Kinds of Music free essay sample

Music is no more unusual to anybody, however have you at any point asked somebody with regards to what music is. On the off chance that not, at that point take a stab at yet be readied that you would not get any positive answer from anybody. The word reference characterizes music as the specialty of organizing tones In a systematic grouping in order to create a bound together and ceaseless arrangement. Nonetheless, In the bigger picture, the meaning of music differs with culture, individuals, spot or time. Music is great and excessively changed, leaving every person with an alternate arrangement of decision. For some music might be a wellspring of unwinding, while for other people, it could be the way to et out their interior anguish. Indeed, even an individual with minimal tendency towards tune can perceive a bit of music in a flash. With the decent variety in the types of music, here is a characterization of a portion of the various kinds of music. Its a fine art whose medium is sound and quietness. We will compose a custom exposition test on Sorts of Music or then again any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Its basic components are pitch (which administers tune and concordance), cadence (and its related ideas rhythm, meter, and verbalization), elements, and the sonic characteristics of tone and texture.Classical music Is the shopping center type of music, and alludes fundamentally to the music which uncovered on the planet before the twentieth century. Traditional music Is an intricate type of music and requires Intensive preparing and information. Traditional music may likewise allude to the neighborhood and people music of a specific nation or locale. In the realm of Western music, crafted by Haydn, Mozart and Beethoven are characterized as old style music. Its a mind boggling type of music as it requires aptitudes like learning the ragas and capacity to arrange with different performers. One needs to keep up the unpredictable connection between its enthusiastic flows.If you wish to learn it, at that point you need to experience appropriate preparing. Society music Includes both customary music reflects the necessities, want, preferences, aversions and life of the nearby individuals and the class that developed from It during the twentieth century people recovery. The term started In the nineteenth century yet Is regularly applied to music that is more seasoned than that. Particular sorts of people music are additionally called world music. Society music for the most part delineates the battle for endurance and culture of the individuals. Blue grass music is a sort that has advanced out of society music. Weave Dylan tunes have become song of praise for individuals battling against social shamefulness.

Squad Five-O - Bombs Over Broadway free essay sample

Rockin it, rockin it, at the apocalypse!Squad Five-Os lead vocalist Jeff Fortson yells in Apocalypse Now fromtheir new collection, Bombs Over Broadway. This exceptional third effortoutdoes their dazzling introduction collection, What I Believe. Bombs Over Broadway was discharged by Squad Five-Os new name, Tooth Nail Records, most popular for the band MxPx. For the individuals who have never heardof Squad Five-O, they are an absolutely magnificent and exceptional musical gang affected by70s and 80s punk and awesome. The title track of Bombs OverBroadway spellbinds the audience with its infectious guitar riffs and tune. Ifound myself chiming in the first occasion when I heard it. Another feature, WeRule the Night, flaunts the groups huge muscles, starting with adriving bass and musical drum beat, and transforming into a full scale party once theguitar and vocals come in. Different tracks I suggest remember the upbeatRenegade and Tramps for the Run, just as the slower,more melodic, Restless Youth. We will compose a custom paper test on Crew Five-O Bombs Over Broadway or on the other hand any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page The band comprises of two pairsof siblings Jeff Fortson (lead artist and guitar) and John Fortson (bass andback-up vocalist), just as Adam Garbinski (guitar and back-up) and JustinGarbinski (drums). I prescribe this collection to devotees of a stone or punkmusic in light of the fact that Squad Five-O realizes how to make some incredible memories and engage. Believeme when I state this collection is no mistake. The Zeus of all stone and-rollbands, Squad Five-O gives out more in-your-face sound than any time in recent memory. Look at it.

Unstable Relationships and Bipolar Personality Disorder

Unstable Relationships and Bipolar Personality Disorder BPD Print The Challenges of Unstable Interpersonal Relationships and BPD By Erin Johnston, LCSW Erin Johnston, LCSW is a therapist, counselor, coach, and mediator with a private practice in Chicago, Illinois. Learn about our editorial policy Erin Johnston, LCSW Medically reviewed by Medically reviewed by Daniel B. Block, MD on November 25, 2019 twitter linkedin Daniel B. Block, MD, is an award-winning, board-certified psychiatrist who operates a private practice in Pennsylvania. Learn about our Medical Review Board Daniel B. Block, MD Updated on February 03, 2020  Adene Sanchez/Getty Images More in BPD Diagnosis Treatment Living With BPD Related Conditions Does borderline personality disorder affect relationships between family members, friends, or other people in the community? How could BPD specifically create troubles, and what can be done to resolve these problems? Interpersonal Relationships in People With Borderline Personality Disorder Many people with borderline personality disorder (BPD) have intense and unstable relationships with others.?? Their relationships tend to fluctuate between being all good or all bad and they can be unable to experience contradictory feelings when relating to the world or others. This black and white thinking, or splitting, can spill over into all relationships including those at school or work with peers, professors, and instructors, managers, and supervisors. How Splitting Harms Relationships Idealization and Devaluation Cycles in Relationships With BPD If you have BPD, you may initially idealize a person or situation, throwing yourself into a relationship fully and without reservation. However, soon something may occur that conflicts with this idealized view, such as a harsh comment from a supervisor, a poor grade on a paper or a fight with your partner. This can cause you to switch from an idealized view to one of devaluation. You may think that there is suddenly nothing good about the person or situation and there never was. Heightened sensitivity to rejection (abandonment sensitivity) may trigger your devaluing reaction. This sensitivity can cause you to overreact to real or perceived rejections. The feeling of rejection is overpowering and consuming and can feel very real, regardless of whether it was truly meant or unintended. In response to devaluation, you may erupt in anger, quit the related task,  become aggressive or just give up. It is possible that the person, relationship  or task will again be seen as ideal, but it is also possible that the negative view will remain constant or that the damage that occurred will be irreversible. Friendships can be destroyed, jobs quit or classes dropped. It can be a debilitating experience with significant consequences.   Coping with BPD in College Treating BPD and Managing Relationships Borderline personality disorder can have a significant impact on your relationships. Even with your family members, you may be sensitive to rejection, changes in plans or feelings of being slighted. These distortions in thinking can make you feel isolated, lonely and helpless.   In the past few years, significant progress has been made in understanding and treating BPD, both from a psychotherapy standpoint and through the use of medications. Therapy There are many treatment options that have been proven to be effective. Specific therapies that have shown promise in helping with the relational aspects of BPD include: Dialectal Behavior Therapy (DBT): DBT, sometimes called talk therapy is a form of cognitive behavioral therapy. It looks at cognition, or thought, and relates this to behavior, or actions.?? There are now other forms of therapy available which address relationship concerns with BPD, but DBT is one of the therapies that was first found most effective for BPD. There are four primary skills taught in DBT, with one being interpersonal effectiveness skills designed to help people successfully state their needs in a relationship and manage conflict.??Mentalization Therapy (MBT): MBT is a therapy that focuses on looking at your feelings, thoughts, and hopes, in order to see how they may be connected to your behaviors.?? MBT is a form of psychodynamic therapy which focuses on present situations rather than prior events and uses your relationship with the therapist to work through issues. Using specific examples or settings, MBT helps you to analyze both your feelings and the feelings and tho ughts of others in a specific situation.?? For example, if a friend of yours gets angry and leaves your home, you would address what feelings she had which may have prompted her behavior of leaving rather than focus on the behavior of leaving. In some cases, inpatient treatment may be necessary. Medications While there are currently no medications approved to treat BPD, medication is sometimes prescribed by doctors to help manage BPD symptoms and improve your interpersonal relationships. Some studies have shown that certain medications approved for other mental disorders are effective in controlling symptoms like anger, impulsivity, depression, and feelings of isolation.?? Results can vary greatly and it is unlikely that medication will completely eliminate these feelings; you can most likely expect modest results.   While medication may be a useful tool for managing your symptoms while undergoing therapy, many of the medications used have significant side effects. Before taking any pills, talk to your doctor and your therapist about potential side effects and if the advantages of medications outweigh the drawbacks. For some people, the risk is not worth the modest improvements in symptoms.   The Bottom Line Regardless if you take medication or not, therapy is essential for improving your relationships with others and managing your other symptoms. Talk to your doctor about your specific needs and concerns to come up with a strategy to meet your unique needs. Take the time to learn about some of the most common issues faced by people with BPD in their relationships. Dating and romantic relationships with BPD, in particular, tend to be chaotic and intense and it is important that both you and your partner understand some of these issues and how to address them before they become apparent. If you are living with someone with borderline personality disorder, it can be helpful to learn some of the ways in which a diagnosis of BPD affects the whole family. While learning about BPD either in yourself or a loved one can leave you feeling depressed, learning to understand the common issues and seeking out therapy can make a tremendous difference. Family therapy, in particular, can make a huge difference not just for someone living with BPD, but for the whole family.?? Borderline Personality Disorder and Your Family

