negative assurance. The review engagement is hence, suitable for small NFPs to ensure the donators and volunteers of their fairness of operations and activities to achieve the goals of the organization. Non-Profit Organizations There are many forms of business organizations and non-profit organizations are one of the sorts which are increasingly gaining attention by authorities. Non-profit organizations include charities, local government bodies like councils and other government funded bodies like housing associations. Broadly speaking, NFP’s include bodies whose aim is to provide some educational, health or other social service with an intention to aid the society rather than generating wealth or profits of the organization (Wood & Powell, 1989). Charity is of the most common forms in not for profit organizations. The major differences between a company and a charity when it comes to auditing involve the presentation criterion which differs for both. Charities ar e normally tax exempt hence auditing changes for the charities. Auditing scope and method changes greatly as charities rely on cash donations and grants for the regular operations of the organization (Becker & Terrano 2007, pp. 1-5). However, larger NFPs and charities must have good internal control system to prove the controls reliable for the audit purposes reducing the overall work requirements for the audit engagement. Objectives of Non-profit Organizations Non profit organizations are either public sector organizations or other organizations whose primary purpose is to benefit the public rather than generating profits, which differentiate them to profit organizations whose main objective, is to maximize share holders’ wealth. Not just they differ from commercial organization; non-profit organizations differ from other non-profit organization for example: Local councils and public services organizations’ objective is to provide local services to a budget based on p ublic money which is likely to be based on value for money. While clubs, associations and unions’ objective would be of furtherance of the aims of club and to provide services to members which may include managing subscriptions paid and

MGT WK5 ASSIGNENT Essay Example | Topics and Well Written Essays - 1500 words

MGT WK5 ASSIGNENT - Essay Example He feels that nervousness, uncertainty, and surprises characterise new recruits. Good orientation will help in answering questions that employees may have, and offer the necessary bonding needed between the employees and the leaders of the company, (Cheng 39). An orientation programme may determine the length and quality of individuals’ professional stay in a company. Poor orientation leads to high turnover and increased industrial accidents. However, orientation is an on-going process where the person in question continues to build on the knowledge about the job and the company. Training on the other hand involves actual performance of the job, where an employee gets a chance to perform a task under supervision. Different methods used in training an employee depends on the company policies and the size of the company. Most supervisors vested with the role of training use on the job training. During training a supervisor should not only pinpoint the mistakes made by the employee but should also praise them for the little efforts they make. This way, employees on training will be motivated to do the job correctly. A training supervisor should be open-minded towards the trainees and should avoid any kind of misconceptions. OJT is a large retail company that has seven outlets in the city. The biggest problem is to train the sales clerks, who represent the company to the public. In addition, understanding of the computerised cash register, interaction with customers, and product knowledge are key areas that a supervisor must really work on. The table below shows a three-day orientation and training programme for sales clerks. On arrival to the company Monday morning, the sales clerks will be welcomed to the company by the human resource manager, who will have them sign their contracts. The human resource manager will go ahead and explain to the sales clerks their major role of carrying the company’s image

Business Law - Evaluation of Labor and Employment Law for a Company Essay

Business Law - Evaluation of Labor and Employment Law for a Company - Essay Example This proposal was put in use on 5th February, 1993 by President Bill Clinton in his first term of service and after six months, it was implemented. The Act requires employers to have an equal weight in family issues, work, obligations and protection to its workers (United States Department of Labor 5th February 1993). An estimation of 94.4 of 141.7 million workers in United States worked at Family and medical leave act work places with only 76.1 million employees allowed for the leave in year 2007. In year 2008, the proportion of small employers and large employers offering Family and Medical Act coverage was 79% and 82% respectively. Therefore, there was no statistical difference between the employers. For an employee to qualify for the Family and Medical Leave Act mandate, he or she must have worked for that the employer for more than twelve months and a minimum of 1250 hours within the period. The worker should also have worked for a business with not less than 50 employees and within the worksite, a radius of 75 miles. He or she could also be considered if he worked public agency. The family and medical leave act mandate unpaid leave to employees to care for a new child, whether born or adopted or even placement of a child in foster care. In our case, company x has more than 75 employees and Family and Medical Leave Act requires a minimum of 50 employees. The first situation, the employees are given 11 months leaved by the employer and after the period he asks for his return. This is what is mandated by the Family and Medical Leave Act. The Manager is decidedly right to return him to the previous job at the previous rate of pay because the worker has been an employee in the company for two years. He is also right to deny him the 11 months salary as per the Act. Older workers have problems in retaining their job due to rising productivity and affluence when

