Getting goods on to the market Essay Example | Topics and Well Written Essays - 2000 words

Getting goods on to the market - Essay Example Under licensing, the licensor does not have to forego the ownership of the property (the brand name etc); hence its usefulness lies in a situation where the owner is not willing to lose his ownership. Also, the responsibilities of marketing, investing and manufacturing rests on the firm receiving the license. Franchising is another form of contractual arrangement between parties concerning the use of a firm’s brand name, logo, trademark etc. In case of franchise, the owner firm (franchiser) backs up the firm acquiring rights (franchisee) in all the standardised marketing and management activities against the payment of some royalty for permanent time period (Roof, 1994). Exporting is of three kinds, viz. direct, indirect and own. Direct exporting connotes a firm or a manufacturer reaches the market and sells its product with the help of an intermediaries or middlemen. On the contrary, indirect exporting implies a firm selling its products and maintaining direct relationship with the customers in the foreign markets. Own exporting refers to a firm that reaches its customer internationally without any involvement of middlemen in the trade. All the three exporting methods do not imply any sort of ownership and manufacturing in the international market (Czinkota et al, 1992). The success of exporting largely depends upon availability of proper distribution channels in the foreign market. Agency and distribution both are necessary elements in conducting export trade. An exporter can opt for any one of the agent or distributor to sell its products in a foreign market. Agent will not be financially involved in the purchase of the product; he will just get the product form the firm and sell it to the customers. Distributors on the other hand, first purchase the product from exporter and then sell it to the customers. The commercial factors that are likely to influence a firm’s choice concerning the marketing arrangement

Compare between the new and the old enforcement arbitration law of Research Paper

Compare between the new and the old enforcement arbitration law of Saudi Arabia and the legal effects on the international agree - Research Paper Example 15). After this law, the previous law was referred to as the old law, which pledged to modernize the nation’s arbitration regime in a number of ways. Most significantly, this new law restrains the nation’s court intervening power with regards to arbitration through acknowledging the parties’ autonomy to deal with the arbitration process (Rawlings et al. 16). The new Saudi Arabian law addresses a vital concern under the old law, which is the power to the nation’s courts to reopen, as well as effectively re-litigate awards on their principles (Jones Day 1). Even though, the new law is an acknowledged enhancement, which promises considerable changes in Saudi Arabia, the event of change in practice remains unclear to date. Much will rely on the text of the executing principles and where the country’s courts stand with regards to the new law (Rawlings et al. 16). Many critics consider that this law slightly killed the independence of the Saudi Arabian co urt system while others argue that the law works to develop the nation, unlike the old law. This paper will take into consideration these arguments and bring out which law is better. It will also discuss the international effects of the legislation of either of the laws in order to note the significance of each. Provision of the Two Laws The New Law Encouraged by the UN Commission of International Trade Law (UNCITRAL) Model Law on International/Foreign Commercial Arbitration, which has been endorsed by a number of regimes, Saudi Arabia’s new law acknowledges parties’ independence to concur on significant aspects of their arbitration process (Rawlings et al. 44). Most importantly, the law respects the right of groups to arbitrate under a governed set of arbitration principles. This is a significant development, which tackles a region of uncertainty, which was present during the old law days. This new law acknowledges parties’ option of governing language, law and arbitrators provided that the sole arbitrator is a qualified lawyer (Rawlings et al. 44). This law also bestows with the entry under the old law for groups to file their agreements with courts for validation prior to commencing arbitration (Jones Day 1). The new law further respects that an agreement between parties can be published in a correspondence among them. The law dictates that arbitrators should have an encouraging obligation to keep groups updated with circumstances, which might lead to a conflict of interest (Rawlings et al. 45). This new law dictates straight procedure for resolving disputes by the arbitral tribunal, such as time restrictions for complaining groups to lodge doubts in the applicable court (Jones Day 1). This eliminates the capacity of groups to oppose to the execution of arbitral awards on such grounds when they did not raise it earlier within the time limit (Rawlings et al. 45). When the groups have not concurred on specific arbitration regulations such as the ICC, the law dictates a detailed arbitration course, which applies by default to all (Jones Day 1). The arbitral award should be granted within a year from the date, which arbitration started depending on the arbitral tribunal's authority to prolong this by an extra 6 months and the groups’ ability to concur with longer extensions. This grants the arbitral board a much more practical timeframe to resolve key commercial disputes, which

Casa Bianchi | Switzerland Architecture

Casa Bianchi | Switzerland Architecture Located at the foot of the San Giorgio Mountain, in the Mendrisio district of Switzerland, Casa Bianchi (1971-3) at Riva San Vitale stands apart from the beautiful natural landscape of this fishing town. Occupying 220 square metres of an 850 square metre site, the concrete block tower resembles a fortress in its relative isolation above Lake Lagona; cold but yet familiar in its modern form. Built on a hillside, the main access to this family house is curiously through its top floor. This square vertically extruded building seems fortress-like in that it does not interact with its surroundings but rather observes them. However, a connection is established between hillside and home by an 18 metre long red metal bridge which provides the main access to the house; reinforcing its stronghold appearance. The bridge pierces the heart of the home through the fifth floor where a studio and a terrace are to be found. Private views are offered from both these spaces, together detaching the viewer from the world, and directly creating a rapport between the two. The feeling, when crossing the bridge towards the house, is of entering into the landscape, and ones eyes extend beyond to the church of Melano, at the other side of the lake.'