Unstable Relationships and Bipolar Personality Disorder

Unstable Relationships and Bipolar Personality Disorder BPD Print The Challenges of Unstable Interpersonal Relationships and BPD By Erin Johnston, LCSW Erin Johnston, LCSW is a therapist, counselor, coach, and mediator with a private practice in Chicago, Illinois. Learn about our editorial policy Erin Johnston, LCSW Medically reviewed by Medically reviewed by Daniel B. Block, MD on November 25, 2019 twitter linkedin Daniel B. Block, MD, is an award-winning, board-certified psychiatrist who operates a private practice in Pennsylvania. Learn about our Medical Review Board Daniel B. Block, MD Updated on February 03, 2020  Adene Sanchez/Getty Images More in BPD Diagnosis Treatment Living With BPD Related Conditions Does borderline personality disorder affect relationships between family members, friends, or other people in the community? How could BPD specifically create troubles, and what can be done to resolve these problems? Interpersonal Relationships in People With Borderline Personality Disorder Many people with borderline personality disorder (BPD) have intense and unstable relationships with others.?? Their relationships tend to fluctuate between being all good or all bad and they can be unable to experience contradictory feelings when relating to the world or others. This black and white thinking, or splitting, can spill over into all relationships including those at school or work with peers, professors, and instructors, managers, and supervisors. How Splitting Harms Relationships Idealization and Devaluation Cycles in Relationships With BPD If you have BPD, you may initially idealize a person or situation, throwing yourself into a relationship fully and without reservation. However, soon something may occur that conflicts with this idealized view, such as a harsh comment from a supervisor, a poor grade on a paper or a fight with your partner. This can cause you to switch from an idealized view to one of devaluation. You may think that there is suddenly nothing good about the person or situation and there never was. Heightened sensitivity to rejection (abandonment sensitivity) may trigger your devaluing reaction. This sensitivity can cause you to overreact to real or perceived rejections. The feeling of rejection is overpowering and consuming and can feel very real, regardless of whether it was truly meant or unintended. In response to devaluation, you may erupt in anger, quit the related task,  become aggressive or just give up. It is possible that the person, relationship  or task will again be seen as ideal, but it is also possible that the negative view will remain constant or that the damage that occurred will be irreversible. Friendships can be destroyed, jobs quit or classes dropped. It can be a debilitating experience with significant consequences.   Coping with BPD in College Treating BPD and Managing Relationships Borderline personality disorder can have a significant impact on your relationships. Even with your family members, you may be sensitive to rejection, changes in plans or feelings of being slighted. These distortions in thinking can make you feel isolated, lonely and helpless.   In the past few years, significant progress has been made in understanding and treating BPD, both from a psychotherapy standpoint and through the use of medications. Therapy There are many treatment options that have been proven to be effective. Specific therapies that have shown promise in helping with the relational aspects of BPD include: Dialectal Behavior Therapy (DBT): DBT, sometimes called talk therapy is a form of cognitive behavioral therapy. It looks at cognition, or thought, and relates this to behavior, or actions.?? There are now other forms of therapy available which address relationship concerns with BPD, but DBT is one of the therapies that was first found most effective for BPD. There are four primary skills taught in DBT, with one being interpersonal effectiveness skills designed to help people successfully state their needs in a relationship and manage conflict.??Mentalization Therapy (MBT): MBT is a therapy that focuses on looking at your feelings, thoughts, and hopes, in order to see how they may be connected to your behaviors.?? MBT is a form of psychodynamic therapy which focuses on present situations rather than prior events and uses your relationship with the therapist to work through issues. Using specific examples or settings, MBT helps you to analyze both your feelings and the feelings and tho ughts of others in a specific situation.?? For example, if a friend of yours gets angry and leaves your home, you would address what feelings she had which may have prompted her behavior of leaving rather than focus on the behavior of leaving. In some cases, inpatient treatment may be necessary. Medications While there are currently no medications approved to treat BPD, medication is sometimes prescribed by doctors to help manage BPD symptoms and improve your interpersonal relationships. Some studies have shown that certain medications approved for other mental disorders are effective in controlling symptoms like anger, impulsivity, depression, and feelings of isolation.?? Results can vary greatly and it is unlikely that medication will completely eliminate these feelings; you can most likely expect modest results.   While medication may be a useful tool for managing your symptoms while undergoing therapy, many of the medications used have significant side effects. Before taking any pills, talk to your doctor and your therapist about potential side effects and if the advantages of medications outweigh the drawbacks. For some people, the risk is not worth the modest improvements in symptoms.   The Bottom Line Regardless if you take medication or not, therapy is essential for improving your relationships with others and managing your other symptoms. Talk to your doctor about your specific needs and concerns to come up with a strategy to meet your unique needs. Take the time to learn about some of the most common issues faced by people with BPD in their relationships. Dating and romantic relationships with BPD, in particular, tend to be chaotic and intense and it is important that both you and your partner understand some of these issues and how to address them before they become apparent. If you are living with someone with borderline personality disorder, it can be helpful to learn some of the ways in which a diagnosis of BPD affects the whole family. While learning about BPD either in yourself or a loved one can leave you feeling depressed, learning to understand the common issues and seeking out therapy can make a tremendous difference. Family therapy, in particular, can make a huge difference not just for someone living with BPD, but for the whole family.?? Borderline Personality Disorder and Your Family

Jsdgflka - 3918 Words

Comparative Literature 153: â€Å"International Cultures: Film and Literature† Dr. Thomas Jay Lynn * Penn State Berks * Fall 2015 * MWF 12:00-12:50 Franco 101 * Office Meeting Period MWF 1:15-2:15 (For an office meeting during this or a different time, please e-mail, phone, or speak to me in advance, if possible.) Office: 117 Franco * Office Phone: (610) 396-6298 * E-mail: TJL7@PSU.EDU Please note: This syllabus and various other course documents (including essay guidelines) will be posted online at our ANGEL course site. â€Å"I am proud of my humanity when I can acknowledge the poets and artists of other countries as my own. Let me feel with unalloyed gladness that all the great glories of man are mine.† ~ Rabindranath Tagore†¦show more content†¦At the Writing Center, which is a free Penn State Berks resource, a trained writing tutor will work with you at any point in the writing process from brainstorming ideas to polishing a final draft. To make an appointment, go to berks.mywconline.com. If you have questions, call the Writing Center at 610-396-6407 or email bk-writingcenter@psu.edu. Want to Give Help? You may wish to consider participating in PEPP (Penn State Educational Partnership Program). This program pairs PSU students with promising middle and high school students for mentoring. This is a valuable service to the local community and a great way to expose prospective students to Penn State Berks’ programs. For more information about PEPP, please contact Guadalupe Kasper, director of PEPP, at gur10@psu.edu or at 610-396- 6272. What You Will Do in CMLIT 153, â€Å"International Cultures: Film and Literature,† Fall 2015 âž ¢ Read, think, and write deeply about four international films and four related novels. Keeping up with the assigned reading and completing reading assignments prior to the appropriate classes are vital components of a successful course. In additional careful consideration and thoughtful responses to the four films that you will view are essential. Please be proactive by preparing for each appropriate class at least one specific and thoughtful question or observation about the current film and at least one for the current novel. Sharing these

Best Leaders For Rome in the Play, Julius Ceasar - 871 Words

Unlike the common view of leaders, the potential leaders of Julius Caesar are not necessarily nice or giving. However, sometimes that is necessary. In the play Julius Caesar, a long tale of leadership shows the true qualities of the greatest leaders. Where the reader finds themselves started is at the point which Antony and Caesar, the overconfident leader of Rome, are discussing people around them. This discussion boils to a point in which Antony and Caesar discuss the possibility of Cassius being a threat to Caesar. Later, readers find Cassius is indeed a threat, as he and multiple others, including Brutus, stab Caesar to death. Antony then brings Caesar’s body to the multitude, and with a great speech inspires a hatred for those who wrongfully stabbed him. At the next point Antony is seen, he and Octavius are the new rulers of Rome. These two comrades go and finally eliminate the last of the traitors, Cassius and Brutus, in a battle that cements the two as the new leaders o f Rome. Throughout all these actions, one man particularly showed that he should control the Roman Empire. Antony was created to be Rome’s leader in Julius Caesar, where William Shakespeare gave him inspirational abilities, persuasiveness, and fearlessness which are unparalleled. When Antony is heard speaking to the crowd, it was rather clear that he could inspire large groups of people to take action with a startling eloquence given to him. A person that can inspire will very often be a better leaderShow MoreRelatedThe Exciting and Interesting Life of Mark Anthony in the Play, Julius Caesar866 Words   |  3 PagesThroughout the play of Julius Caesar, Mark Antony has shown multiple times the sides of him more in history and sometimes more of just a character. Mark Antony has had a very exciting and most interesting life. He has been through the thick and thin; the deaths of friends, loved ones, spouses, and so much more. It is pretty amazing that one person could conquer so much in a single lifetime. The history of Mark Antony is one of the most important parts of the history of Rome. Mark Antony was one ofRead MoreOctavius Misunderstanding of Teamwork with Julius Ceasar667 Words   |  3 Pagesteamwork or team play. He sometimes made sure it was only about him and nobody else. What was the cause of Octaviuss reaction, what triggered his emotions? Octavius, also known as Augustus, is the adopted son of Julius Caesar. Julius Ceasar was killed because many people were threatened by his power and being crowned the king of Rome. Octavius was the biological son of Gaius Octavius. Gaius was married to the daughter of Julia Caesar who happened to be the sister of the great Julius Ceasar. His fatherRead MoreEssay Ancient Corinth1796 Words   |  8 Pagesseas, contrary winds, and difficult navigation (Engels 50).? The Greeks had two sayings showing what they thought of Malea- ?Let him who sails round Malea forget his home,? and, ?Let him who sails round Malea first make his will? (Barclay 1).? The best alterative for sea faring merchants and travelers, if their ship was small enough, was to set their boat on a platform and drag it across the four mile isthmus to the other side; or, if their ship was too large, disembark the cargo and carry it toRead Moresummary of lion and jewel3215 Words   |  13 PagesOld versus young    Julius Caesar SUMMARY This play is one that contains political intrigue and drama. It opens with a group of commoners celebrating Julius Caesars triumphant return to Rome. This is met with scorn by some Tribunes, who tell them to leave the area. This is the premise to scenes that reveal an ambitious Caesar who is beloved by Roman citizens, but is the envy of many of his friends. It is this envy that leads a group of conspirators, one of them being his best friend, to plot and