Presenting Language Through Texts English Language Essay

Presenting Language Through Texts English Language Essay Texts have been used in language classrooms for many years. There are many reasons for teachers using texts. Firstly, they use texts as a linguistic objects. Secondly, they use texts as vehicle for information. And for the last reason, they use texts as a springboard for production. So texts in language teaching have played the important role in language learning and teaching. The most effective texts in learning process are authentic materials. Leaning English through authentic materials will make the learners feel like the are in the a real language situations. The atmosphere of the classrooms are alive. Research studies on the use of authentic materials reveal that it can promote the students motivation, positive attitude, involvement and interest on the subject. There are several kinds of authentic materials which are audio, visual, printed materials and multimedia materials. The multimedia materials are involved audio, video and graphic presentations. All of these materials are applied for communicating specific dispatches in real situations. Authentic audio materials : 1. Music, news and other audio materials available on the internet 2. TV programming including movies, commercials, quiz shows, cartoons, news and weather 3. Radio including ads, music and sales pitches 4. Taped or eavesdropped conversations, such as one-sided phone conversations 5. Meetings, talks 6. Announcements in airports and stores 7. Professionally audio-taped short stories and novels Authentic visual materials : Images and graphs available on the internet photographs painting and drawings, childrens artwork wordless street signs pictures from magazines, postcards, wordless picture books stamps x-rays coins and currency clocks phones Halloween masks and other holiday decorations Authentic printed materials : web based printed materials available on the internet newspapers including articles, movies reviews and advertisements, astrology columns, sports reports, obituary columns, advice columns, classified ads reports, obituary columns, advice columns, classified ads lyrics to song restaurant menus street signs food product labels such as cereal boxes, candy wrappers tourist information brochures university catalogs telephone books maps magazines including TV guides, comic books, catalogs greeting cards, letters grocery coupons and flyer pins or t-shirt with messages bus schedules mail including bills , missing children flyers and junk mail flyers, posters, billboards school notices forms including leases, tax forms, applications, medical history forms Authentic multimedia materials : TV, Video programmes of various kinds podcasting on the internet we based programes involving multimedia use There are criteria for teachers to consider for choosing the authentic materials for classroom use. Firstly, the interest of the students, the teacher has to ensure that the chosen materials suit the age, interest and background of the students. Secondly, the purpose of language learning, teachers must consider the information in the chosen materials are of value to the learners. Thirdly, the cultural appropriateness, some materials are produced on the basis of the native speakers, the learners might not familiar with the culture of the contexts. Thus, the teachers should carefully select the appropriate second language contexts. Fourthly, the language level, the group of students are different levels like beginner, intermediate or advanced students .because the authentic materials are not made to fit the learning purposes so the teachers must choose the kind of comprehensible input which is slightly difficult in order to sustain their motivation. Lastly, the quality of the materials may be concerned. The chosen texts must have the quality of the text organization and the appropriate picture use. In the same time, the teachers must attentively check for errors and spelling mistakes of the texts. 614 Using authentic materials have great benefits or advantages, specially for the second language learners of English. A large number of evidences of research studies have revealed a wide range of advantages. Firstly, the learners will expose to a wide range of natural language. Next, the reality and the meaningful interactive are brought into classroom. Then, there is a connection between the classroom and the outside world. The teaching and assessment focus on the 4 skills which the facts of language are not included. Moreover, the important objective is not a memorization for the examination but for the communicative proposes. For the next reason, the authentic texts can help the teachers accessing the ready, available, attractive and inexpensive resources of the texts as well as bring the variety to the classroom activities. So, the students have opportunities to practice the skills learnt in the classroom in the outside world when they meet them in the real situations. 771 Using the authentic materials also have some problems. Some kinds of materials may include difficult language and unusual vocabulary items which are not being used in the daily life basis. These kinds of problems cause a burden to the teachers. So to solve the problems, the teachers should carefully pick the authentic materials by using the above mentioned criteria. For instance, the notices, bottled labels and reservation forms are used for the lower level learners. Whereas, the advanced levels need more complex materials. 854 Thornbury claimed that language always happens as text and not as isolated words and sentences Therefore, the basis of foreign language teaching is handling texts for both written and oral. There are three acronyms that have been used to describe texts TALO : Text as a linguistic object A TALO text is used for language work, specifically grammar or vocabulary. TALO texts : are written especially with a pedagogical purpose in mind could be authentic texts the teacher has chosen because they contain lots of examples of a particular feature of language, could be authentic texts adapted to contain or highlight certain features of language. TAVI : Text as a vehicle for information A TAVI text has a different focus. Information within the text is seen as more important than the language. Students should understand the overall meaning of a text instead of ( or at least before ) the finer points of detail, TAVI texts : can be chosen because they are motivating, these texts are mainly authentic and based on communicative approach. TASP : Text as a Stimulus for Production A TASP means using texts as a springboard for another task usually a reading or writing task. TASP approaches also fit well with communicative approach. TASP type activities could be : doing a role play on the text, discussing issues raised by the text, having a debate about the points of view presented in the texts, writing a similar text about something the students know about writing a response to the text ( Verster 2005 ): TALO, TAVI, TASP. From : www.vgtu.it Texts based activities presented in the course book Information Technology are marking the statements as true or false, filling in the gaps in the statements, linking each pair of actions ( donating cause and effect ) by a time clause, matching the terms in table A with the statements in table B, making a list of the key features of the facility ( device ) students are reading about, matching the reviews of the facilities to their titles, writing a brief evaluation of the phenomenon you have read about ( at least by listing its good and bad points ), trying to guess the meaning of the given abbreviations, trying to paraphrase the statements, linking each set of sentences to make one sentence ( corresponding to the descriptions given in the text ), completing the forms to record the main details of the problem described in the text, working in pairs, studying the diagram to explain how facility works, putting the described events in sequence, finding words or phrases in the table which mean what is given in the statements below. 1091 From my experience as a teacher, I have been teaching young learners, mostly in the Phatom 1-3 students. And I have used several kinds of authentic materials in my class. For example, I use English songs and nursery rhymes when I would like to present new language to my students for promoting the motivation and engagement in learning of my students. Then, I use many pictures to present the new vocabulary in order to promote a better understanding of the meanings of the words. Sometimes, I have them read their favorable books from the bookshelf, so they can choose what ever they like. The examples of my authentic materials are : Five Little Speckled Frogs Five 5 little speckled frogs, Sitting on a hollow log, Eating some most delicious bugs, Yum, Yum. One 1 frog jumped in the pool, Where it was nice and cool, Now there are four 4 speckled frogs, Glub, glub. Four 4 little speckled frogs, Sitting on a hollow log, Eating some most delicious bugs, Yum, Yum. One 1 frog jumped in the pool, Where it was nice and cool, Now there are three 3 speckled frogs, Glub, glub. Three 3 little speckled frogs, Sitting on a hollow log, Eating some most delicious bugs, Yum, Yum. One 1 frog jumped in the pool, Where it was nice and cool, Now there are two 2 speckled frogs, Glub, glub. Two 2 little speckled frogs, Sitting on a hollow log, Eating some most delicious bugs, Yum, Yum. One 1 frog jumped in the pool, Where it was nice and cool, Now there is one 1 speckled frog, Glub, glub. One 1 little speckled frog, Sitting on a hollow log, Eating some most delicious bugs, Yum, Yum. One 1 frog jumped in the pool, Where it was nice and cool, Now there are no 0 speckled frogs, Glub, glub. From www. enchantedlearning.com My students really enjoy it. So they like English language too. And I have another example : Hark, Hark, The Dogs Do Bark! Hark, hark, the dogs do bark! The beggars are coming to town! Some in rags and some in tags, And some in velvet gowns. From www. enchantedlearning.com One, Two, Three, Four, Five One 1, two 2, three 3, four 4, five 5, Once I caught a fish alive. Six 6, seven 7, eight 8, nine 9, ten 10, But I let it go again. Why did I let it go? Because it bit my finger so. Which finger did it bite? The little one upon the right. From www. enchantedlearning.com Aesops Fables : The Ant and the Grasshopper In a field one summers day a Grasshopper was hopping about, chirping and singing to its hearts content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest. Why not come and chat with me, said the Grasshopper, instead of toiling and moiling in that way? I am helping to lay up food for the winter, said the Ant, and recommend you to do the same. Why bother about winter? said the Grasshopper; we have got plenty of food at present. But the Ant went on its way and continued its toil. When the winter came the Grasshopper had no food and found itself dying of hunger, while it saw the ants distributing every day corn and grain from the stores they had collected in the summer. Then the Grasshopper knew: It is best to prepare for the days of necessity. The Ass and His Masters AN ASS, belonging to an herb-seller who gave him too little food and too much work made a petition to Jupiter to be released from his present service and provided with another master. Jupiter, after warning him that he would repent his request, caused him to be sold to a tile-maker. Shortly afterwards, finding that he had heavier loads to carry and harder work in the brick-field, he petitioned for another change of master. Jupiter, telling him that it would be the last time that he could grant his request, ordained that he be sold to a tanner. The Ass found that he had fallen into worse hands, and noting his masters occupation, said, groaning: It would have been better for me to have been either starved by the one, or to have been overworked by the other of my former masters, than to have been bought by my present owner, who will even after I am dead tan my hide, and make me useful to him. He that finds discontentment in one place is not likely to find happiness in another The Ass, the Fox, and the Lion THE ASS and the Fox, having entered into partnership together for their mutual protection, went out into the forest to hunt. They had not proceeded far when they met a Lion. The Fox, seeing imminent danger, approached the Lion and promised to contrive for him the capture of the Ass if the Lion would pledge his word not to harm the Fox. Then, upon assuring the Ass that he would not be injured, the Fox led him to a deep pit and arranged that he should fall into it. The Lion, seeing that the Ass was secured, immediately clutched the Fox, and attacked the Ass at his leisure. *Never trust your enemy