[i] Mario Botta (b. Switzerland 1943) designed this house shortly after graduating for his close friends Carlo and Leontina Bianchi. This was Bottas second project for the couple; the first was the refurbishment of a flat in the village of Genestrerio, Switzerland. The brief for the residence at Riva San Vitale was similar in that a low budget home was required for a couple with two children. Botta himself strongly believed in a house being designed for its particular environment hence the distinctive appearance employed by the home. According to Arnardà ³ttir, Halldà ³ra and Sà ¡nchez Merina, Javier, the land along the small road where the Bianchi site ends had been suffering from haphazard development during the last century. Botta opposed the tendancy to treat architecture as a commodity and so it was his intention from the very beginning to propose a house that would mark the limit of the careless expansion of the village as means of protecting the woods. Due in part to his protest, shortly after the completion of the house, new regulations declared no further construction could be approved in the area and so, for this reason the tower house now stands alone in its protected landscape. The greatest influences on the work of Mario Botta came in the form the renowned brutalist architects Le Corbusier and Louis Kahn, both of whom he briefly collaborated with in the sixties. Brutalism was a movement conceived from modernist architecture that thrived in the wake of World War II due to economically depressed states requiring low-cost construction and design. Characterisd by its stark, monolithic forms, brutalism comprised of unembellished exteriors and often block-like geometric forms. Undoubtedly the Bianchi house is a true example of brutalist architecture but Botta himself is most commonly referred to as a neo-rationalist architect, belonging to the Ticense school. Neo Rationalism was an Italian movement of great repute in 1960s and 1970s. Seeking to redefine architectural form through the rational mergence of its components, neo Rationalism dismissed the sentiment that technology is the only way forward in architecture. Instead they looked to the past and were inspired by the architectural forms that were once abundant. Botta looked to the Ticinese movement of which he was one of the foremost figures when designing the Riva San Vitale residence. The Ticinese school was comprised of a group of Swiss architects who promoted a greater appreciation for the significance of historical style, both socially and culturally. Roccolo houses, or bird hunting towers once typified the Ticino region and it is from these buildings that Botta took inspiration when designing the load bearing concrete brick tower house. These buildings were raised over the trees as traces of human marks Later, although many of them were destroyed, some were converted into weekend houses. It was precisely this combination of astonishing nature and basic construction which gave a special quality to the area.[ii] Bottas intentions in utilising this form were however very different ; The house stands at a respectful distance from the hillside, infringing upon the land only as much as is necessary. The vertical manner ensures the house does not lose importance when compared with the lofty mountains as its backdrop and by doing so answered his friends wishes of enjoying both the views of the lake above the trees and by having strong contact with the ground. Stevens Curl, James described Bottas buildings to have; clear, powerful geometries and display fine craftsmanship. For instance, the house at Riva San Vitale is monumental, and has deep and powerful voids in the elevations'[iii] The house is open plan and yet still private, organized around a mostly enclosed central open newel staircase and offers a selection of different views of the region from each living space. In turn, the stairs section off the house and so act as a divider, creating privacy. From the bridge, the floor to be found when descending the staircase is the private one of Carlo and Leontina themselves. Through being positioned thus, the couple are essentially the gatekeepers to their own home. So long as they are on their floor, no one can leave or enter through the front without their knowledge. Botta has created for them an intimate space comprising a bedroom, bathroom, dressing room and even a lake view balcony. The second floor of the home was designed for family living. The children have their own twin bedroom and bathroom and there is also a study which serves as a balcony, overlooking the kitchen-dining room. The duplex nature of the house allows for interaction between the different floors, making it more social, but there are still private quarters to be found on each level giving a range in atmosphere not only across the different floors, but in each room also. A dining room can also be found on the first floor and the basement consists of a laundry room, storage spaces and a garage which are clearly intended for family use only. Botta arranged the house so that the service areas occupy a similar vertical position with the bathrooms on the second and third floors and the laundry room in the basement. This way, plumbing the house would be more cost effective as certain pipes such as those for drainage would run through the building and it would also save space. The only part of the house to require a separate system would be the kitchen which occupies a different part of the first floor. It is in this part of the house that we assume Botta has considered his clients spacial requirements the priority. The basement consists of a laundry room, storage spaces and a garage which are clearly intended for family use only. The social centre of the house can be found on the first floor where there is a living room in addition to the kitchen -dining room. Guests to the house would be required to walk across the bridge and down into the public region of the house. Standing at the bottom of a slope, with such depths and fortification within the property, the Bianchi house feels like an upside down castle. The simple design and allows for as much light as possible to enter the home without compromising the privacy of the family. Increasing commercialization by those seen as having betrayed architecture, a return to academic theories propounded by Quatremà ¨re de Quincy and others was proposed. A good example of realized works is Grassis student residences, Chieti (1976), which drew on proposals by Weinbrenner (1808). Bibliography Surname, First Name (or initials if you do not know the first name). Date. Title (in italics). Place of publication: Publisher. Arnardà ³ttir, Halldà ³ra Sà ¡nchez Merina, Javier. 2005. A family house at Riva San Vitale by Mario Botta. Available from: http://storiesofhouses.blogspot.com/2005/07/family-house-at-riva-san-vitale-by.html (Accessed th October 2009) FDHA, Federal Department of Home Affairs. Mario Botta. 2009 Available from: http://www.bundesmuseen.ch/cdn/00127/00203/index.html?lang=en Stevens Curl, James. 2000. A Dictionary of Architecture and Landscape Architecture.