Essay on Whistle Blower and the Allegory of the Cave

The Life of a Whistle Blower Since the 1960s, the public value of whistle blowing has been increasingly recognized. Whistle blowing statutes protect from discharge or discrimination an employee who has initiated an investigation of an employer’s activities or who has otherwise cooperated with a regulatory agency in carrying out an inquiry or the enforcement of regulations. Many states have enacted whistle blower statutes, but these statutes vary widely in coverage. Some statutes apply only to public employees, some apply to both public and private employees, and others apply to public contractors. Under the federal False Claims Act, any person with knowledge of false claims or fraud against the institution may bring a lawsuit in his or†¦show more content†¦As a fast food eater, we are chained in the darkness of the cave and we do not want to accept the reality of how negative fast food has on us. To the back of the prisoners, lie the puppeteers who are casting the sha dows on the wall, which the prisoners perceive as reality. The puppeteers are the marketing team of the fast food industry. They utilize many different marketing strategies to reel in customers. For example, the puppeteers targets children as their marketing strategy. The kids would nag and whine to their parents to go get that Happy Meal from McDonald’s because of that toy. These kids continue to be prisoners of fast food, lifetime purchasers of McDonald’s. As Socrates described the cave and the situation of the prisoners, he conveys the point that the prisoners would be fundamentally mistaken as to what is reality. Because we know that the puppeteers behind them are using objects to liken the shadow. We all know that McDonald’s is not good for our health, but those that have kids continue to go to McDonald’s at least once every now and then because their child nagged about wanting to go there. Fast Food Nation could definitely be analyzed in the contex t of Plato’s â€Å"The Allegory of the Cave†. In the movie, Michael Clayton, a law firm brings in its â€Å"fixer† by the name of Michael to remedy the situation after a lawyer, Arthur, has a breakdown

Experiencing Poetry Graphic Organizer Essay Example For Students

Experiencing Poetry Graphic Organizer Essay She Walks in Beauty Initial Response: What does this poem seem to be about? This poem seems to be about an unknown woman. The speaker shows the resemblances of how the woman is beautiful too lot of dark features. Words: Were the words in this poem difficult or easy to understand? Was there any word or phrase that was powerful to you? The words that are difficult for me to understand was when the speaker said tress ND gaudy. The phrase that was powerful to me was when the speaker said Had half impaired the nameless grace. Images: Did the poet create strong Images? What could you see, hear, smell, taste, or feel? The strong Images the poet created In my mind was how beautiful the girl could be compared to night or the starry skies. Figurative Language: What poetic devices were used in this poem? What did these poetic devices do for the poem? Did these devices help create imagery or communicate the authors feelings? The poetic devices the speaker used is simile when he said She walks in beauty, like the night. And this poem also shows a lot of imagery. The poetic devices help show the speakers feelings and thoughts for the woman. Emotion: What emotion was the author trying to express? The emotion the author was trying to express was his affection for the woman. Structure: How is the poem organized (lines, stanzas, etc. )? What is unique or interesting about the structure of the poem? Does the poem rhyme? This poem is structured with six lines per stanza. And there is three stanzas. The unique thing is that every stanza has six lines. This poem rhyme in every other line. Meaning: What is the poem saying about life or love? Do you agree or disagree with this message? Explain. Are there any other reasonable ways to Interpret this poem? This poem is saying that love can be shown as many dark things. A agree with the What kind of magazine or other publication would be the best place for this type of poem? This poem would be best published in the magazine Cloud nine. It would be best published in Cloud nine because this poem is mainly about love. In the poem it says A heart whose love is innocent Which shows that the woman loves the speaker back. This poem would also be a best fit for the magazine because it talks about how the speaker adores the woman, and so the magazine is about people who are on cloud 9 or in love. So this poem She walks in Beauty would be a perfect for the magazine Cloud nine because both are related to love.

The Father of Revolution Essay Essay Example

The Father of Revolution Essay Essay I belong to the opposing group. who opposes Jose Rizal as the national hero. and affirms Andres Bonifacio. who genuinely owns the throne to the alleged rubric of â€Å"National Hero† which presently belongs to Jose Rizal. First of all. allow me acquire some facts straight. His complete name is Andres Castro Bonifacio. and he was born on November 30. 1863 in Tondo. Manila and died on May 10. 1897 at a really immature age of 33 in Maragondon. Cavite. Like Abraham Lincoln. his formal instruction was really limited because of his parents’ decease when he was merely 14. He was an devouring reader excessively similar Lincoln and has read legion books like the Gallic Revolution. Biographies of US Presidents and many others. As the firstborn. he had to drop out from school in order to back up his siblings. We will write a custom essay sample on The Father of Revolution Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Father of Revolution Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Father of Revolution Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Bonifacio was able to see working several uneven occupations such as courier. salesman and. warehouser. He was besides a man of affairs merchandising fans and canes. He founded the radical motion known as KKK and was its supreme leader which sought for independency from the Spaniards. Not known to many Filipinos. some historiographers regarded him as the â€Å"first president of the Philippines. Andres Bonifacio and Greogoria De Jesus were married at the historic Binondo Church in 1893. His married woman. more popularly known as Aling Oriang. was the laminitis and the vice-president of the women’s chapter of KKK. As a member of the Katipunan. Gregoria was designated the codification name â€Å"Lakambini† which is the equivalent of â€Å"goddess† or â€Å"muse† in Tagalog idiom. Andres and Gregoria had a boy named Andres but died of variola. Bonifacio was executed in 1897 and after more than a twelvemonth his married woman Gregoria met Julio Nakpil. a commanding officer of the Katipunan military personnels in northern Philippines. They got married in December 1898 and had 5 kids. The primary aim of the constitution of KKK is to accomplish independency from Spain through a revolution. On July 7. 1892. the twenty-four hours after Rizal’s exile to Dapitan. Andres Bonifacio founded the KKK – Kataas-taasang Kagalanggalangang Katipunan ng mga Anak ng Bayan ( Highest and Most Respected Children of the Society of the Country ) As a Katipunero. a member of the secret society called KKK. Bonicafio used the anonym â€Å"May Pag-asa† ( There’s hope ) . The first â€Å"Supremo† of the Katipunan. short of KKK. was Deodato Arellano. Bonicacio’s brother-in-law. The 2nd KKK â€Å"Supremo† was Roman Basa. Although Bonifacio was the laminitis. he merely took over as â€Å"Supremo† in 1895 and anterior to keeping the highest place he was the organization’s accountant and so its fiscal. Bonifacio wrote the poem â€Å"Pag-ibig SA Lupang Tinubuan† ( Love of Homeland ) under the anonym Agapito Bagumbayan. With less than 300 KKK members in January 1896. ranks of the Katipunan soared high to more than 40. 000 by August 1896 due to the publication of â€Å"Kalayaan† and rank spread out throughout Luzviminda.