What Makes Me a True Filipino

WHAT MAKES ME A TRUE FILIPINO? ORIGIN: According to Sociology, Filipino is a hodgepodge, a mixture of primitive strains ( Negrito, Ita, Aeta); eastern strains (Indonesian, Chinese, Japanese) and western strains ( Spanish, English, American). primitive strains + eastern strains + western strains = A FILIPINO Therefore, we Filipinos are unified from different races. . I may say that I’m a Filipino. VALUES: Some says Filipinos are wonderful people. We are friendly, loving, caring, family oriented, loves adventures, talented, religious, etc. They are also hardworking. We are hospitable, that’s the no. 1 thing most common in our personality. We are also jolly people. . I may say that I’m a Filipino. PHYSICAL CHARACTERISTICS: Filipinos are known for flat, small or big nose; medium or tan skin (kayumanggi); black hair and who are small ones etc. I may say that I’m a Filipino because I have those. We are plenty of gorgeous Filipino men and women out there who have unique appearances†¦ But some are ashamed with their beauties. When you disrespect the traits of your ancestors, you are only insulting yourself. MANNERISM AND PERSONALITY TRAITS: Filipinos point with their lips. They eat with their hand and have it down as a technique. They nod their head upwards to greet someone. They put their foot up on their chair and rest their elbows on their knees while you eat. etc I may say that I’m a Filipino. VOCABULARY: Filipinos say ‘Aray' instead of ‘ouch’. They make acronyms for phrases: ‘OA' = overacting, ‘DOM' = dirty old man, and ‘TNT' for†¦ You know. They also pronounce the ff. words: ‘Hippopo-TA-mus', ‘com-FOR-table', ‘Bro-CO-li', and ‘Montgo-marry Ward'. Filipinos say ‘Ay' or â€Å"Uy† instead of ‘oops' etc. I may say that I’m a Filipino. CLOTHING AND APPEARANCE: Filipinos – There's Angelique eyeliner and Johnson's Baby Powder compacts lurking in your makeup drawer. They check labels on clothes to see where it's made. Their ponytail ribbon covers half your head. I may say that I’m a Filipino. These are some ways to know you are Filipino. It is very interesting. It is quite funny but we must admit that we are one of them. And regardless of all this, WE are FILIPINO for life.