A Comparison of the Effectiveness of Collaborative Learning and Individ

Introduction Group work is a way to organize classroom activity where students are given a group assignment from the teacher and where the students’ level of participation depends on how they engage in the group task (Chiriac & Frykedal, 2011). For example, if students work cooperatively or collaboratively, then students within the group will have an increased learning retention and increased critical thinking (Chiriac & Frykedal, 2011). Bennett and Dunne (1992), and Galton and Williamson explain that cooperative group work occurs when students divide the work load in a group and each individual completes a different part of the assignment. Consequently, cooperative learning may result with no interaction between students in the group. On the other hand, collaborative learning occurs when each individual member of a group works on the same task that is presented (as cited in Chiriac & Frykedal, 2011). The evidence on the effectiveness of collaborative group work is convincing, and is shown to positively affect the way students learn (Frey, Fisher, & Allen, 2009). Students using collaborative learning learn to develop social skills and have opportunities to contribute to the group (â€Å"What are the benefits†, n.d.). Students enjoy working together and interaction between students may promote higher critical thinking and an increased learning retention (Chiriac & Frykedal, 2011). I will investigate the efficiency of using collaborative grouping compared to individual work with 6th and 8th grade students at Pine Mountain Middle School. The benchmark that will be used to measure efficiency will be how well the middle school students perform with Solidworks, a 3D engineering program. . Statement of the Problem Teachers debat... ...ement in Sweden. In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues. (pp. 1141–1160) Mahwah: Lawrence Erlbaum Associates, Publisher. Individual learning. (20, December 2005). Retrieved from http://www.ica-sae.org/trainer/english/p14.htm Johnson, D., Johnson, R.: Cooperative, competitive, and individualistic learning. Journal of Research and Development in Education, Vol. 12,p.p. 8 –15, 1978. Slavin, R. (1995). Research on cooperative learning and achievement: What we know, what we need to know. Retrieved from http://www.konferenslund.se/pp/TAPPS_Slavin.pdf Solidworks. (n.d.). Retrieved from http://www.solidworks.com/ What are the benefits of cooperative and collaborative learning?. (n.d.). Retrieved from http://www.thirteen.org/edonline/concept2class/coopcollab/index_sub3.html

Research-based Strategies for English Language Learners Essay

Today, it is common in schools to combine English language learners of differing ability in one class. Students are classified according to their English language ability in order to facilitate cooperative learning groups and to track their progress. A student’s English language ability can be classified into ELL (Emergent language learner) – someone who has just begun learning English, Limited English Proficient (LEP) – someone who has reached a level between Basic Interpersonal Communication (BIC) that permit the student to intermingle with peers on a social level and Cognitive Academic Language (CALP) that allows the student to intermingle at a deeper level with content, and Native English speaker –someone whose first language is English. This arrangement can present many obstacles learning. Teachers will be up to more challenging tasks in creating a language receptive classroom where all students could reach their highest potential in learning. The teacher should create a classroom environment where students would feel comfortable in trying a new language. Adapting to language and culture is very difficult and could take years. The teacher should also foster an environment that is respectful of language and culture. Ideally; it should be free from taunting and embarrassment. An interactive classroom should open more opportunities for ELL to use English in communicating with native speakers. They need to experiment with new language terms and test their ideas of putting words together. In addition, certain strategies have been found to be particularly helpful in providing a learning community where everyone has access not only to learning English, but also the content. This paper determines to examine the effectiveness of these strategies according to current researches and to examine the implementation of these strategies to English language learners. These strategies could help even the most season teacher and the inexperienced ones. Pre-instruction activities Pre instruction activities help students acquire new knowledge by building on the English language learner’s prior knowledge. These activities are of assistance for all the students in the classroom to get ready for the new information. Some of the things that can be employed as pre-instruction activities that can be used are semantic webs, graphic organizers, timelines and charts and graphs. These strategies determine where the students stand in relation to the content of the upcoming lesson. Pre-instructional materials help prepare the student to learn new lessons. Semantic webs, graphic organizers and K-W-L charts are useful for students in organizing their thoughts and ideas. These pre instruction activities can be used daily, building on the prior knowledge and adding more and more information to store knowledge. Pre-instruction activities also stimulate critical thinking through the development of charting and mapping skills, Graphic organizers, webs and charts can also help students understand the relationship of information being presented and the application of that information. (Reiss, 2006). K-W-L chart is an example of a graphic organizer. K -W-L is an instructional activity for supplementing framework development and constructing meaning from text to students. This tool can be used for all levels of students. This chart is usually introduced in kindergarten. This instructional activity basically consists of three parts. For example, the students are asked to identify what they previously KNOW about the lesson. Second, they would be lead to what they WANT to know about the lesson. Lastly, the students identify what they have LEARNED from the lesson. Through this activity the student trigger his stored knowledge for the lesson, he becomes caught up in the