Luther man between God and the Devil

Luther man between God and the Devil Introduction The preface to Luther by Heiko A. Oberman gives the reader a sneak preview of what to expect while reading the book. In his opening sentence however, Oberman warns the reader that discovering Luther is something that cannot fit within the confine of scholarship exposition. To understand Luther however, Oberman notes that people must be ready to leave behind their views about the world and life.Advertising We will write a custom critical writing sample on Luther: man between God and the Devil specifically for you for only $16.05 $11/page Learn More This is because Luther’s world was different from what the contemporary man knows; the church had so much power that it was equated to heaven, while the emperor’s represented the â€Å"powers of heaven† (xix). Reading through the book, one gets the impression that Oberman shares in the religious and spiritual issues that he documents about Luther having gone through. He relates the Luther experiences and discoveries both in terms of emotional and physical struggles as the same as what people in the contemporary society face. In the preface, one gets the impression that Oberman does not give religion or the state of the society as much weight as a factor that affected Luther’s life. This is made clear by the phrase, â€Å"It is not the Catholic, protestant or modern Luther we are looking for†¦Ã¢â‚¬  (xix). He however acknowledges that â€Å"we† will encounter religions and society’s state in the course of reading the book. The use of â€Å"we† in preface gives the reader the impression that he/she is not alone in discovering Luther. Oberman makes himself part of the journey too. The dying scene The main body of Oberman’s books starts with the dying scene where Luther is being attended by the â€Å"Reverend father†. It was February 18, 1546 when Luther Died. Before his death, Luther went through some final testin g where witnesses were summoned by his friend Justus Jonas just to confirm that Luther had â€Å"died steadfast in Christ and the doctrines that he had preached† (3). Oberman notes that Luther had always prayed that he would always be able to resist the devil to the very end believing that resisting Satan, who is branded as the ultimate and bitterest enemy to human kind would be his ultimate liberation from the tyranny posed by sin. Oberman also notes that Luther believed that a trust in God convinced him that the agony that he suffered in his life would be nothing more than brief blow upon his death (3).Advertising Looking for critical writing on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Liberal thinking Oberman further succeeds in portraying Luther as a person who had his own way of thinking. As indicated in the book, the author narrates that Luther adjusted his time with benchmarks rather than tol erance, enlightenment, modernity or progress to determine time. In order to understand Luther therefore, Oberman suggests that â€Å"we† need to read Luther’s history with a non-conventional perspective (12). Luther’s influence on the politics of the day seems to have been known to him more than anyone else. In one scene for example, Oberman states that Luther knew he posed a risk to the policy in Saxony. Since he did not want to break the sovereign’s freedoms that would be contained in political actions, he made the Saxony’s elector an attractive proposal that if accepted would have seen him leave the land (22). In a bid to stop Luther from leaving, the elector summoned him and promised to take a neutral position, while granting Luther the academic freedoms necessary to discuss scriptural questions with his students without any hindrances. Yet, Luther’s affair with the law was not always smooth. In 1520 for example, Pope Leo announced a con ditional excommunication to Luther based on his works, which the pope defined as â€Å"heretical, offensive and false† (Oberman 22). The pope however gave Luther 60 days to submit a response. Luther however could do nothing like that and finally in 1521, the Pope signed the excommunication letter, hoping that it had finally settled the troubles that arose from Luther. Luther’s supporters argued that the excommunication was motivated by the fact that the church could not stand reformation, yet a time for the same in the church was long overdue (Oberman 24). Reformist, teacher, doctor or preacher? Oberman’s book further notes that Luther’s influence on reformation would have ended sooner were it not for the death of Emperor Maximilian I in 1519. Before the death of the emperor, the Elector Cajetan in Saxon had done a lot to protect Luther. However, his protection of Luther stood no chance of surviving a final decision by the Papacy in Rome. Luckily however, the death of the emperor created a political upheaval in succession, which for a fair amount of time shifted attention from the Luther question.Advertising We will write a custom critical writing sample on Luther: man between God and the Devil specifically for you for only $16.05 $11/page Learn More The controversy between the Germans and the Papacy regarding Luther was clear as one end held that no one could be placed under a ban without being accorded a suitable hearing, while the other side maintained that Luther was under an automatic ban due to his incorrigible and notorious heretics (Oberman 36). While the Papal attracted critics, Oberman portrays Luther as having gained more public support especially from his writings which criticized how cases were â€Å"nipped in the bud† when they were tried in the imperial, papal or local courts (36). Having argued that no one deserved being banned without being given fair hearing, the Germans succeeded i n convincing the Papacy to grant Luther a hearing. In 1521 therefore, Luther appeared before the Bishop’s court sought to find the reality about the accusations of heretics placed on Luther. During the hearing, Oberman portrays Luther as a tactical and knowledgeable person who refused to answer non-specific questions. Asked whether he recognized the books written in his name as his own work, Luther sought to have the books mentioned individually (38). According to Oberman, the mentioning of the books served to dispense the notion that Luther was a â€Å"stupid monk† to anyone in the court room who may have held that idea. Asked whether he could recant, Luther requested the court to give him time to think. On his return the following day, his answer was an indirect one. He said that his books were neither polemical nor sharp. He stated that his writing addressed the Christian faith and life as directed by the gospel. To this end, he stated that not even the opponents wo uld find anything objectionable in the books. About the books that addressed the Papacy, Luther told the court that he had addressed how the papal office had ruined the church, weighed the human conscience down and oppressed the empire. He therefore argued that he could not renounce anything he had written in his books because by doing so, he would be encouraging tyranny.Advertising Looking for critical writing on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More By recounting this episode, Oberman portrays Luther as a person who stood steadfast with what he believed in regardless of whether he had the support from others or not. In a documented recounting of the proceeding that took place in the hearing, Luther is portrayed as a watchful person who not only realized that the hearing was not intended to gather information, but rather to accept the anticipated recantation by Luther or uphold the ban. Since the hearing was made of Germans, Luther argued that instead of acting independently, the Germans had acted childishly, allowing themselves to be fooled by the Romans. Oberman observes that though Luther’s evaluation of how the interrogation was conducted was indeed valid, he (Luther) was wrong about the Germans acting childishly. Oberman argues that no where in western Christendom would people find it politically viable to protect a seemingly rebellious monk against extradition from Rome. More so, obtaining a public hearing like what the Germans did for Luther who was perceived by Rome as a notorious heretic was also unusual. According to Oberman therefore, the same Germans who Luther has termed â€Å"follies† had kept his issue alive in such a long time such that the ban imposed by Rome was stifled (Oberman 40). Oberman’s book gives a clear picture of Luther’s attack on Rome and the papacy and gives the reader the actions that made Luther such a bitter person against the actions of Rome. At some point in the book, Luther is quoted saying that every person in Rome had gone crazy and â€Å"†¦had become inane fools and the devils† (Oberman 43). His reason for such strong wording about Romans was the fact that they had accepted the information passed by the church in Rome in that time, which Luther referred to as lies, which were being passed on as truths. According to Luther, Rome was the devil’s gateway to the church, yet, Christ sought representation through people who we re willing to work, preach, suffer and die. Instead however, the office of the Pope which was supposed to act as the servant of Christ leading the way for the church followers had become the â€Å"ruler of rulers† (Oberman 43). Reading this book however, one not only identifies the character of Luther, but also Oberman’s character as well. For instance, by making the devil a central agenda in his biography of Luther, one gets the impression that Oberman shared the convictions that Luther had about good and evil. One also gets the impression that not only does Oberman find the justification for a faith in Christianity, but he also finds â€Å"a new belief in the devil† (104). Surprisingly, Luther and Oberman are from different centuries. Luther was from the middle ages, while Oberman just wrote the book in the 19th century. Yet Oberman’s writing succeeds in portraying the devil not as a medieval residue, but an astonishingly modern reality. Oberman specifi cally portrays Luther’s role giving the reader a new understanding of Satan’s role in a person’s life. Through Luther’s believes and discoveries regarding Satan, Oberman gives the reader a few insights about how Satan allegedly operates. For example, as opposed to what many people may think; holiness and sanctity does not necessarily mean that the devil is absent. According to Luther, acts of Christianity which include preaching the gospels, people gathering to hear God’s word and other things that Christians do in order to strengthen their faiths provoke Satan to attack Christians even more. Luther also notes that in an attempt to ‘mislead’ Christians, the devil ties people down to religiosity. To this, Oberman adds that one is entangle in self devout analysis. He thus concluded that the ideals of divinization, perfection and holiness are Satan’s way of misleading the Christian faithful. Unlike a person who seeks Christ because he or she is â€Å"filthy and sinful†, Oberman notes that those who think they are divine, perfect or holy do not see the need to do so. Oberman is also successful in drawing a distinction between modern Protestantism and what Luther believed. Most notably, Oberman documents the high regard that Luther had for the sacraments. Despite his protests against the act of the Catholic Church and the papacy, Luther is quoted as having said â€Å"I am undeserving, but I rely on the faith of the church- or of another believer. Whatever my situation, O Lord, I must be obedient to your church, which bids me to go to communion. If I bring you nothing else, at least I bring you this Obedience† (Oberman 242). Further distinction between modern Protestantism and what Luther believed is portrayed by Oberman as his demand that Christians go to confession at least once annually. To this, Luther stated that instead of people approaching the sacraments with fear and humility, they should have faith and be confident when taking part in the sacraments. Through abandoning humility and fear and embracing faith and confidence, Luther argued that people would stop seeking worthiness, since no one could be worthy before God. Luther’s stand about the sacrament did not go unchallenged. Oberman notes that the Swiss for example questioned the profit that people got from assuming that Christ’s flesh was represented in the Holy Communion, while Christ himself had dismissed the flesh as having no profit. Further the Swiss questioned Luther how obedience can replace insufficient faith. With no clear answers from Luther regarding these questions, the Swiss branded Luther a neo-papist and a captive of the middle ages (Oberman 242). As a reformist, Oberman portrays Luther as a person who attracted more foes in high ranking positions than was prudent to do at that day and age. For example, he challenged the supremacy of the papacy and the mandate given to councils. Thoug h he acknowledged that the pope deserved respect as the bishop of Rome, while the papacy deserved being held in high regard especially because it was an institution created by agreeing people, he said that neither the pope nor the papacy deserved to serve as the standard of obedience. Instead, the Gospel should be used as the measure of obedience (Oberman 246). Oberman once again portrays Luther as a person who had a firm believe in himself and the things he did. For example, while his friends tried to dissuade him from publicly questioning the authority that the pope and the papacy office had on Christianity, Luther rendered an account based of St. Peter who the pope is modeled after. To this, he said that though Peter had a prime and honorary position among other apostles, his position did not give him any legal supremacy or authority to â€Å"make, send, govern or ordain other apostles† (Oberman 247). Oberman also portrays Luther as a man who believed that the institutions in the church should have been formed under the guidance of the Gospel. This he suggested should have been the case if people adhered to the gospel adequately instead of depending on heresy. According to Oberman, Luther insisted that the unwavering theology of the cross of Christ could not support either catholic-subjectivism or the protestant individualism. Rather, true theology would further unity in Christianity regardless of the denominations and would thus succeed in letting people know the need to heed God’s commandments. A reoccurring image of Luther throughout the book is that of unwavering and often fearless man. One gets the impression that Luther knew the possible implications of his words and actions but still chose to criticize or point out the evils that bedeviled the society mainly because the church then refused to play its rightful role and instead chose to engage in power games and governance. In 1519 for example when his ties with Rome were still intact, O berman observes that Luther said that the church â€Å"was an accumulation if schisms† (249). When the church in Rome finally excommunicated him, he burned the canon law and the bull of the pope to show his rapprochement. This was seen by some as the final act of revolt that Luther had started in 1517. Oberman notes that attempts by those opposed to Luther’s action to brand him a Hussite failed. Hussites had previously waged war against the Catholic Church and labeling Luther as one would no doubt would have cost him some support. Luther is however portrayed as a person who would have cared less about the labels that his opponents gave him. Luther is also portrayed as a person who attached meaning to his dreams. In Oberman’s account, it is stated that Luther had Utopian and devilish dreams, which he quickly recognized as traps set by Satan. In his interpretation, Satan conjured up images of purity for people and then encouraged them to understand the evil contai ned in their words, actions or thoughts (64-66). The reformation Oberman starts the chapter on reformation breakthrough by creating the Luther that people would have expected to see. Having become a doctor of theology, Oberman states that Luther was now in the same ranks as some stupid monks who spent their time arguing about nothing in specific. The monks perceived themselves as guardians of the proper doctrine and piety, yet, they were barely able to â€Å"count their own toes† (151). Oberman therefore portrays Luther as a truth seeker therefore contradicts public expectation of what the learned theologians of his time were used to doing. Oberman credits the reformist ideas of Luther to the fact that he (Luther) encouraged people not only to agree to the idea that God is just, but rather seek him with their entire beings, which included their thoughts and actions; bodies and souls; and suffering and love. Oberman also observes that the search for salvation as championed by Luther suggested that all people; whether educated or not could engage in the same exercise. Still, Oberman portrays Luther who did not allow his understanding of theology to alter his perspective or raise his voice to critique the medieval theologians who were regarded as authorities at that point in history. Central to the reformist ideas of Luther as noted by Oberman was Vicar General Staupitz. The latter is credited by Luther for â€Å"first of all being my father in this doctrine, and having given birth [to me] in Christ† (Oberman 152). Having introduced Luther into the doctrine, Oberman’s book indicates that Staupitz gave him a longing to seek the reality of the principles therein from the scripture. Still, not everything in the scriptures made perfect sense to Luther. More specifically, Oberman quotes Romans 1:17, as a scripture written by the St. Paul as an obstacle that Luther struggled with. The scripture reads: â€Å"For therein [in the gospel] is the right eousness of God revealed† (Oberman 152). During his study of the scriptures however, Luther appear to have come as one thing as the absolute truth; that God’s righteousness is the eternal law through which all men and women will be judged on doomsday. According to Oberman, the righteousness of God is not distributed to humankind like talents; rather, it put men who are willing to abide by God’s teaching in a position where they can attain righteousness. Luther’s discovery about God righteousness however suggests that it is united with Christ’s righteousness, further confirming that Jesus Christ and God the father are one. According to Oberman, Luther’s ability to think originally gave him the reformist qualities. More so, he was willing to test the discoveries he made while studying the scriptures against the prevailing laws used by the church. Luther’s discovert about the righteousness of God was unheard of during his time. He used it to discredit the doctrine of good works as championed by the church and to human action; he discredits the reward and merit ideals which were at the time the main motivators for human action (156). According to Oberman, tribulations and struggles make the true life of a theologian as opposed to speculation or philosophizing. Notably however, Luther’s experiences as a reformist reduce the fears, hopes, successes and struggles to two stages: 1) a desperate monk; and 2) the self-confident reformer. Oberman however notes that Luther astounds scholars because his works seems to have taken some form of systemic research, from which drew conclusions and finally delved into the world of reform. Accordingly, Luther’s reformist ideas were drawn from lesson from St. Augustine and St. Paul. After seeking a deep understanding of the scripture, he indulged in conflict with the pontifical church through logical accusations and arguments. Luther’s reformist role is not only co vered by Oberman alone. Other writers like Levi et al (259-284) have included Luther among the reformers who contributed schismatic solutions towards the renaissance and reformation. Luther’s Death Oberman gives the reader the impression that Luther’s death was not only waited by Luther himself, but his adversaries too. Most notably was Johannes Cochlaeus who first wrote about Luther. Unlike Oberman however, Cochlaeus did not have any kind words for Luther. He instead denounced him as the devil’s spawn that is portrayed in the Bible as the seven-headed dragon. What no one could not establish beyond Luther’s death however was whether his soul was taken by the devil or whether God rewarded it by taking it to everlasting happiness as Luther all along wished for in his life. Their books takes special note of the role that the reformist idea played in Germany at a time when Rome had taken the reigns of power in Europe through the office of the papacy and the p ope as the power figure. In this book however, one gets the idea that Luther’s ideas only set ablaze the feelings about Rome that had simmering in Europe and especially Germany. In an effort to solve the mystery of who between God and the Devil took Luther’s soul, Oberman’s book (3) gives an account of how simple believers and people in the academic world sought to establish the truth. The not-so-informed believers simply imagined that whoever was fast would snatch Luther’s soul first. The academic scholars on the other hand argued that a descent into hell could be easily diagnosed medically. According to their argument, Luther’s death would have been abrupt if the devil took his soul because, â€Å"the devil [would have] snipped the thread of life†¦, thus leaving the church unable to render its last assistance† (Oberman 3). As such, they argued that Luther’s slow death meant that he had commended his soul into the hands of God. Initially, Oberman (4) succeeds in portraying Luther as a patient, understanding and cheerful man who understood the reality of death in such a way that many men would have difficulties doing. More specifically, he describes how Luther knowing his death was imminent chose to spend his last days in his birth place in Eisleben where he mediated a protracted battle between two brothers. Weeks before his death, Luther is portrayed as a patient man who despite his despise for lawyers, spent hours sitting between the two parties trying to mediate them. Oberman also succeeds in portraying Luther as a man who had the nerve to accept that the inevitable death was eventually going to catch up with him. He even seems to have made fun of the fact that in death, he â€Å"would lie down in [his] coffin and give the worms a fat doctor to feast to on.†(5). Oberman also portray Luther as a man who had a firm believes in life after death although he did not state it as a fact. Rather, he said that â€Å"it was very likely† that people’s spirits in heaven would be renewed. He however stated that it was also likely that man’s spirit and body would remain undetached for people who would end up in hell (5). How closely Luther’s friends associated him with a man of God is evident when the news were first broken to his friend Melanchthon. Struggling for control and struggling to get the right words to break the news about Luther’s death to his students, Melanchthon used a phrase used to describe Prophet Elijah’s death. He told his students that the â€Å"charioteer of Israel has fallen† (Oberman 6). Having been the personality behind the evangelical movement and the reformation, Luther left a gap that had no immediate successor. To this end, Oberman manages to bring out the difference in tact between Prophet Elijah and Luther. Unlike Elija who had picked Elisha to be his successor, Luther had refrained from such a thing believin g that the Gospel would be strong enough to charge its own way (Oberman 7). Unfortunately, not every one shared in the Pope’s opinion. Conclusion Overall, reading about Luther gives one the impression that he was an argumentative, single-minded person, who hard an enormous amount of self confidence and believe. This characteristic mainly comes across because he did not waiver even when he faced opposition for his writings or spoken word. Being branded a heretic meant that he could face death by fire. Yet, even with controversies regarding his 95 theses raging, he could not renounce any of his written works or apologize for the same (Cep 5). He strongly believed that he had written the right thing and that apologizing for pinpointing the evils in the society would only lead to more tyranny. His writings and actions however led to his excommunication from the Catholic Church by Pope Leo and since Luther knew he could not reform the church from outside, he began the process of b uilding a new church (Cep 14). This marked the beginning of the protestant church, which was based on the concepts of freedom and liberty. According to Oberman, Luther never referred himself as the reformer; rather, he used the titles professor, preacher or doctor because he believed his role in Christendom was proclaiming the good works which were necessary for the survival of the real religion on the threatened world. Yet, Luther did not fail to have a fair share of shortcomings. Oberman notes that Luther, the ex-monk at some tome adopted the role of a new layman who was eager for the joys and pleasures that come with secular jobs. According to Brady, the new form of apocalypticism and worldliness that overtook Luther at some point meant that he became an alien to reformation (41). The progressive reformation that was as a result of Luther’s actions was far from his initial intention. Reading through Oberman’s account of Luther, it is clear that though Luther imagine d a world where the devil was forever pursuing God’s children, he adopted a sober view of Christianity and hence adopted a reformist role. Brady, Thomas. The work of Heiko A. Oberman: papers from the symposium on his seventieth birthday. PA Netherlands: Brill Publishers, 2003. Print Cep, Casey. â€Å"The ecstasy is real†. The Harvard Book Review. Dec. 2008. Web. Levi, et al. Renaissance and Reformation: The Intellectual Genesis. New Haven, CT: Yale University press, 2004. Print. Oberman, Heiko. Luther: man between God and the Devil. California: The Doubleday Religious Publishing Group, 1992. Print.