English Conjunctions

Conjunctions A conjunction is a word which joins two sentences to complete their meaning. There are two kinds of conjunctions: 1. Co-ordinating Conjunctions: When the conjunction is used to join two statements of equal importance, the conjunction is said to be a co-ordinating conjunction. Examples : and, but, or, not, for, either, neither 2. Subordinating Conjunctions: When the conjunction joins two statements, one of which depends on the other for its full meaning, the conjunction is said to be a subordinating conjunction.Examples : before, after, since, because, if, though, which, who A conjunction is a joiner, a word that connects (conjoins) parts of a sentence. There seem to be three basic types of conjunctions. They are:  coordinating conjunctions  used to connect two independent clauses,  subordinating conjunctions  used to establish the relationship between the dependent clause and the rest of the sentence, and  correlative conjunctions  which always travel in pair s, joining various sentence elements that should be treated as grammatically equal. COORDINATING CONJUNCTIONSCoordinating conjunctions may join single words, or they may join groups of words, but they must always join similar elements: e. g. subject+subject, verb phrase+verb phrase, sentence+sentence. The seven coordinating conjunctions in English are: FOR – is to introduce the reason for the preceding clause AND – joins two similar ideas together NOR – The conjunction nor is not extinct, but it is not used nearly as often as the other conjunctions. Its most common use is as the little brother in the correlative pair, neither-nor BUT – joins two contrasting ideas togetherOR – joins two alternative ideas YET – is very similar to ‘but' as it also joins two contrasting ideas together SO – shows that the second idea is the result of the first An easy way to remember these six conjunctions is to think of the word FANBOYS. Each of the letters in this somewhat unlikely word is the first letter of one of the coordinating conjunctions. Among the coordinating conjunctions, the most common, of course, are AND, BUT and OR. SUBORDINATING CONJUNCTIONS A subordinating conjunction is a word which joins together a dependent clause and an independent clause.There are numerous subordinating conjunctions. The more commonly used ones are listed below. For a more comprehensive list see  http://webster. commnet. edu/grammar/conjunctions. htm#nor BECAUSE, AS, SINCE – are used to introduce the cause in a cause effect relationship between two ideas SO – introduces an effect in a cause effect relationship between two ideas ALTHOUGH, (even) THOUGH, WHEREAS, WHILE – are used to express contrast between ideas AFTER – is used to show timeAlthough documentation of the developmental order of the remaining subordinate conjunctions is missing, the best guess scenario would be: BECAUSE and SINCE, as they also in troduce the cause in a cause-effect relationship SO would likely seem to follow as it introduces the effect in a cause-effect relationship ALTHOUGH, (even) THOUGH, WHEREAS, WHILE may follow next as they express the contrast between ideas AFTER which expresses time concepts COrrelative CONJUNCTIONS Some conjunctions combine with other words to form what are called correlative conjunctions.They always travel in pairs, joining various sentence elements that should be treated as grammatically equal. Here is a brief list of common correlative conjunctions. both . . . andnot only . . . but alsonot . . . buteither . . . orneither . . . norwhether . . . oras . . . as| Types of Conjunctions A conjunction is a word that links words, phrases, or clauses. There are three types of conjunctions:  coordinating conjunctions, correlative conjunctions, and  subordinating conjunctions.Coordinating Conjunctions  may join single words, or they may join groups of words, but they must always join si milar elements such as subject+subject, verb phrase+verb phrase, or sentence+sentence. When a coordinating conjunction is used to join elements, the element becomes a compound element. Examples:  and, but, or, yet, for, nor, so Correlative Conjunctions  also connect sentence elements of the same kind, however, unlike coordinating conjunctions, correlative conjunctions are always used in pairs. Examples: both – and not only – but also not – but ither – or neither – nor whether – or as – as Subordinating Conjunctions: These are the largest class of conjunctions. They connect subordinate clauses to a main clause. They are adverbs used as conjunctions. Examples: Time: after, before, since, when, while, until Reason: because, since, so that, why Place: where, wherever Condition: if, unless, until, in case Manner: as if, as though, how When we write, we use conjunctions to â€Å"connect words, phrases, and clauses, showing the relation ship between and among them,†Ã‚   as Scharton   and Neuleib describe (2001, p. 96). There are four types of conjunctions that writers can use. Let's review each type as a way to reflect on the different kinds of relationships that conjunctions can be used to reveal. Coordinating Conjunctions Coordinating conjunctions should used  when the elements have an equal relationship. Examples of coordinating conjunctions include  for, and, nor, but, or, yet,  and  so. Ex. Hall does not deny that the early colonists were overwhelmingly Christian,  but  he does recognize that not everyone practiced his or her eligion with the same zeal and fervor that is generally assumed in Puritan communities. Note that with this type of conjunction, you are connecting two sentences (making a compound sentence). In order to prevent this compound sentence from being a run-on sentence, a comma must precede the coordinating conjunction. Correlative Conjunctions Correlative conjunctions are u sed in pairs and also connect equal elements. Examples of correlative conjunctions include  either†¦or, whether†¦or, not only†¦but also, both†¦and,  andneither†¦nor. Ex.It is another interesting phenomenon of history that any conflict within post-World War II Germany,  whether  between the two Germanys  or  between two sets of Germans, often resulted in one side’s claiming that the other used had fascist tactics. Subordinating Conjunctions Subordinating conjunctions  are used to show the relationship of the subordinate clause (a group of related words that contains a subject and predicate but cannot stand alone) to the rest of the sentence. Examples of subordinating conjunctions include  while, after, until, when, where, before, if, that, unless, because, although, though,  and  whether.Ex. Sherry walked to school this morning because her car battery was dead. Conjunctive Adverbs While they are not true conjunctions, conjunctive ad verbs often function as conjunctions. They don't show relationships  within  a sentence, but rather show the relationship between two independent clauses (a complete sentence, or a group of related words that contain a subject, a predicate, and can stand alone). Examples of conjunctive adverbs include  also, consequently, furthermore, however, indeed, instead, meanwhile, moreover, nonetheless, similarly, therefore, thus, besides, next, specifically,  and  subsequently.Ex. A first glance at his bibliography gives the appearance that the work may rely somewhat heavily on secondary source material;  however, a number of primary sources are also used, and it should be noted that the publication dates of the secondary source material range throughout the span of the study. Note that two complete sentences are connected. Therefore, a semicolon is needed. The semicolon shows that the two sentences are closely related and that the writer wants the two sentences to stay linked in the writer’s mind, while showing where one sentence ends and the next one begins.Notice also that a comma follows the conjunctive adverb. Test Your Knowledge| | Check your understanding by correcting the following sentences. Hint: Use the structure of the sentence as a guide to the relationship. Choose a conjunction or conjunctive adverb accordingly. 1. ___________ most of the work is a quantitative study proving the educational lag of Mexican American children, Carter’s work also pays significant attention to educational history. 2.Changes in party emphasis allowed for increasing segments of workers to join; however, dissent with Stalin’s policies was less tolerated; ___________ , many of these policies, particularly those of Stalin, were ambiguous due to the secretiveness and suspicion within the inner ranks. 