discussion and becomes more focused in learning the lesson (Allen, 2004). Another pre-instruction activity is to provide the key words and phrases relevant to the upcoming lesson. Providing these key words to the students before the lesson or even during the discussion can excite the student to encounter the vocabulary in the lesson. If the students have them early then they can use a simplified English or bilingual dictionary to learn the meanings and familiarize themselves with the words. This approach also helps students identify prior knowledge about the topic from their native languages. If the students are familiar with the there is a better chance of interest and recognition since they have some idea of the content. The students actively learn in using pre-instruction activities evading being a â€Å"passive learner† who memorizes all of the information. The teachers need to directly instruct and exhibit how to use the charts and graphs and how to manage the information. These tools can prove to be important for all students as review materials comes exam time, but most importantly to the ESL (English Second Language) and ELL (English Language Learners) students to be able to put their information together and understand how that information works together for them (O’Loughlin & Haynes, 1999). The result of the pre-instruction activities can remove much of the uneasiness and frustration of learning new concepts and lessons because students would feel that they are as competent as everyone in building their own prior knowledge. Visual Aids, Realia, Maps, Pictures, Multimedia Using these materials makes it easier for students to easily learned new concepts by seeing the relationships of concepts and concretes. Even if all the students are of differing English ability level they can all get the meaning of words represented by visuals. Using images and media also heightens the interest of students and creates a fun atmosphere for learning. Images, objects and body movements keep the students interested and focused, help them make connections and commit to memory language that they are learning. Films, videos, and audio cassettes with books allow students to visualize and make connections to what is being taught. For example, film-viewing prior to the discussion of lesson help students recalls more vividly the information from the film relating to the lesson (O’Loughlin & Haynes, 1999). â€Å"Realia is a term for any real, concrete object used in the classroom to create connections with vocabulary words, stimulate conversation, and build background knowledge† (Herrell, 2000). Schools organize to collect funds for realias that teachers and students can use. . Teachers can use models, photographs, illustrations, and artwork when the real object is inaccessible or is impractical. The use of realia can also be a model way to study different cultures included in a lesson. For example, in studying the eating habits of some culture a set eating utensils and kitchen appliances (chopsticks, a tortilla press, a tea set, a wok) can build vocabulary and increase comprehension. Another good example is the study of different clothing items from different cultures. (Herrell, 2000) It would also be helpful to label everything in classroom so that newcomers see the names of objects in the school environment. Incorporating posters, photos or graphs is another way to encourage comprehension and development in students as well. These items can encourage understanding through illustrating the concepts and meanings of the topics/words (Reiss, 2006). Multimedia can be used to teach parts of speech such as verbs, adjectives, etc. Multimedia clips such as films show the use of language in actual use exposing the conversational use of language to increase the student’s ability to use English in a conversation. Audio clips also helps students learned the correct pronunciations of letters and words. The learning outcome of this strategy is that a student is more likely to find the support and understanding in the lessons and the content that is being introduced. They are able to make the connection easier through the combined audio and visual exposure. Graphic representations, the use the words/phrases in pictures, videos, audio, etc., aid in the effort of reinforcing the verbal and the written word and encourage content comprehension of the students (Reiss, 2006). Cooperative Groups, Peer Coaching Cooperative learning can be successful for all students at all academic levels and learning styles. Cooperative learning involves student participation in small-group learning activities that promote positive interactions. Cooperative learning makes sense for teachers because all students are given frequent opportunities to speak and because a spirit of cooperation and friendship is fostered among classmates. (Cochran, 1989) Students benefit through a shared learning activity, from observing how their peers learn. Face-to-face verbal interactions is advantageous for English language learners because it promote communication that is natural and meaningful (Johnson, Johnson & Holubec, 1994) Teachers take several roles in planning cooperative learning. First, teachers make pre-instructional decisions about grouping students and assigning appropriate tasks. Teachers have to be able to fully explain the academic tasks and the grouping structure and roles to students and then must observe and get involved when necessary. Finally, the teacher is also the one who is responsible for evaluating the group and individual performance as well as the effectiveness of each group’s work (Cohen, 1998). Teachers do have to spend time in planning for cooperative learning to work. But, as illustrated in the example, once cooperative learning is organized the activities can be done again and again in different settings and in different content areas (Yahya & Huie, 2002). Cooperative learning is valuable when students have an interesting thought through task such as a set of discussion questions about a story they just read, producing a mental map of the story, or making up a puppet show to highlight character traits. Cooperative learning groups or peer coaching promotes a positive outcome when everyone involved understands the underlying purpose of this method. These methods are effective and successful because students tend to listen to one another and motivate one another to learn (NWREL, 2003). The value of cooperative