Case analysis Study Example | Topics and Well Written Essays - 1250 words - 1

Analysis - Case Study Example The main issue in the case of Mega Toys Company is to identify the business level strategy that would propel the company to new financial heights despite the rising competition in the market. This paper looks at possible strategies that the company uses and some indirect strategies that the company has used. Mega Toys main objective is to focus on satisfying the customers’ requirements and preferences so that the business can achieve above average returns. The main question underlying in the customers context is to identify the customer, their needs, and how those needs will be met. The senior management determines these strategies. Understanding the customers is a multivariate concept demanding understanding of demographics, geographical location, life styles and choices, personality traits, consumption patterns, industry characteristics as well as organizational size. To achieve this, the business has to understand and answer to the question â€Å"what are the potential goods and services that are needed by these customers?† This helps in gaining the competitive advantage, which is the main objective of business level strategies. Mega Toys Company main business strategy is to achieve long run growth of the company and to manage seasonal production primarily through cost leadership. Fundamental costs include labor costs, inventory, and delivery on time, and creating unique products. The most important resource for Mega Toys Company is to get seasonal employees in the low cost countries. According to this case, competitors can gain access to the low cost countries but cannot compete with Mega Toys in terms of quality of its products. Its products are of high quality, which are coupled with intellectual properties rights. Additionally their products have a unique design. The company also ensures that the deliveries they make are timely. This makes the Mega Toys products stand out