3. At this time the existence of the relationship between science and religion produced a group of thinkers called Deists who believed that no knowledge could be held of a creator except his existence as necessary for natural law, _________ as in any group of theological thinkers, there were differences in perspectives on what this meant. . One provision allowed for the sale of public lands belonging to the perpetual school fund, the proceeds of which would _________ go directly to the public school fund ________ be distributed among the counties. Answers: 1. While  most of the work is a quantitative study proving the educational lag of Mexican American children, Carter’s work also pays significant attention to educational history. The first part of this sentence is subordinate to the second part. Therefore, a subordinating conjunction would be used.Others that could work in this context would be  though  and  although. 2. Changes in party emphasis allowed for increasing segments of workers to join; however, dissent with Stalin’s policies was less tolerated;  furthermore, many of these policies, particularly those of Stalin, were ambiguous due to the secretiveness and suspicion within the inner ranks. Here the second sentence serves as an addition to another sentence, so a conjunctive adverb is needed. Because it is an addition,  further  and  furthermore  are the best options. . At this time the existence of the relationship between science and religion produced a group of thinkers called Deists who believed that no knowledge could be held of a creator except his existence as necessary for natural law,  but  like any group of theological thinkers, there were differences in perspectives on what this meant. This sentence calls for a coordinating conjunction. Either of these sentences could work independent of each other. The word  but  works best here because it shows contrast. 4.One provision allowed for the sale of public lands belonging to the perpetual school fund, the proceeds of which would  either  go directly to the public school fund  or  be distributed among the counties. Here the two blanks should have been the clue that a correlative conjunctions was required. They are the only ones used in pairs. | | What are conjunctions? Sure, they're joining words, but they're much more than that. Conjunctions are the words that decide the importance of the various other words in the sentence. Coordinating conjunctions, subordinating conjunctions, and correlative conjunctions each have their own purpose. * DefinitionConjunctions are words that link other words, phrases, or clauses. There are three types of conjunctions: coordinating conjunctions, subordinating conjunctions, and correlative conjunctions. * Coordinating Conjunctions Coordinating conjunctions connect two words or groups of words with similar values. In other words, coordinating conjunctions may connect two words, two phrases, two independent clauses, or two dependent clauses. For example, in each of the following sentences, the coordinating conjunction â€Å"and† connect s equal words or groups of words: Connects two words:  John and Reggie stayed up all night practicing their guitars.Connects two phrases:  The squirrel scurried up the tree trunk and onto a low branch. Connects two clauses:  Several managers sat with their backs to us, and I could almost hear them snickering at us lowly workers. Connect with Classrooms www. ePals. com/Join Easily Connect with classrooms all over the world, Join ePals today! Ads by Google There are only seven coordinating conjunctions in the English language, and they are often remembered by using the acronym â€Å"FANBOYS†: for, and, nor, but, or, yet, and so. * Subordinating Conjunctions Subordinating conjunctions connect two groups of words by making one into a subordinating clause.The subordinating clause acts as one huge adverb, answering the questions â€Å"when† or â€Å"why† about the main clause, or imposing conditions or opposition on it. Here are some examples of subordinating co njunctions changing a clause into adverbial subordinating clauses in different ways: * I can go shopping after I finish studying for my exam. (when) * Because the night was young, Gertrude decided to take a walk. (why) * I’ll give you a dime if you give me a dollar. (condition) * Although he never figured out why, Hanna winked on her way out the door. (opposition) Note: The subordinating conjunction does not lways come between the two clauses it connects. Often, it comes at the beginning of the first clause. * Correlative Conjunctions Correlative conjunctions are always used in pairs. They are similar to coordinating conjunctions because they join sentence elements that are similar in importance. The following are some examples of coordinating conjunctions: Both, and:  Both Rodney and Xing made the varsity team this year. Neither, nor:  Neither Rodney nor Xing made the varsity team this year. Not only, but also:  Not only did Rodney make the varsity team, but he also be come one of the strongest players.Remember these three types of conjunctions – coordinate conjunctions, subordinate conjunctions, and correlative conjunctions – and you've got one part of speech down pat. A  conjunction  connects two or more  sentences,  clauses, or parts of clauses. Some of the most common conjunctions in English are  and,because,  but,  for,  nor,  so,  until,  when, and  yet. The two main types of conjunctions are coordinating conjunctions and subordinating conjunctions. There are also correlative conjunctions, copulative conjunctions, adversative conjunctions, disjunctive conjunctions, and final conjunctions. ————————————————-Coordinating conjunctions A  coordinating conjunction  is a  conjunction  that links two words,  phrases,  clauses, or  sentences  that are grammatically equivalent. The six wo rds most commonly used as coordinating conjunctions can be remembered with the mnemonic device FANBOYS—for,  and,  nor,  but,  or,  yet,  so. Let’s look at a few examples: We have a porcupine  and  a kangaroo. [And  links two listed elements that are grammatically equivalent. ] You see  yet  do not hear. [Yet  links two grammatically equivalent actions (see  anddo not hear) performed by  you. ] We bathed the dog,  but  we couldn’t get him clean. But  links two independent clauses. ] Coordinating correlative conjunctions Some correlative conjunctions (see below for full definition) can function as joint coordinating conjunctions. For example,  neither  and  nor  in this sentence introduce grammatically equal elements, so they work together as coordinating conjunctions: Neither Joe nor John has any idea what he’s talking about. Coordinating conjunctions and commas For coordinating conjunctions,  comma  use depen ds on the nature of the linked elements. If a coordinating conjunction joins two  independent clauses, it usually should be preceded by a comma (e. g. We bathed the dog, but we couldn’t get him clean). If a coordinating conjunction links two listed elements, it doesn’t need a comma (e. g. ,  We have a porcupine  and  a kangaroo). ————————————————- Subordinating conjunctions A  subordinating conjunction  is a  conjunction  that links a  dependent clause  (also known as a subordinate clause) to an  independent clause—for example: The city recommends everyone stay inside because the winds could be dangerous. In this  sentence,  because  links a dependent clause (because the winds could be dangerous) to the main clause (The city recommends everyone stay inside).We know this  is subordinating because  because the winds could be dangerous  could not normally stand alone as a sentence. Here are some of the most common subordinating conjunctions: after albeit although as because before except if once since| that though unless until when whenever where whether while| Some phrases also function as subordinating conjunctions. Here are some of the most common ones: as if as far as as long as as well as even if even though| that inasmuch as in order to in order that so that such that| ————————————————- Other types Adversative conjunctionsAdversative conjunctions  (sometimes known as contrasting conjunctions) are  coordinating conjunctions  used to express comparisons or contrasts. The element introduced by the adversative conjunction usually qualifies or expresses a caveat with regard to the main  clause  of