Using Sei Strategies in a Siop Lesson Plan free essay sample

This gives the students the back ground on the words used to describe what the lesson is about, and allows them to use the words in context with what they are doing. These words should not just be stated and defined. The students should be discussing them with the teacher. The teacher should be asking them questions about the vocabulary like, â€Å"does anyone know what climate means? † Students also should be given the opportunity to interact with one another and listen to what is being said out-loud verbally. The vocabulary should be put into their vocabulary journals and should be reviewed when the lesson is over. The vocabulary words should be displayed for the students. The reason to display the vocabulary words is that this helps the students to remember the words as they develop greater proficiency in language. The vocabulary journal should not just be words and definitions. It should have the words and the definitions along with a pictorial drawing of the word. We will write a custom essay sample on Using Sei Strategies in a Siop Lesson Plan or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Students may not be able to write clearly in English what the definition of the word actually is, and they may not remember all of the English words for the definition. It is important to have them represent the word in a picture to help them remember what the definition is by looking at the picture. By having the student create the brochure about where they are from you are opening the door to a variety of different types of geographic locations for the class to discuss. Some students may be from different states, and some students may be from different countries. Also, giving them an assignment about where they are from utilizes one of the â€Å"best practices,† in instructing ELL’s in the classroom according to Chamot. Effective bilingual and ESL teachers utilize instructional practices that value and draw from students native language(s) and culture(s). † (Chamot, 1993). They can explain their culture to the class in a fun interactive way that allows them to be who they are and where they are from, and allows the class to better understand them. Another good practice for the lesson is modeling. Through modeling what the stude nt is supposed to do they are getting an example of how to complete the actual lesson. This helps them to be more successful at completing the project. Students need to have examples of what you want them to do. This helps them to have a greater understanding of the expectations the teacher has for them. Reading about geology in their history books will also help them gain knowledge about the geographical region throughout the world. They can build on their vocabulary to help them learn this content. By reading a travel brochure together as a class the student will have the experience of seeing an actual travel brochure, and they will know what they should or should not include in the brochure that they make for their home town. This gives them background experience in what a travel brochure is. This combined with the modeling is a form of scaffolding to help the student be able to perform the task independently. The assessment method that I chose was to define the vocabulary words. This is in my opinion the surest way to know they understand and can comprehend the meaning in what they are doing. However there will be students who do not understand the entire quiz possibly and they need to be accounted for. Students should be allowed to respond orally, and they can even respond pictorially if they are low enough that they speak hardly any English. This is of the utmost importance making sure that they grasp this content in way that is understandable to them. The most important part of comprehensible input is making sure student can complete the assignment, and understand what they are being taught as well as possible. They need to have time modification or be given the necessary means to finish and complete tasks. That means possibly providing them with material in their native language to help them be successful. They can look at these at home possibly. ESL 434 SIOP Lesson Plan Date: 10-1-12Grade/Class/Subject: 6th grade Unit/Theme: Social StudiesStandards: Strand 4 Concept 4 PO 2. Describe the environmental, economic, cultural, and political effects of human migrations and cultural diffusion on places and regions. PO 5. Identify cultural norms that influence different social, political, and economic activities of men and women. ELL IV (Correlates to Grades 6-8) Standard: The student will express orally his or her own thinking and ideas. Level Early intermediate: PO 3 Contribute to classroom and academic discussions by giving suggestions, describing events, expressing PO 4 Issue multiple-step routine directions and instructions in a manner that the listener can follow PO 6 Prepare and deliver a short oral report in a content area that effectively conveys the information in Content Objective(s): Students will