Wireless network implementation (Enterprise Network Design (Aston)) Case Study

Wireless network implementation (Enterprise Network Design (Aston)) - Case Study Example There will be a mesh topology setup in the core and distribution layers. Along with the redundant paths there will be redundant hardware in those layers. This will allow for more throughput and fault tolerance. QoS will also be implemented in all layers of the network to improve performance. The current reliability problems are half hardware failure and half over utilization of circuits. With the addition of QoS and redundancy, we can assure that mission critical applications will never fail. Aston is a leading firm in the private sector legal support business. These accounts are served worldwide by their franchise network. As you can tell, Aston is on a mission to keep trucks rolling by creating and delivering the best products and services for customers. The current network design analysis showed us that there are strong areas of the network and many weak areas. The current networks strongest point is in the campus backbone. Currently there is a full mesh between all routers. Because of this setup the backbone is the strongest part of the network. However, the backbone is currently running on 100 Mbps copper which is causing bottlenecks during peak usage. The existing network has far more weak areas then strong ones. We found one of the weakest areas of the network to be in the server farm. ... Also, all connections were made with copper to the campus backbone which limits the speed. Another area of concern is with the building distribution layer. This layer also has no layer 3 capabilities and has no redundant paths. There are multiple switches in the building distribution but in the event of a failure the core will have to reroute all traffic due to lack of appropriate redundancy. Another area that lacks redundancy is the edge distribution module. Currently if the edge distribution router were to fail, all internet and internal communications with other branches would be lost. Along with lack of redundancy, there were many security concerns. Currently there is only one firewall and it is placed between the internet service provider and the edge distribution router. This is a good start to securing the network but there is a lack of intrusion detection which is a concern. Also, the current e-commerce connection is in front of the firewall which provides absolutely no protection to the e-commerce server from the outside world. Finally, the other area of concern is the lack of outside accessibility. Currently there is only one remote access server which accepts incoming modem connections. The current system is not capable of support the very large mobile work force of Aston and it does not support current technology. In order for a remote worker to gain access to the network they have to have a dial up modem and a telephone line. Once the connection is made the speed is slow and the functionality is limited. Along with the lack of speed and functionality, the network is limited on its ability to upgrade to VPN technology. Currently there is only one internet service provider that only provides 3 Mbps which is barely enough