the  sentence. The most common adversative clauses are  but  and  yet, but   still,  however,  albeit,  although, and others are also sometimes adversative. Let’s look at a few examples of adversative conjunctions: He’s a shy  but  loving little boy. [Naples News] Here, the  phrase  but loving  creates a contrast to what is expected from the  adjective  shy.It is a living part of my spiritual life,  yet  I don’t know if one would call me a religious artist. [Houston Chronicle] In this sentence, the  independent clause  introduced by  yet  adds information to qualify what was expressed in the main clause. This technology,  although  not a foolproof way to monitor abusers, might give victims advance warning that danger is approaching. [Hartford Courant] And in this sentence, the  conjunction  although  introduces information in contrast to the main clause. Correlative conjunctions Correlative conjunctions  are two or more  conjunctions  used to link structurally identical parts of a  se ntence.Here are the most common pairs of correlative conjunctions: either–or| both–and| neither–nor| not only–but also| if–then| whether–or| Elements linked by correlative conjunctions must have parallel grammatical construction. For example, this is technically incorrect (the conjunctions are underlined): You’re  either  going to love his work  or  hate it. [Thousand Oaks Acorn] For such a construction to be correct, what follows  either  and what follows  or  must be syntactically equivalent. A diagram of this example sentence would look like, [Subject]  either  [auxiliary verb phrase] [verb] [object]  or  [verb] [object]. †?The segment following  either  has an element (the auxiliary verb phrase  going to) that the segment following  or  doesn’t have, so the two segments are not parallel. There are two possibilities for correcting this sentence: You’re going to  either  love his work  or  hate it. Either  you’re going to love his work,  or  you’re going to hate it. With sentences this short, correlative conjunctions are usually easy to use correctly. But using more complicated constructions involving correlatives such as  not only–but also  and  if  Ã¢â‚¬â€œthencan be tricker. Here’s another technically flawed use of correlative conjunctions: TTL Inc. s a socially responsible company that is  not only  known for innovations in engineering  but also  for its widespread support of education. [UA News] Here, the verb  known  should precede  not only, as the phrase following  but also  has no parallel verb. From the same article, here’s an example of correct correlative conjunction use: TTL’s passion for advanced education is seen  not only  in the hours dedicated to volunteering and guest lecturing,  but also  through endowed scholarships for prospective engineers at The University of Alabama. Commas and correlative conjunctions . Use no  comma  when the parallel segments are in the same  clause—for example: It was either really stupid or really brave. Our diversity is not only a challenge but also a gift. b. Use a comma when the two parallel phrases are in separate clauses—for example: If there’s a truly monumental disaster, then appoint the two last presidents to lend a hand. [WSJ] c. But even when two correlative conjunctions are in the same clause, it’s often acceptable to insert a comma before the second conjunction either to create a natural-sounding pause, or to prevent confusion.Copulative conjunctions Copulative conjunctions  (also known as additive conjunctions) are  coordinating conjunctions  used to denote addition. The  conjunction  indicates that the second word,  phrase,  clause, or  sentence  contains an additional fact that is related to the earlier word, phrase, clause, or senten ce. Some of the most common copulative conjunctions are  and,  also,  as well as,  moreover,  no less,  and  plus. Some copulative conjunctions may be used to start sentences—for example: My kangaroo can sing. And  she’s not too bad. Moreover, she won a Grammy last year.Plus, she’s a pretty good dancer. In the last two sentences,  moreover  and  plus  come close to becoming  adverbs  modifying the main  verbs  of their sentences (won  and the contracted  is). Such adverbial copulative conjunctions should be set off by  commas. And  does not need to be set apart. And  is the only copulative conjunction that can be used to introduce a second  independent clause  within a sentence—for example: We ate lunch, and we took a nap. Using any other copulative conjunction in place of  and  would turn this into a  run-on sentence. Disjunctive conjunctionsDisjunctive conjunctions  are  conjunctions  used to sep arate two or more mutually exclusive options presented in a  sentence. When a disjunctive conjunction is used, it usually indicates either that only one of the elements joined by the conjunctions is true, or that none of the elements are true. The conjunctions most commonly used disjunctively are  but,  either,  else,  neither, nor,  or, other, and  otherwise. Some disjunctive conjunctions are  coordinating conjunctions—for example, the  either  and the  or  in this  sentence: Poetry is usually either cheap or free.Here,  either  and  or  indicate that poetry is usually one or the other (cheap or free) but not both. Disjunctive pronouns separate these options. Other disjunctive conjunctions don’t need to be coordinated. For example, the  or  in this sentence functions on its own: I might use papier-ma? che, or I might use some kind of wood. The  or  separates two options, only one of which can be true. And in this sentence, the   neither  and the  nor  are used to indicate that neither option is true: Neither he nor his lawyer could be reached for comment. Final conjunctionsFinal conjunctions  (also known as illative conjunctions) are  coordinating conjunctions  used to introduce  clauses  or  phrases  that draw inferences or conclusions from earlier ones. Some of the most common final conjunctions (some of which are phrases) are  as a consequence,  consequently,  for,  hence,  so,  so that,  so then,  thus, and  therefore. Some final conjunctions introduce phrases within  sentences. For example, this sentence has two: In turn, this causes other asset prices to fall in those nations,  thus  worsening their banking systems, and  hence  leading to credit contraction and capital flight. NY Times] The phrase introduced by  hence  draws an inference from the phrase introduced by  thus, which in turn draws an inference from the main clause. Some final conju nctions introduce clauses within sentences—for example: Equalize the tax laws  so that  employer-provided health insurance and individually owned health insurance have the same tax benefits. [Wall Street Journal] Here, the clause introduced by  so that  infers what will occur should the action proposed in the  imperative-mood  main clause come to pass.A final conjunction may also be used to start a sentence that draws a conclusion from the preceding sentence—for example: Good writing is always about clarity and insight, precision and accuracy. Therefore, this confusing name calls into question the very quality of the writing instruction that will be given in the new department. [Inside Higher Ed] The second sentence, introduced by the final conjunction  therefore, draws a conclusion from the first sentence. And here’s one more example: Our current system provides individuals with little market power in the urchase of health insurance. As a result,à ‚  they typically pay exorbitant premiums. [The New Republic] Here, the sentence beginning with  as a result  shows what the conditions described in the first sentence lead to. OUTLINE 1. Introduction (neu d? nh nghia, vai tro c? a conjunction trong cau, trong l? i noi hang ngay. Cho vi d? ) 2. Types of conjunction 3. 1. Coordinating conjunction a. Definition b. List of coordinating conjunction c. Exercise 3. 2. Subordinating conjunction a. Definition b. List of subordinating conjunction . Exercise 3. 3. Correlative conjunction a. Definition b. List of correlative conjunction c. Exercise Note: * ph? n Definiton neu d? nh nghia, function c? a cac lo? i conjunction nay trong cau * Ph? n List of†¦ neu cac lo? i conjunction, cho vi d? , phan tich vi d? , trinh bay v? luu y khi s? d? ng d? u ph? y trong cau khi dung lo? i conjunction nay) * Ph? n exercise neu it nh? t la 10 cau, phan tich vi sao lai dung conjunction do, phan tich function c? a conjunction trong cau) 3. Conclusio n (