create a travel brochure about their home town, and be able to explain different geological feature about the place they are from, culturally, and environmentally. Language Objective(s): Student will verbally and visually represent their home in a travel brochure to the class. They will create a map of their local area in the brochure | Key Vocabulary |Supplementary Materials | | |Color pencils, glue sticks, crayons, scissors, ruler, construction | |Climate, Weather, Customs, Globe, Continent, travel, brochure, |paper, sample ravel brochure, travel magazines, sharpie, word cards, | |Geology, region, map, environment |pencil, vocabulary journal, overhead projector, social studies book | |SIOP Features | |Preparation |Scaffolding |Grouping Options | |__x_ Adaptation of content |__x_ Modeling |__x_ Whole class | |_x__ Links to background |___ Guided practice |___ Small groups | |__x_ Links to past learning |___x Independent practice |___ Partners | |___ Strategies incorporated |___x Comprehensible input |__x_ Independent | |Integration of Processes |Application |Assessment | |__x_ Reading |__x_ Hands-on |_x__ Individual | |__x_ Writing |__x_ Meani ngful |___ Group | |___x Speaking |__x_ Linked to objectives |__x_ Written | |__x_ Listening |___x Promotes engagement |__x_ Oral | |Lesson Sequence: | | | |The teacher will cover the vocabulary words with the students, and each word will go onto the board for the students to view throughout the | |week. The vocabulary will be discussed using a sixth grade social studies book. Students will be given an example of a travel brochure which | |they will all read as a class. After they have read the brochure they will add the vocabulary to the vocabulary journals. After students have | |completed this they will be given the assignment to create their own travel brochure throughout the week. The teacher will model this for the | |students, so they can have a clear understanding of what is expected of them. This will be done by creating a brochure under an overhead | |projector. The brochure should have details about the regions weather, climate, and customs. Students will listen to the teacher explain this. | |Students will use pictures from magazines, and they will be able to glue and paste thing into their brochure. They will have access to the | |materials necessary to perform this task. Student will work independently on the travel brochure about their home, and then after the week is | |done the following week the whole class will present their travel brochure to the class. After the class has presented their brochures the | |teacher will review the vocabulary and it will be placed on the word wall for students to see. Students will also take a vocabulary quiz | |matching the definitions to the vocabulary. | | | | | |Reflection: | |Students will work on this for 45 minutes each day for a week, and then have two 45 minute periods in the following week to complete their | |oral presentation. If they are unable to write complete sentences due to their level of English Language acquisition they may use more | |pictures to represent certain aspects of the brochure. The quiz may be taken orally to accommodate the students as well. |If the student needs more time to complete the assignment then they will have an extra day for completion of the assignment if necessary. | |Students may have travel brochures in their native language, to help them understand what a travel brochure is. | | | | | | | References Chamot, A. (1993). Effective Instructional Practices Enhance Student Achievement, Third National Research Symposium on Limited English Proficient Student Issues Retrieved October 21, 2012 from http://www . ncela. gwu. edu/files/rcd/BE024340/Forum_v16_n4_May_1993. pdf

Major General Samuel Crawford in the American Civil War

Major General Samuel Crawford in the American Civil War Samuel Crawford - Early Life Career: Samuel Wylie Crawford was born November 8, 1827, at his familys home, Allandale, in Franklin County, PA.   Receiving his early education locally, he entered the University of Pennsylvania at age fourteen.   Graduating in 1846, Crawford desired to remain at the institution for medical school but was deemed too young.   Embarking on a masters degree, he wrote his thesis on anatomy before later being permitted to commence his medical studies.   Receiving his medical degree on March 28, 1850, Crawford elected to enter the US Army as a surgeon the following year.   Applying for an assistant surgeon position, he achieved a record score on the entrance exam.   Over the next decade, Crawford moved through a variety of posts on the frontier and commenced a study of the natural sciences.   Pursuing this interest, he submitted papers to the Smithsonian Institution as well as engaged with geographical societies in other countries.   Ordered to Charleston, SC in September 1860, Crawford served as a surgeon for Forts Moultrie and Sumter.   In this role, he endured the bombardment of Fort Sumter which signaled the beginning of the Civil War in April 1861.   