learning and peer coaching strategy is to effectively promote the transfer of group ideas to individual learning. Repeat and Rephrase The repeat and re-phrase technique works by emphasizing key words and phrases in the discussion. Repetition is a key part of learning. The more times information is repeated. It is more likely that information will be easily recalled. Repeating the statement or question and re-phrasing it can illuminate the discussion. This strategy also helps in the student’s deeper understanding of the lesson. Much repetition and paraphrasing is required in this strategy. The teacher’s key role is to highlight the ideas that have already been discussed and modify them to give the same meaning, but a new understanding of the same idea. Through this the teacher could help students see the connection and transformation of the old information to a new one. The repeat and re-phrasing method is successful for instructions or classroom discussions. When speaking, the teacher needs to make sure that they articulate clearly and slowly, not making unnatural sounds to distinguish between important words or phrases; but placing a natural emphasis on the key words. Repeating frequently and paraphrasing the important information ensures that the concepts are comprehended. (Dunlap, Weisman, 2006) For example while discussing the teacher can repeat the central ideas or elaborate them over an extended period of time, for the purposes of emphasizing them for their students or slowly rephrase them in simpler terms to be more understandable. In this strategy the teacher could ask a question or utter a statement â€Å"Lisa sits quietly while listening to the teacher†. The teacher raises a question to repeat the concept. â€Å"Can Lisa listen to the teacher if she’s noisy†? If the student does not understand, the teacher can ask the same question, but in a different form, â€Å"Can you listen to our discussion if everyone is noisy?† In repeating and re-phrasing, the goal is to enhance a student’s independence in understanding and comprehension. The use of repetition can be a consistent reminder of the information that has been introduced, making sure that the students pick up on the concepts. (O’Loughlin, Haynes 1999) Using this strategy enables the teacher to associate interrelated concepts by changing their structure into a sentence or question and further rephrase and repeat these but still arriving at the same answer. Music and Jazz Chants One of the most powerful English language learning strategies is the use of music and jazz chants because music is universal to all languages. Every culture sees music as a form of self expression. Jazz chants help non-native learners get the â€Å"feel† of American English. The student learns the stress, rhythm and intonation patterns by imitating them. It’s a very effective and pleasurable way to learn. Songs are often easier to remember than just plain words and sentences. Jazz chants stimulate and appeal to multiple senses of learning. They also use the rhythmic presentation of the natural language which is important to successfully speaking English (Tang & Loyet, 2004). Helping non-native speakers develop confidence in their pronunciation abilities requires that they have a good understanding of speech rhythms in English. These students need reading practice for fluency and pronunciation. Jazz chants and music are a fantastic way of practicing. This method also works for memorization. For example, it is much easier to memorize the English alphabet using the alphabet song learned in Kindergarten. Music is effective in memorizing long lists such as periodic tables, alphabets, numbers, etc. This method can be used to introduce long concepts without anxiety. Students remember information in the form of song, and sometimes tossing in a little dance or hand movement for fun. Teachers frequently use this activity as a method of memorizing information and pronunciation (Short, 1991). Adding a tune or rhythm to a poem, a verse or a series of regular words and sentences can make it an engaging way to learn to read and remember (Bridges, Wright, 2006). For example, a teacher could choose a song such as Ella Fitzgerald’s wonderful rendition of the classic â€Å"Blue Moon,† a song that is not only beautiful but also practical for its interesting lyrics and a clear singing style. First is to start creating a close exercise (i.e. fill-in-the-blank) and leave empty spaces for words that will challenge students to listen carefully. The teacher would need to play the song two or three times depending on the difficulty of the exercise or questions about vocabulary (e.g. â€Å"adore† not â€Å"a door.†) When the close exercise is complete, play the song again the students would sing along with it. The next activities may include a scrutiny of the lyrics on a literary or grammatical level or an open discussion about the historical significance behind the idea of the â€Å"Blue Moon,† or an introduction to the music (both literal and figurative) of Ella Fitzgerald may prove interesting to students. (Roberts, M. 2007). Most people have had a song that is always playing in his head every now and then. Jazz chants just do that. They play continuously in the students’ heads even after class ends. Students remember the lyrics of songs, more than likely, for a long time. Songs will help students to learn long string of words. Students are receptive using this method and this makes the information easy to acquire and retain. Students generally join eagerly in activities like jazz chants because of the unique and fun way of learning the lesson unaware that they are learning. The result of this strategy is longer memory retention of information for the English language learners. If a song is playing in their heads over and over again, information is retained and can be easily access by the teacher (O’Loughlin, J. & Haynes, J.1999). Conclusion These English language learner strategies are proven to effectively helps teachers facilitate learning and to efficiently retain language information to non-native learners. The methodology of carrying out these strategies would be very successful if they are done properly. The techniques that have been reviewed are essential to the success of an ELL classroom. However, there is no perfect strategy for every student or teacher. Teachers must carefully examine the needs of each student and each of their receptivity to learning new information. From there, the teacher would be able to generate a strategy that would be optimal for learning for all the students. These strategies are very helpful and best used simultaneously to expose students to different pathways to learning new information. There are many more strategies out there for teachers of ESL and ELL students. Teachers could also create their own strategies in delivering lesson plans. The teacher’s most important tasks is to foster interactivity by creating a learning atmosphere in the classroom and to uphold the value of respect for differences in language ability and culture. These strategies are effective because it is synchronized on how the brain process new information that is to build on prior knowledge, classical repetition of central ideas, and an abstract-concrete connection for visual aides. They are also fun and interactive such as multimedia, cooperative learning and music and jazz.   