History of Hate Crime Essays

History of Hate Crime Essays History of Hate Crime Essay History of Hate Crime Essay his father Louis Till and the date Emmett Till was born. In the sasss this case was seen as disgusting and the white officials pledged to have all men involved punished. His mother Miami Bradley would bring it to the nations attention how bad her son was beaten and wanted every to see how bad this really was. Have you ever sent a loved son on vacation and had him returned to you in a pine box, so horribly battered and water-logged that someone needs to tell you this sickening sight is your son. She would later get an open casket for her son, and many people wanted the state of Mississippi to file charges against the two men involved. We cannot afford the luxury of self-pity. Our top priority now is to get on with the building process. My personal peace has come through helping boys and girls reach beyond the ordinary and strive for the extraordinary (Novice). We must teach our children to weather the hurricanes of life, pick up the pieces, and rebuild. We must impress upon our children that even when troubles rise to seven-point- one on lifes Richter scale, they must be anchored so deeply that, though they sway, they will not topple-Miami Bradley (Emmett Tills Mother) When the case was brought to court they asked for witnesses to stand up against the white men involved. Some of the best defense lawyers were involved in this case. Emmett Tills uncle stood up in trail against the men saying they had kidnapped Till sometime late in the night. Even with a case this horrifying racial segregation stood stronger than ever (Novice). The Jury was made up of all white members. One of the most famous sayings from this case was the closing statement from Defense Attorney John C. Whiten inform fathers will turn over in their graves if [Mila and Bryant are found guilty] and Im sure that every last Anglo-Saxon one of you has the courage to free these men in the face of hat [outside] pressure. With that in mind the Jurors took a recess to discuss the outcome of the case and the men were found not guilty. The Jury foreman would later say that the prosecutors could not identify the body of the young boy so odometer teen couldnt prove It was actually Emmett Nonviolence Is a powerful Ana just weapon. It is a weapon unique in history, which cuts without wounding and ennobles the man who wields it. It is a sword that heals. -Martin Luther King A year later Mila and Bryant would admit to the murder of Emmett Till since the law of double Jeopardy they couldnt be tried again. In 2004 they dug the grave site up and didnt an autopsy on the young boy and would later prove that he was actually Emmett Till. The two men who actually committed would actually succumb to cancer (Multiform). Roy Bryant lived in fear for the rest of his life that he would have to serve time but ended up dying before he had too. Its a sad day in history to know that no one served time for this senseless crime. The African-American community was so angered and this triggered the means for the civil rights movement which had already been taking place. The last hate crime I have brought to attention was the ruder of Matthew Sheppard. On the night of October 6, 1998, Matthew Sheppard went to a bar for a few drinks. At this bar he met two men Aaron McKinney and Russell Henderson both 21 at the time. The two young men intended to rob Sheppard but instead brought him to a location Just outside Laramie, Wyoming. They tied Sheppard to a fence posted and pistol whipped him so bad he was put in a coma. He was found about 18 hours later, and was spotted by a cyclist that was riding around the area. He went sent to the hospital but was not able to survive the incident. Sheppard ended up dying about 6 days later. The two men involved McKinney and Henderson were put under arrest after police discovered they had Sheppard wallet and shoes in their truck. They case made national news not only because of the horrifying murder that was committed but Sheppard was a homosexual. They noticed this when Sheppard had arrived at the bar earlier. Mckinney and Henderson would act liked they were into the man and would lure him into riding back home with them. That is exactly what they did, but instead of dropping him off they brought him to a remote area and beat him with the butt of the pistol. The two men were taking to trial. Henderson agreed to cooperate with the authorities and agreed to testify against McKinney. Henderson wouldnt end up getting the death penalty but would get 2 life sentences without parole. Mckinney would have received the death penalty but his lawyers worked it out and he is serving two life sentences without the possibility of parole. The arc of American history almost inevitably moves toward freedom. Whether its Lincoln and the Emancipation Proclamation, the expansion of womens rights or, now, gay rights, I think there is an almost-inevitable march toward greater civil liberties. -James McGreevy Henderson and McKinney were not charged with a hate crime because there was no statue in Wyoming that woul d fall under sexual orientation as a hate crime. This brought rage to country where we wanted people to be equal and stop the over hate (Multiform). Wyoming would later raise a new law trying to pass the hate crime of someone of a different sexually orientation. In Wyoming that would later fail when it came to house. Well later that year the federal government took into their hands to pass a new bi-law adding to the hate crime law. This would include: (1) the rime was committed because of the actual or perceived race, color, religion, national origin of any person or (2) the crime was committed because of the actual or perceived religion, national origin, gender, sexual orientation, gender identity, or TTY AT any person Ana ten crime affected Interstate or Torrent commerce or occurred within federal special maritime and territorial Jurisdiction. As you read this law they added the gender, sexual orientation, gender identity, or disability of any person. This new law would be called the Matthew Sheppard and James Byrd Jar, Hate Crimes Prevention Act. James Byrd was brutally murdered in a hate crime that took place in 1998 where he was dragged behind the truck of three men. It was a horrific hate crime that took place all because they didnt li ke his skin color. L think that theres no doubt that as I see friends, families, children of gay couples who are thriving, you know, that has an impact on how I think about these issues. -Barack Obama All through the evolution of life there has been some hate crime that has took place. Through the years laws have toughened and in 2009 the law even expanded further. Although hate crimes Just got really put into the prospective in the sasss we eave been moving forward since then. Hate crime statistic have Just recently started being recorded (Bias). The reason behind this paper was to show you the progression of hate crimes. People need to be aware of hate crimes that still take place; they are just rarely reported on a national level. There is no reason for the world to still have ignorance toward another race of someone. Californians Section 190. 2, was passed in 1978 and provided for penalty enhancement in cases where murder was motivated by prejudice against four protected status categories: race, religion, color, and national origin. As stated before the new (1) the crime was committed because of the actual or perceived race, color, religion, national origin of any person or (2) the crime was committed because of the actual or perceived religion, national origin, gender, sexual orientation, gender identity, or disability of any person and the crime affected interstate or foreign commerce or occurred within federal special maritime and territorial Jurisdiction. Most of all, were working to increase awareness of these crimes by establishing liaisons with civic and religious leaders and credible community organizations.