The Correcting Of Errors In Students Work English Language Essay

The Correcting Of Errors In Students Work English Language Essay Look at the following pieces of written work. In each case write a list of all the errors that have been made. Mark on the list, which type of error they are, according to the simple classification above. Write the correct version of the error underneath eg: Student 1 I am 46 years old and married (G) for twenty years. We have got three children, one soon (SP) and two daughters. There (G) are six, eight and eleven years old. I am an electrical engineer and worked (T) for a company who manufactured (T)machines for processing automatically.(WO) At first, I am going to learn English in Great Britain. Its very important for my job. Then, I would like to have a little compangniy (SP) with about ten co-worker (WW) for myself. If it (G) isnt possible, Ill (G) manage a department who developed (G T) high technology machines. I became (WO)the test sheets for complete (WO) and (G)return directly at you. You phoned at your agent about my course at your school in Bristol. Very thanks for your trouble. (WO) Im happy to come at (PR)your school and Im (G) sure to learn better English. (G) I dont know my flight number on the 5st (SP) March. I would (G) let you (MW) as soon as possible. 1. I am 46 years old and married (G) for twenty years.   C- I am 46 years old and have been married for twenty years. 2. We have got three children, one soon (SP) and two daughters. C- We have got three children, one son two daughters. 3.There (G) are six, eight eleven years old. C- They are six, eight eleven years old. 4. I am an electrical engineer and worked (T) for a company who manufactured machines for processing automatically (T). C- I am an electrical engineer and work for a company who manufactures automatic processing machines. 5. Then, I would like to have a little compagniy (SP) with about ten co-worker (WW)for myself. C- Then, I would like to have a little company with about ten employees 6. If it (G) isnt possible, Ill manage a department who (G) developed (T) high technology machines. C- If that isnt possible, Ill like to manage a department  that  develops high technology machine. 7. I became (WW) the test sheets for complete (WW) and (G)return directly at (PR)you. C- I have the test sheets for completion and I will return directly to you. 8. You phoned at your agent about my course at your school in bristol. C-   The error may be context and grammar    9. Very thanks for your trouble. (WO) C- Many thanks for your trouble 10. Im happy to come at (PR)your school and Im sure to (G) learn better English. (WW) C- Im happy to come to your school and Im sure I will improve my English. 11. I dont know my flight number on the 5st March (G). C- I dont know  my flight number on the 5th of March. 12. I would (G)let you ^as soon as possible. C- I will let you know as soon as possible. Student 2 I am fourty (SP) years old. My height is 1.8m (G) and my hair is blond. My hobbys (SP)are walking and climbing (sp) in the mountain (G). My job (G) is Quality-Manager. I live (T) ten years at (PR) Russikon. I weake (SP) up at seven ochlock (SP) in the morning. I go (G) for breakfast in the kitchen. After the breakfast and I drive to work by car. In the office there is a lot of work. I have a brak at ten oclock and I drink a tea. 12 oclock I go home for lunch. In the future I will a good life with my family. I hope I get a lot of money. I will learn better English for my job. I hope you will be happy with my history. 1.  Im fourty years old. C- Im forty (SP)  years old. 2. My height is 1.8m (G) and my hair is blond. C- I am 1.8m tall and my hair is blond. 3. My hobbys (SP)are walking and clymbimgin (SP)the mountain (G). C- My hobbies are walking and climbing in the mountains. 4. My job is quality-manager. (G) C-I am a quality- manager 5.  I live ten years at Russikon. (G/WO) C- I have lived 10 years in Russikon 6. I weake (SP) up at seven ochlock (SP) in the morning. C- I wake up seven oclock in the morning. 7. I go for breakfast in the kitchen. (G) C- I have my breakfast in the kitchen 8. After the breakfast (G) and I drive to work by car. C-After breakfast, I drive to work by car. 9. In the office there is a lot of work. (WO) C- There is lot of work in the office 10. I have a break at ten oclock and I drink a tea. C- I have a break at ten oclock and I have a cup of tea 11. In the future I will (G) a good life with my family. C-In the future I hope to have good life with my family. 12. I hope I get a lot (G,WO) of money. C- I hope I will  make lot of money. 13. I will learn better (G) english (SP) for my job. C-I hope to improve my English as I need it for my job. 14. I hope  you will be happy with my history. (WW) C-I hope you will be happy with my story. Student 3. Yesterday I arrived in Bath. In this town there is a college where Ill study English for two weeks. When we arrived at the college we went to our bedroom. I stay in bed-room with my best friend and Im very happy for this. At eight oclock we had dinner and then we have visited the college. It is beautiful and there is also a swimming pool. Then we caome back to our bed-room wher Ive chatted whit my friend for a long time. We both happy and we both hope to have good time in this college. Unfortunately the weather isnt very good yesterday rained and today too but I think that the weather isnt very important. 1. Yesterday I arrived in Bath. (WO) C- I arrived in Bath yesterday. 2. In this town there is a college (WO)where Ill study English for two weeks. C   There is a college in this town where Ill study English for two weeks. 3. When we arrived at the college we went to our bedroom. (G) C- When we arrived at the college, we went to our bedrooms. 4. I stay in bed-room with my best friend and Iam very happy for this. (G, WO) C-I am very happy that I am sharing the room with my best friend. 5. At eight oclock we had dinner and then we have (G) visited the college. C- At eighth oclock we had dinner then we visited the college. 6. Then we caome (SP) back to our bed-room wher (G) Ive chatted (G) whit (SP) my friend for a long time. C-Then we came (SP) back to our bedroom where I chat with my friend for a long time. (G) 6. We both happy (G) and we both hope to have a good time in this (PR) college. C- We are both happy and we both hope to have a good time at this college. 7. Unfortunately the weather isnt (G)very good yesterday rained and today too. (WO) C- Unfortunately the weather wasnt very good; it rained  yesterday again today.   8. But I think that the weather isnt very (G) important. C- I dont think the weather is very important. Student 4 1.I had been (G) in London for about four days, (conjunction) I saw the Tower  of London, the Tower bridge the Big Ben and the other famous places of this city (G, WO). C- I have been (G) in London for about four days, and I saw the Tower of London, Tower Bridge, Big Ben and some of the citys other famous places.   2. To arrive in Bath, I brought a coach. (WO) C- I came to  Bath by coach. 3. The journey was long (WO) but Im very happy to arrive (G) in this town. C- It was a long journey but Im very happy to have arrived in this town. 4.. I didnt stay (G)here before, but all my friends who saw (G) Bath tell me that it is very beautiful. C- I have never been here before, but all my friends who have visited Bath tell me it is very beautiful 5. I hope I (G) enjoy myself very much. C- I hope I  will enjoy myself very much. Student 5. Collection of error, not a narrative. a) Thank you for the informations. (G) C- Thank you for the information b) I stand up at 6 oclock in the morning. (WW) C- I wake up at 6 oclock in the morning. c) When I am ready I am eating my meal. (T) C- When I am ready I will eat my meal. d) I passed a good week with you. (WW) C- I spent a good week with you. e) I want saying you thank you. (G) C- I want to say thank you. f) I had ^(G) very nice lunch and ^(G) wine and it made me very full up (WO) and Im no more hungry. C- I had a very nice lunch and a glass of wine, and it made me very full and I am not hungry anymore g) Where I stay (G) the wife is a very good cooker (WO). C- Where I am staying, the wife is a very good cook. h) The father is very humouristic. (WW) C- The landlord is very humoristic. i) Im deceived (WW) for answer as ^ quickly. C- I am unable to answer quickly. j) My friend dont let me any place. C Convoluted, with multiple meanings. k) The weather gets warmer in summer isnt it (P, G)? C- The weather gets warmer in summer doesnt it? i) My partner gives the answer dont he? (WO)    C- He has the answer doesnt he? m) The weather will remember me England. (WO) C- The weather reminds me of England. n) We put there our luggage. (WO) C- We put  our  luggage there. o) On five oclock I want to eat my tea. (P, WO) C-  I want to eat my  tea at five oclock.   Grammar Present Perfect vs Past Simple Exercise 1 (Ive been or I was?) Complete this letter to a newspaper. Put in the Present Perfect or Past Simple. This pub __________ (be) the centre of village life for centuries. It _________(stand) at our crossroads for 500 years. It ___________(be) famous in the old days, and Shakespeare once ____________(stay) there, they say. I __________(live) in Brickfield all my life. The villagers ___________(know) about the plans for less than a week and already theres a Save Our Pub campaign. Last week we _______________(be) happy, but this week were angry. We will stop them, youll see. Reason why the exercise is good: This exercise is useful as it gives students are given a context to fill in the blanks with the right language use Exercise 2 Present perfect or past simple? Put in the verbs. Tom: Have you heard (you/hear) the news about David? Harriet: No. (1) __________________(what/happen)? Tom: (2) ____________(he/have) an accident. He was walking down some steps. (3) _________(he/fall) and ____________(break) his leg. Reason why this exercise is good: It makes a realistic exercise for students to practice the language use in speaking. Relative clauses (who,that, which) Join the following sentences to make one sentence using a relative pronoun when necessary. If the relative pronoun is unnecessary, put it in brackets. You may sometimes have to change the word order or change a into the. Theres the boy. He broke the window. _______________________________ The film star gave a party. It cost $10,000. _______________________________ Thats the palace. The Queen lives in it. _______________________________ You met a man at the party. He is a famous film star. The man_______________________________ My friend came to the party. Hes a policeman. _______________________________ There are the policemen. They caught the thief. _______________________________ Whats the name of the lady? She was wearing the blue dress. _______________________________ I gave her a watch. It stopped after two days. _______________________________ My car was very expensive. Its a Mercedes. _______________________________ Youre reading a book. I wanted to read it. _______________________________ Reason why this exercise is good: Students get to practice language use in writing as they combine 2 sentences together, and also forming the sentence in the correct subject verb order with the correct relative clause. Relative clauses Put a relative pronoun into each gap. At the same time, decide whether the relative pronoun can be omitted. 1 The books, _______________ Id ordered over the internet, took nearly three weeks to arrive. 2 The books _______________ Id ordered from a bookshop arrived the following week. 3 My parents, _______________ were born in the north of England, moved to London to find work. 4 The man _______________ lives upstairs is always playing music when Im trying to get to sleep. 5 The building _______________ I live in was built in the 1920s. 6 The building _______________ I live was built in the 1920s. 7 The cars making a funny noise again, _______________ means well have to get someone to look at it. 8 The employee to _______________ you refer is no longer working for this company. 9 Do you remember the name of the man _______________ car you crashed into? 10 Have you any idea _______________ they were arguing about? 11 Have you any idea _______________ they were arguing? 12 The hotel _______________ we stayed was very good for the price. Fill in the gaps in the following sentences by using either what or which. (When which is used it should be preceded by a comma which the student must insert for himself). 1.- He didnt believed ____ I said ____ annoyed me very Married man (to bachelor friend): You can do ________ like much. in the evenings but I have to go home to my wife. 2.- In detective stories the murderer is always caught ____ 20.- ________ my neighbour is cooking there is a smell of doesnt happen in real life. burning. 3.- He wasnt surprised at ____ he saw because I told him ____ to expect. 4.- In hospitals they wake patients at 6 a.m. ____ is much too early. 5.- There was no directory in the first telephone box ____ meant I had to go to another one. 6.- I did ____ I could ____ wasnt much. 7.- The clock struck thirteen ____ made everyone laugh. 8.- I am sure that ____ you say is true. Will/going to exercise Explanation: will-future or going to-future Bottom of Form 1) Philipp __________15 next Wednesday. (to be) 2) They ___________a new computer. (to get) 3) I think, my mother ______________this CD. (to like) 4) Pauls sister _____________a baby. (to have) 5) They_____________ at about 4 in the afternoon. (to arrive) 6) Just a moment. I _______ you with the bags. (to help) 7) In 2020 people ___________ more hybrid cars. (to buy) 8) Marvin __________ a party next week. (to throw) 9) We _____________ to Venice in June. (to fly) 10) Look at the clouds! It ________________soon. (to rain) Question Tags exercise You are at a barbecue. Add question tags to help start a friendly conversation. These sausages are delicious, ___________________? They certainly are. You havent lived here long ________________? No, only three months. Its quite a big garden _____________? Yes, theres plenty of room. Youre Rachels friend _____________? Yes, Im Vicky You came in a sports car, ____________? Thats right. These burgers look good ____________? I cant wait to try them. We can sit on the grass ____________? I think its dry enough. The weather forecast wasnt very good, ____________? No, it wasnt. The exercise guides students to fill in the right question tag by giving both the question and answer. Exercise 2 Requests and questions. You want to look at a newspaper. Daniel might have one, so ask him (havent) Warn David not to do anything silly. (Dont) Suggest to Vicky that you both listen to some music. (Lets) You need a timetable. Emma might have one, so ask her. (havent) Ask Rachel to pass you the salt. (Pass) This exercise is good as students will have to reconstruct the question and answer. Present Simple/ Present continuous Simple Present or Present Progressive/Continuous Exercise 2 Explanation: Simple Present or Present Progressive Top of Form Fill in the verbs in brackets in the Simple Present or the Present Progressive. Example: Steve always ____ his bike in the afternoon. (to ride) Answer: Steve always rides his bike in the afternoon. 1) Andy sometimes _______ comics. (to read) 2) We never ________ TV in the morning. (to watch) 3) Listen! Sandy ________ in the bathroom. (to sing) 4) My sister usually ________ in the kitchen. (to help) 5) My mother ________ breakfast now. (to make) 6) They often ________ the bathroom. (to clean) 7) Look! The boys ________ home. (to come) 8) Every day his grandfather ________ for a walk. (to go) 9) I ________ with my friend at the moment. (to chat) 10) Cats ________ mice. (to eat) Bottom of Form http://www.englisch-hilfen.de/en/exercises/tenses/simple_present_progressive2.htm Exercise 2 Im writing to my parents. I write to them every weekend. _________________(it/snow) outside. ______________(it/come) down quite hard, look. I havent got a car at the moment, so ______________(I/go) to work on the bus this week. Usually _________________(I/drive) to work. Normally _______________(I/start) work at eight oclock, but ___________ (I/start) at seven this week. Were very busy at the moment. Im afraid I have no time to help just now. ______________ (I/write) a report. But _____________ (I/promise) Ill give you some help later. ______________ (I/want) a new car. _______________ (I/save) up to buy one. Verbs followed by prepositions Fill in the blanks with the correct prepositions. 1 She suffers _______ diabetes. _________________________________ 2 She complained _______ the food to the manager. _________________________________ 3 I often listen ________ the radio while driving. _________________________________ 4 He got married ______ a girl he met in China. _________________________________ 5 She has applied ______ a new job. _________________________________ 6 He spends a lot of time ______ his work. _________________________________ 7 Who are you shouting ________ ? _________________________________ 8 Who does this book belong ______ ? _________________________________ 9 They are going to translate the book _______ Chinese. _________________________________ 10 She apologised ____ being late. _________________________________ 11 Her teachers were satisfied ______ her progress. _________________________________ 12 Im thinking _______ going to France. Verb and Prepositions For each of the six questions choose the one correct answer: 1. Youve been talking about asking her out for weeks, what are you waiting ____? a. to b. in c. at d. for 2. Yeah, Mr Bennett is our history teacher, hes nice but I never know what hes talking _______. a. of b. on c. about d. over 3. Ive finally decided to call ______ Simon, I want to know how he feels. a. b. to c. at d. in 4. People say he works _____ the CIA, and he carries a gun! a. at b. for c. with d. in 5. What kind of music do you like listening ____? a. to b. at c. d. for 6. What did you discuss _____ at the meeting? a. on b. over c. about d. Adverbial modifier of Place 1 Underline the adverbial modifier in the sentences. The arrow fell on this spot You can buy it in all places. He fell to the ground. He studied in a foreign country. I found the book at that corner. Underline the adverbial modifier in the sentences. The shoe is pressing on my toe. The desert stretched to the north. Much water has run under the bridge. He was playing beside the river. He whispered gaily in her ear. These exercises draws students to the adverbial phrases used within the context of a sentence. Adverbial modifier of Time 1 Underline the adverbial modifier in the sentences. No such diseases were known in those days. He is coming at this very moment. Before very long, the rain came. In former times, we had to cycle to school. He came to the class just now. Adverbial modifier of Time 2 Underline the adverbial modifier in the sentences. He succeeded in the long run. Let us cease work from this very moment. He sat for a while on the bank of the river. The alarm sounded at the appointed time. I hope he will come at a very early date. General Tenses 1 Rewrite the sentences by correcting the tenses. I was eating breakfast right now. Usually I worked in an office, However , these days, I was working as a waitress. He woke up in the morning brush his teeth and ate lunch. I will not eat until I will be hungry. When I arrived, Steven has been playing football. Reason why this exercise is good: Giving students error correction exercises allows them to be less self-conscious of the mistakes they make, as well as gain an understanding of the different errors. Correct Answer: I am eating breakfast right now. Usually I worked in an office, However , these days, I am working as a waitress. He woke up in the morning, brushed his teeth and ate lunch. I will not eat until I am hungry. When I arrived, Steven was playing football. General Tenses 2 Choose the correct answer. 1. The train wasnt there. It __________ already had been left has left had left 2. How long __________________each other when they got married? have they known had they known would they know 3. She ________________ to speak English before she arrived in London. had learned already will have already learned had already learned 4. Rick ______________ good Mandarin because he had been studying for several years. spoke had spoken has spoken 5. I _____________ from him for ten years when I received his last letter. didnt hear hadnt been hearning hadnt heard It is, it was, it will be 1 Answer the questions using the above words. You may add your own details. 1. In which year did Mary start schooling? 2. What sport does John play in school? 3. Where did the Olympic Games originate? 4. When can you finished the project? When is the sun nearer to the earth, at noon or at sunset? These questions give students free reign to practice their language use. It is, it was, it will be 2 Answer the questions using the above words. You may add your own details. 1. When will Paul graduate? 2. Do you know who has taken the pencil? 3. Is the snake longer than 1 metre? 4. Who has taken the pie yesterday? 5. Will the basket be weaved in a 3 days? Preposition of Place Fill in the blank with a suitable preposition. Being chased by the dog, he dashed _________ the road. He leaned __________ the wall as he waited for the bus. All the while the child has been standing __________ the curtain. The supporters stand _________ the politician as he was being charged. He kept very silent as he sat ___________ the boss. Answer: 1) across against behind by besides Preposition of Place Fill in the blank with a suitable preposition. He lost his way and came ______ the end of the road. The chest can be found ______ the surface of the cross junction. As he was brooding when walking he fell _______ a ditch. We have combed _______ the estate and could not find the dog. The workers marched _______ the town in protest. Answer to below into round through Preposition of Time Fill in the blank with a suitable preposition. We start ____ six _____ in the morning. _____ last month I have seen him but once. He was at the library _____ the whole day. Ten minutes _____ twelve, he was already there. The citizens prospered ______ the rule of the king Asnwer at , in from during to under Preposition of Time 2 Fill in the blank with the correct preposition. There was drought _______ the year. The students arrived well ______ the teacher. They completed the project ______ three o clock. You must finish the marking _______ a month The rain lasted ______ the night. Answer: throughout before by within through Preposition + Dates Fill in the blank with a suitable preposition. 1) I have been ill ___________ last week. 2) I commenced work ________ 1st January 3) Not ______ the next month can I submit the project. 4) I shall work ______ the end of May. 5) _______ week 1 and week 2, I will be on holiday. Answer since from until till Between Preposition + Dates 2 Fill in the blank with a suitable preposition. 1) You must complete the assignment _____ the 8th of June. 2) ________ April , you can go on leave. 3) They have worked _______ the month of January. 4) He goes _____ Sunday to the church. 5) He took off in lie _____ Monday holiday. Answer by after into on of Present Simple and Simple Future Complete the following by putting in the verbs. Use the present simple or future simple. Alice ___________ (walk) to school everyday. These books _________ twenty dollars each. (cost) I ________________ (call) you when I reach the office. The sun _____________ (rise) in the east. We ____________ (travel) to Japan during the summer holiday if we can get the air tickets. Answer walks cost will call rises will travel Present Simple and Simple Future Complete the following by putting in the verbs. Use the present simple or simple future. Badminton is a wonderful game. John ___________ (love) to play it. 2 The train usually ____________ (leave) at five-thirty every morning. 3. I ______________(send) you the information when I receive it. The phone is ringing. I _____________ (get) it. It always ____________ (rain) in the weekend. Answer loves leaves will send will get rains Reason consequence 1 Identify which is the reason and which is the consequence in the sentences. Janet was so fat that she refused to take part in sport. It was his greed that led to his downfall. If I go out in the rain I get wet. I will buy the house provided that it is cheap. He finished last as he began late. This exercise corrects the errors by showing what is wrong and getting students to arrange it in the right order. Reason consequence 2 Identify which is the reason and which is the consequence in the sentences. 1) In case he is seriously ill. I will email you. 2) Had you been less rash, we would not lose the game. 3) It is your unfortunate remark that the meeting becomes sour. 4) As you have made a promise, you must keep it. 5) He speaks too fast to be understood. Simple Present and Past Simple Present Simple and Past Simple to be Complete the sentences with am, is, was, or were. Where ____________ Paul today? Kenny ____________ in Japan last month. Joseph ____________ not present at the moment. ____________ the boys in school last week? Could he read when he ______________ one year old ? Rewrite the passage with the right form of the verb. I (go) to the cinema last night. What film (you-see) ? I (see) The Lord of The Rings . Really? (you-like) it? It (be) really fantastic. I