They help eliminate the anxiety of ELLs in learning a new language. They also become more receptive and interested in learning because these are fun and enjoyable References Allen, J. (2004). Tools for Teaching Content Literacy. Portland, ME: Stenhouse Publishers. Retrieved on March 30, 2008 from http://www.u-46.org/dbs/roadmap/files/comprehension/4KWL.pdf Bridges, L. & Wright, A. (2006). Using jazz chants for bilingual/ESL students. Retrieved March 29, 2008 from http://litsite.alaska.edu/uaa/workbooks/jazzchants.html Cohen, E.G. (1998). Making cooperative learning equitable. (Realizing a positive school climate.) Association for Supervision and Curriculum Development. Retrieved March 29, 2008 from http://www.ncela.gwu.edu/pubs/classics/pig/12allenglish.htm Cochran, C. (1989). Strategies for involving LEP students in the all-English-medium classroom: A cooperative learning approach. Washington, DC: National Clearinghouse for Bilingual Education. Retrieved March 29, 2008 from http://www.ncela.gwu.edu/pubs/pigs/pig7.htm Herrell, A. L. (2000). Fifty Strategies for Teaching English Language Learners. Upper Saddle River, NJ: Merrill. Retrieved March 29, 2008 from http://multilingual.fresno.k12.ca.us/eld/eldg1/ELD%20Rec.Strategies.pdf Dunlap,C. Z. & Weisman, E. M. (2006). Helping English language learners succeed. Huntington Beach: Shell Educational Publishing. Johnson, D. W., Johnson R. T., & Holubec, E.J. (1986). Circles of learning: Cooperation in the classroom. Edina, MN: Interaction Book. Retrieved March 29, 2008 from http://www.ncela.gwu.edu/pubs/classics/pig/12allenglish.htm NWREL. (2003). General principles for teaching ELL students. Retrieved March 29, 2008 from http://www.nwrel.org/request/2003may/general.html O’Loughlin, J. & Haynes, J. (1999, April). Strategies and activities for mainstream teaching. Tell Training Manual. Retrieved March 29, 2008, from http://www.kennesaw.edu/tell/tell_manual.htm Reiss, J. (2006). 102 Content strategies for english language learners: Teaching for academic success in Grades 3-12. Columbus, Ohio: Pearson Merrill Prentice Hall. Roberts, M. (2007). Music really plays in ESL classes. Retrieved March 29, 2008, from http://esl-programs-lessons.suite101.com/article.cfm/music_really_plays_in_esl_classes Short, S (1991). Integrating language and content instruction: strategies and techniques. Tang, F., & Loyet, D. (2004). Celebrating twenty-five years of jazz chants. Retrieved March 29, 2008, from http://www.nystesol.org/pub/idiom_archive/idiom_fall2003.html The Center for Excellence in Learning and Teaching (CELT) at Stony Brook University (n.d.). Tips for teaching ELL’s: Strategies for promoting success for the second language learner in grades K-12. Retrieved March 29, 2008, from http://www.celt.sunysb.edu/ell/tips.php#Strategy_12 – not in text Yahya, N. & Huie, K. (2002). Reaching english language learners through cooperative learning. The Internet TESL Journal, 8(3). Allen, J. (2004). Tools for Teaching Content Literacy. Portland, ME: Stenhouse Publishers. Retrieved on March 30, 2008 from http://www.u-46.org/dbs/roadmap/files/comprehension/4KWL.pdf

The Great Depression And World War II - 955 Words

In America, the period between the Great Depression and World War II was rife with uncertainty. The struggles of the Great Depression were over, but their lasting effects shed doubt on America’s future. Persephone, was an attempt by Thomas Hart Benton in 1939 to cement regionalism as the official American art style during this era. However, despite his attempt to promote hope in America’s future, while still acknowledging the despair of the Great Depression, Persephone was regarded as obscene. Regionalism was a movement that grew as America tried to discover its own art style during the modernist era. This movement’s importance is highlighted by its temporal span: beginning during the Great Depression and ending after World War II. This was a time in which traditional agricultural values were giving way to further industrialization in America. Artists painted nostalgic landscapes and portraits of American everyday life in an attempt to promote a more rural life instead of an urban one. They were also trying to paint in a more realistic manner as a way to distinguish themselves from the European style of abstractionism, the progressive counterpart to regionalism, as World War II drew ever nearer. Thomas Hart Benton, a leading steward of the regionalism movement, was born in 1889 in the small town of Neosho, Missouri . He moved to Chicago to study art while still in his teens, and was far away from the rural landscapes that he painted . He only returned to the Midwest in 1935Show MoreRelatedWorld War II And The Great Depression1658 Words   |  7 Pages The highly numbered risks of war have rigorous effects on societies around the world. World War II had positive and negative effects during and after the war. After the war, the formation of the United Nations helped negotiate and maintain peace, and during the war more jobs helped get the United States out of its biggest economic crisis, the Great Depression. Although, some economists argue that by creating more jobs during World War II, put America into even more debt than the country was alreadyRead MoreWorld War II : The Great Depression1543 Words   |  7 PagesDanielle Gentry Gary Damon American History II 10:00 MWF 25 April 2016 World War II Two decades after the first World War happen another world war occurred known as World War II. There were many causes that led up to