vector lab essays

vector lab essays The apparatus used in this lab is a circular table with degree marks around the edge. There are three pulleys attached to the table. Weight hangers are attached to a central ring with string and run over the pulleys. The central ring is centered around a central pin. 100cos30= 86.6=x-component 100+86.6=186.6=x 100sin30=50=y-component 173.21+50=223.21=y 200sin60=173.21=y-component =50.10+180=230.10 150cos45=106.07=x-component 106.07+-173.205=-67.135 150sin45=106.07=y-component 106.07+-100=6.07 200cos210=-173.205=x-component C=67.4085 200sin210=-100=y-component =-5.16245 100cos20=93.9643=x-component 93.9643+-76.6044=17.3599 100sin20=34.202=y-component 34.202+64.2788=98.4808 100cos140=-76.6044=x-component C=99.999 100sin140=64.2788=y-component =80.003+180=260.003 With this lab we were able to estimate the magnitude and direction of the resultant vector. We then used vector addition to find the magnitude and direction and compared the findings. Our estimates and calculations were very close. The experiment helped us to better understand vectors and their properties. We used trigonometric equations to find the x and y components of the given vectors. y-component=magnitudesin x-component=magnitudecos We then used vector addition to find the x and y components of the resultant vector. With the x and y components we used the equation magnitude ²=(x-component) ²+(y-component) ² to find the magnitude of the vector and the equation ...

Negotiating employees welfares in a work place Research Paper

Negotiating employees welfares in a work place - Research Paper Example This project topic is focused on Negotiating on behalf of employees of an organization with its Executive Management on the employees’ welfares and conditions of services in the organization. This negotiation is based on a win/win situation where both the management and employees are pursuing a mutual interest of moving the organization to a greater height. Other interest groups in this negotiation are Company Board of Directors, Labor Union, Company employees, Customers and Vendors to the Company. Negotiation is the basic art of bargaining pursuing a mutual beneficial interest among interest groups such as Company Board of Directors, Labor Union, Company employees, Customers and Vendors to the Company. On daily basis everyone negotiates one thing or another. On a private level, individuals bargain with friends, car sellers, landlords, family and managers, among others interest groups. Negotiation formulates a vital segment of the competitive nature of the contemporary life of our social and economic dynamic. Negotiation makes a dynamic process among codependent and self-interested groups with different upbringings, which targets to influence a decision that contents preferences and limitations of the available groups (Defense, 2015). This paper discusses on the real-world, holistic overview of the skills strategies that can be employed and applied to successful negotiations on behalf of employees of an organization, with its Executive Management on the employees’ welfa res and conditions of services in the organization. Negotiations on behalf of employees of a particular organization are core attributes to organization success. There are no organizations that can survive without profitable conventions. Within an organization, negotiation skills can steer to career promotion among the officials involved. There are many stages and strategies of negotiation such as planning, negotiating, creating a contract and performing the contract. Each

Future Trends of Health Care Finance Essay Example | Topics and Well Written Essays - 1000 words

Future Trends of Health Care Finance - Essay Example There is an imbalance of the number of people who demand health care, the price they pay and are willing to pay for it in the future, and the number of health care providers who supply the services demanded. This imbalance creates pressures on health care finance. More and more people, including our government and the businesses that cover health care costs of these people, would not be willing to pay an ever-increasing amount to finance health care. Premiums will not be allowed to increase indefinitely, because it is becoming unsustainable for the government to allow it, leading to cut backs in coverage. Many countries experimenting with different schemes are finding it difficult and unpopular to do so (OECD, 2006). As the PWC article and others (Schur, Berk, and Yegian, 2004) noted, the pressure of lower available financing in the face of rising health care costs and prices in the last decade, and the unwillingness of people (including the government) to pay for them indefinitely, are dangers that threaten our future in three ways. And third, our nation and our government will continue to find it a challenge to balance the costs of maintaining an aging population and a dwindling youth population exposed to more serious sicknesses. These are the challenges facing our health care organization. ... These are the challenges facing our health care organization. Unless we make some changes to cope with these challenges that are partly the effects of health care finance trends, we may not survive as a business. We therefore need strategic thinking to guide our organization, our services, and myself, in the next three to five years. Our organization must learn to manage costs, and invest funds in modern equipment and the training of people to continue improving our productivity, making the hospital sustainable. We need to make sure our health care services meet high quality standards without the costs going up too high, so we can continue to charge affordable prices. We also need to start thinking of ethical issues, like "do we provide the care that is needed and requested, or do we limit ourselves to what is financially covered by health insurance" Everyone from management to the youngest employee has to be prepared to face these challenges. The impact of future trends in health care finance affects all providers in different ways, and in the not-for-profit Catholic hospital where I work the issues we need to be prepared for will range from the medical and financial to the ethical and moral. Some Detailed Considerations I am a registered nurse who manages a Same Day Surgery unit in the hospital as part of my job working for the SSM Network, which has as its mission to provide exceptional health care services driven by core values consistent with our organization's heritage and priorities. We are known for our commitment to quality care - we won the Baldridge Quality Award in 2002, an accomplishment that reflects an exceptional