Westboro Baptist Church: A Deviant Hate Crime Group? Essay -- Hate Spe

Deviant behavior is anything that a person does that is out of the norm. Robbing banks, stealing cars, and assaulting individuals are easily considered deviant behavior, but can people be deviant while still being within their legal rights and without breaking any laws? One congregation that does not break any laws, but is considered to be out-of-line, is the Westboro Baptist Church. The Westboro Baptist Church has been called offensive and their actions are frowned upon by many. Is the Westboro Baptist Church actually a deviant group in disguise? In order to get to know about the Westboro Baptist Church, a person needs to know a little about who they are, where they came from, and what they represent. The Westboro Baptist Church was created in 1955 by a man named Fred Phelps, in Topeka Kansas, and is considered to follow old school Baptist beliefs (God, 2011). The Westboro membership numbers less than 100 who profess to all of the teachings of the Bible, and preach against every type of sin (God). Uncommonly, the church has no known affiliation to with any other Baptist churches (Parks, 2010). The Westboro members have been known to picket at least six events a day, such as: soldier's funerals, celebrity funerals, homosexual functions, etc. (Parks, 2010). Signage held by members at these events always include hateful expressions. â€Å"God hates fags† and â€Å"thank god for dead soldiers† are a few of the signs that people have seen at picketing events (God, 2011). Which is a reflection of their church web site entitled â€Å"god hates fags†. Members of the church use several several scriptures from the Bible that discuss homosexuality as sinful for justification of their practices and stance (God, 2011). Accordi... ... E. (2011). Deviant Behavior (9th Edition). Pearson Education Inc. pg 6 Gregory, S. (2010). The Price Of Free Speech. Time, 1(14), 30. Jonsson, P. (2011, March 3). What recourse now to Westboro Baptist Church's rude protests?. Christian Science Monitor. p. N. PAG. Krueger, A. B., & Maleckova, J. (2003). Education, Poverty and Terrorism: Is There a Causal Connection?. Journal of Economic Perspectives, 17(4), 119-44 2010. Parks Facts. Info Facts. Retrieved From: http://parksfacts.blogspot.com/2010/11/westboro-baptist-church.html Religious hate crimes down in 2007, says FBI. (2008). Christian Century, 125(24), 16. Richey, W. (2011, March 2). Supreme Court: 'hurtful speech' of Westboro Baptist Church is protected. Christian Science Monitor. p. N.PAG. (2011). Who are the Westboro Baptist Church and the Phelps Family? International Business Times.

An Effective Classroom Teacher Essay

I believe that with being a teacher comes great responsibility. A teacher will leave a lasting impression on their pupils, they should be free from any prejudice and treat children as individuals by respecting their backgrounds, religion, disability and race. I am extremely concerned about becoming an effective teacher and many factors contribute to this. This essay will highlight my areas of concern and how my initial thoughts have developed during my placement. My areas of concern include planning and executing enjoyable lessons. They also include the strategies I observed the teacher using to mange behaviour in the classroom which is essential for the smooth flow of the day. Confidence is a factor which I feel improves every time you teach, and if lessons are well planned and subject knowledge is secure a teacher would automatically begin to feel confident. I am also concerned about classroom organisation and the implementation of routines. I observed many examples of set routines which the school follow, this is the responsibility of the teacher to enforce and then keep consistent. These are all attributes or responsibilities of an effective teacher and this essay will explore them and discuss possible ways of improving or developing them. I have also included my experience regarding assessment and the importance of identifying strengths and weaknesses to become an effective teacher. Finally, I have included some experiences of my university education which has helped me to identify my areas for concern. I feel that being an effective teacher should involve valuing, gaining and giving respect to the children. I was concerned how this could be achieved. I saw fantastic examples on my school placement which I hope to adopt myself. Every morning the teacher would give the children time to settle on the carpet and instead of talking amongst each other, they would in turn talk to the teacher and the rest of the class, often about issues which were concerning them or something exciting that happened over the weekend. The teacher made sure every child had a chance to talk no matter how trivial. She showed genuine interest in them and never let them feel insignificant. I really admired the teacher for this. I initially thought it was just a nice way to start the morning however, after thinking about it so many strategies are involved and learning taking place. The children develop confidence in talking in front of the class; they are sharing their thoughts and feelings, and learning how to express themselves. The bond of trust is being formed between pupil and teacher. Finally, it is good strategy for managing behaviour. Children learn to listen to each other and they also learn patience and turn-taking. † The most effective teachers frequently involved the whole class in discussion and were skilled at doing this, which was not necessarily whole-class teaching as such.† (Dean, J. (2001) p.39)  Therefore I feel that it is extremely important to value a child despite race, gender, religion or disability. And to truly show an interest in them and respect their thoughts and beliefs. I feel that I established a good relationship with the children and they felt comfortable around me. This is where I felt I was effective in my teaching. All this contributes to being an effective teacher. Mortimore et al. (1988) found that effective teachers gave rewards rather than punishments, as punishments had a negative effect on learning. I observed a great deal of this on my school placement which I quickly adopted. Unwanted behaviour was often ignored until absolutely necessary, whereas good behaviour was praised quickly and an example made of it to the rest of the class. This practise worked, I saw the class react quickly try and act the same way to please the teacher and me as a student teacher. I feel that an effective teacher should have implemented a classroom routine and then to keep it consistent. An arrangement of getting things out and putting away can be made with children. All the children can be given a responsibility of taking care of a small area of the classroom. Places for resources, books etc should have a permanent place and be clearly labelled to enable the children to tidy up efficiently. I also noticed that the class teacher had seated the children in rows on specific places on the carpet. Bennet and Blunder (1983) found that children got more work done when sat in rows. I found that this is an effective classroom management strategy. There are no arguments of sitting next to friends or lack of space. The children know where they sit and with one glance, the teacher can see who is missing and spot ant disruptions. The children were seated on the table in groups according to ability. Independent work was often completed on the tables, however, the child were always given the chance to discuss ideas with each other before asking the teacher for help.