this war. The Treaty of Versailles ended World War I, but Germany had to accept the responsibility of the war. Therefore, Germany economy went downhill and people were starving because of war debt. The Great Depression had a big effect on a lot of countries; therefore, countries startedRead MoreThe Great Depression And World War II Essay1391 Words   |  6 Pagescatastrophes occurred: the Great Depression and World War II. American political leaders established a cause-effect relationship between economic collapse and total war, based on these two events, which defined their policy approach in the post-war period. In the 1930s, American leadership, and most importantly, President Franklin Delano Roosevelt, came to view economic decline, political radicalization, and instability as forming a vicious cycle that led to utter chaos and war. Although FDR d id not knowRead MoreThe Great Depression And World War II1507 Words   |  7 PagesFaced with the Great Depression and World War II, Franklin D. Roosevelt, nicknamed â€Å"FDR,† guided America through its greatest domestic crisis, with the exception of the Civil War, and its greatest foreign crisis. His presidency—which spanned twelve years—was unparalleled, not only in length but in scope. FDR took office with the country mired in a horrible and debilitating economic depression that not only sapped its material wealth and spiritual strength, but cast a pall over its future. RooseveltRead MoreThe Great Depression And World War II1280 Words   |  6 PagesSisters of Growth Throughout the beginning of time people have used art to express themselves. With each major, and minor, there is an artist that captures the world as it is around him. There are also artists that create fiction to give the world and escape from reality. The medium of art that will be discussed in this essay will be film. Since the invention of Thomas Jefferson kinecto graph and the Lumiere brothers cinemtograph, films have continued to be the most popular entertainment methodsRead MoreThe Great Depression And World War II Essay2038 Words   |  9 PagesShort Answer: 1. World War I, The Great Depression, and World War II brought instability to the United States. As World War II came to an end in 1945 people were looking for stability, which is what the 1950’s resulted in. The 1950’s was a decade of conformity in all aspects of life; politics, economy, and culture. The fear of communism in America held a significant presence during and after World War II. The establishment of The House of Un-American Activities Committees in the late 1940’sRead MoreThe Great Depression And World War II1759 Words   |  8 PagesFranklin Delano Roosevelt was the thirty-second U.S president, and the only president to be elected four times. He led American through the trials of the Great Depression and World War II. He was born on January 30, 1882 in New York. Franklin D. Roosevelt’s curiosity, persistence, and self- confidence served to be extremely helpful traits through his presidency. When he combines all of his super powers together it makes an amazing success story. Sadly Roosevelt’s life was brutally taken by the deadlyRead MoreThe Great Depression and World War II1795 Words   |  7 Pages Great Depression and WWII - NCHP Block 6 Many Americans still think that the Great Depression was caused by the stock market crashing, on October 29, 1929. What is true that most economists think now is that the stock market crash alone could not be fully to blame. There were many factors into creating the nationwide depression. The first being that the â€Å"Roaring 20’s† was the first time North Carolinians and their American counterparts could buy a lot more of the new consumer items, likeRead MoreThe Great Depression And World War II1848 Words   |  8 Pagesfamily is one of the most popular and familiar names in history. The Roosevelts brought America through numerous crises. In particular, Franklin Delano Roosevelt led America through two of the greatest crises in American history: the Great Depression and World War II. Franklin Delano Roosevelt, also known as FDR, is one of the most influential political leaders in the history of the United States of America. He began his political career as a New York Senator in 1910 and made his rise on the politicalRead MoreThe Great Depression And The World War II849 Words   |  4 Pagesthe era of World War II America saw some of its most dramatic cultural shifts since the country’s beginnings. This story of a mother and child expresses the changes that took place in the early half of the 1900’s which made a lasting effect in creating the consumer society we know today. This consumer-centered society that we know was developed by multiple shifts in the American economy and lifestyle. In this essay I will discuss how each the â€Å"Roaring Twenties,† the â€Å"Great Depression† and the World

Gothic Elements in Frankenstein by Mary Shelley - 1266 Words

Frankenstein is a novel written by Mary Shelley. Frankenstein is about a man who had a strong urge to finish a scientific project and did not accept his consequences for his own mistakes. Mary Shelley’s work consists of Gothic elements and have great emotion that go along with them. Mary Shelley’s childhood may have affected her writing, she had a tough life growing up and her book shows this. Throughout the novel there are many Gothic elements that all contribute to the events in the book. Victor neglecting his own responsibility and disrupting the natural order of things ultimately leads to the death of the two major characters in the end of the novel. Mary Shelley’s childhood would not be considered easy. Her mother died a little over†¦show more content†¦Victor knew that creating the female monster would create more and more problems so he throws the female creation in the water. The monster is then furious with Victor and swears he will have revenge on him one day. Victor does not take responsibility for his creation. Victor disrupted the natural order of things by creating the monster. He also knew that leaving the monster was wrong but he did anyway because he did not want to deal with the repercussions of being the person who created the monster. Victor neglects his own moral responsibility in this book. He leaves the monster with no help, no care, and no love (â€Å"An Overview of Frankenstein†). Victor is an irresponsible character and that ultimately leads to the major downfall of the book. If Victor would have been there for the monster and taught him things then maybe the monster would not be so angry with the world and would have refrained from killing innocent people. The monster was not trying to hurt these people all he was concerned about what was getting back at Victor for leaving him behind. Victor was obviously a smart man he just made a careless and selfish decision by leaving the monster. He was lookin g out for himself and watching his own back to protect his reputation and not have to deal with criticism from other people. The monster swore to have revenge on Victor when he broke his promise to create the female companion for the monster. The monster was enraged and wanted to killShow MoreRelatedMary Shelleys Frankenstein: A Gothic Novel1595 Words   |  7 Pages Mary Shelly’s Frankenstein is one of the greatest Gothic novels to come out during the Romantic Period. Frankenstein is a prime example of what a Gothic novel should present to its reader through the genre’s twisted themes. Even though it was written in the Romantic period, Mary Shelley still wrote Frankenstein to be a Gothic work of literature. Many characteristics of Gothic novel can be seen within this novel. Mary Shelley’s outstanding novel Frankenstein is a prime example of a Gothic novelRead MoreElements And Gothic Elements In Mary Shelleys Frankenstein904 Words   |  4 PagesFrankenstein : Gothic Elements In the Gothic novel, Frankenstein, Mary Shelley begins with the narrative of Captain Walton and transitions into Victor Frankensteins story. In both narratives, Mary Shelley is able to incorporate many themes such as intense emotions, the supernatural, nature, horror, and death to create one of the finest Gothic novels. With the use of Gothic elements, Mary Shelley also incorporates her own message into the novel that serves as a precautionary to those that read itRead MoreGothic Literature : A Dark Atmosphere967 Words   |  4 PagesMrs. Schroder English IV Honors 8 December 2016 Gothic Literature Gothic literature has been popular since the 19th century and has given readers the opportunity to look at romantic movement that focuses on a darker horror like imagination. Some of these involve a combination of extreme landscapes, icy wastes, and extreme weather, horrifying events or the threat of such happenings, as well as supernatural manifestations, and presenting evil. Gothic literature gives us a way of looking more depthRead MoreMary Shelley and Flannery OConnor: Gothic Isolationists1724 Words   |  7 Pages Gothic fiction is a genre of literature that combines fiction, horror and Romanticism with a particular focus on the mysterious and supernatural aspects. Gothic fiction originated in England during the latter half of the 18th century. This distinctive genre of literature soon developed into a 19th century phenomenon. The success of this dominant genre in England is frequently attributed to Mary Shelley. Despite its success during this time period, gothic fiction cease d to be a dominant genre byRead MoreMary Shelley s Frankenstein As A Gothic Novel1042 Words   |  5 Pages Mary shelley uses Spooky castles, mystery, and suspense: these are all elements of a Gothic novel. Mary Shelley’s Frankenstein was written in the early 19th century, the novel certainly contains many components of a Gothic novel. Shelley uses various literary devices to support the element of a supernatural event, dreams, emotions, and metonymy of gloom, which classify Frankenstein as a Gothic novel. Immediately after Frankenstein’s supernatural creation, Victor’sRead MoreWhat Makes Frankenstein A Gothic Novel?877 Words   |  4 Pagesmakes Frankenstein a gothic novel? Mary Shelley creates a sense of gloom, mystery, and suspense, in her novel Frankenstein. The book generates these perceptions though the setting and the terrible events that go on throughout the book. Gothic novels came from the English genre of fiction popular in the 18th and 19th centuries. Gothics are defined by the mysterious and horrific atmosphere, similar to that of Mary Shelley’s writing. Frankenstein is a gothic novel because of the combined elements of extremeRead MoreAshley Andreasen. Mrs. Schroder . Honors English Iv. 81000 Words   |  4 PagesIV 8 December 2016 Gothic Elements in Frankenstein A gothic novel is an English genre of fiction that was popular in the early 18th and 19th centuries that combines horror, mystery, and death in a seemingly meaningful setting. Frankenstein took place in continental Europe, specifically Switzerland and Germany, with other parts taking place in Arctic regions. The location/setting is just one characteristic that makes this a gothic novel. Gothic novels consist of various elements such as; castle settingsRead MoreThe Fulfillment of the Definition of Gothic Horror by Chapters 5 and 4 of Mary Shelleys Frankenstein1560 Words   |  7 PagesThe Fulfillment of the Definition of Gothic Horror by Chapters 5 and 4 of Mary Shelleys Frankenstein Frankenstein is a gothic novel, a type of novel most popular between 1760 and 1820. The main components of the gothic novel are mystery, horror, and the supernatural. The word gothic itself has several meanings. It can mean harsh or cruel, referring to the barbaric Gothic tribes of the Middle Ages. However, gothic novels typically feature wild and remote settings, suchRead MoreFrankenstein as a Gothic Novel Essay1332 Words   |  6 Pagesand themes: these are elements of a Gothic novel. Though Mary Shelleys Frankenstein, written in the early 19th century, certainly contains many components of a Gothic novel, can it be correctly grouped under that genre? A definition of a Gothic novel; according to Tracy, is a description of a fallen world. We experience this fallen world though the aspects of a novel: plot, setting, characterization, and theme (De Vore, Domenic, Kwan and Reidy). As well, early Gothic novels have characterizedRead MoreThe Mother Of The Novel Frankenstein By Mary Shelley1202 Words   |  5 Pages Mary Wollstonecraft Shelley, the mother of the novel Frankenstein, was born on August 30, 1797 in London, England, child of Mary Wollstonecraft and William Godwin. Wollstonecraft wrote about the struggle of women and promoted women’s rights, while Godwin wrote pieces that aimed toward achieving a philosophical goal. Mary Shelley was unfortunately only to really experience literary expertise through her father, for her mother died due to puerperal fever early within one month of giving birth to