Though the forts medical officer, Crawford oversaw a battery of guns during the fighting.   Evacuated to New York, he sought a career change the following month and received a majors commission in the 13th US Infantry. Samuel Crawford - Early Civil War:   In this role through the summer, Crawford became assistant inspector general for the Department of Ohio in September.   The following spring, he received a promotion to brigadier general on April 25 and command of a brigade in the Shenandoah Valley.   Serving in Major General Nathaniel Banks II Corps of the Army of Virginia, Crawford first saw combat at the Battle of Cedar Mountain on August 9.   In the course of the fighting, his brigade mounted a devastating attack that shattered the Confederate left.   Though successful, a failure by Banks to exploit the situation forced Crawford to withdraw after taking heavy losses.   Returning to action in September, he led his men onto the field at the Battle of Antietam.   Engaged at the northern part of the battlefield, Crawford ascended to division command due to casualties in XII Corps.   This tenure proved brief as he was wounded in the right thigh.   Collapsing from loss of blood, Crawford was taken from the field.    à ‚      Samuel Crawford - Pennsylvania Reserves: Returning to Pennsylvania, Crawford recovered at his fathers house near Chambersburg.   Plagued by setbacks, the wound took nearly eight months to heal properly.   In May 1863, Crawford resumed active duty and took command of the Pennsylvania Reserve Division in the Washington, DC defenses.   This post had previously been held by Major Generals John F. Reynolds and George G. Meade.   A month later, the division was added to Major General George Sykes V Corps in Meades Army of the Potomac.   Marching north with two brigades, Crawfords men joined in the pursuit of General Robert E. Lees Army of Northern Virginia.   Upon reaching the Pennsylvania border, Crawford halted the division and gave a rousing speech imploring his men to defend their home state. Arriving at the Battle of Gettysburg around noon on July 2, the Pennsylvania Reserves paused for brief respite near Powers Hill.   Around 4:00 PM, Crawford received orders to take his men south to aid in blocking an attack by Lieutenant General James Longstreets corps.   Moving out, Sykes removed one brigade and sent it to support the line on Little Round Top.   Reaching a point just north of that hill with his remaining brigade, Crawford paused as Union troops driven from the Wheatfield retreated through his lines.   With support from Colonel David J. Nevins VI Corps brigade, Crawford led a charge across Plum Run and drove back the approaching Confederates.   In the course of the attack, he seized the divisions colors and personally led his men forward.   Successful in halting the Confederate advance, the divisions efforts forced the enemy back across the Wheatfield for the night. Samuel Crawford - Overland Campaign: In the weeks after the battle, Crawford was compelled to take leave due to issues relating to his Antietam wound and malaria which he had contracted during his time in Charleston.   Resuming command of his division in November, he led it during the abortive Mine Run Campaign.   Surviving the reorganization of the Army of the Potomac the following spring, Crawford retained command of his division which served in Major General Gouverneur K. Warrens V Corps.   In this role, he took part in Lieutenant General Ulysses S. Grants Overland Campaign that May which saw his men engaged at the Wilderness, Spotsylvania Court House, and Totopotomoy Creek.   With the expiration of the bulk of his mens enlistments, Crawford was shifted to lead a different division in V Corps on June 2. A week later, Crawford took part in the beginning of the Siege of Petersburg and in August saw action at Globe Tavern where he was wounded in the chest.   Recovering, he continuing to operate around Petersburg through the fall and received a brevet promotion to major general in December.   On April 1, Crawfords division moved with V Corps and a force of Union cavalry to attack Confederate forces at Five Forks under the overall command of Major General Philip Sheridan.   Due to faulty intelligence, it initially missed the Confederate lines, but later played a role in the Union victory.   Ã‚   Samuel Crawford - Later Career: With the collapse of the Confederate position at Petersburg the next day, Crawfords men took part in resulting Appomattox Campaign which saw Union forces pursue Lees army west.   On April 9, V Corps aided in hemming in the enemy at Appomattox Court House which led to Lee surrendering his army.   With the end of the war, Crawford traveled to Charleston where he took part in ceremonies that saw the American flag re-hoisted above Fort Sumter.   Remaining in the army for another eight years, he retired on February 19, 1873 with the rank of brigadier general.   In the years after the war, Crawford earned the ire of several other Civil War leaders by repeatedly attempting to claim that his efforts at Gettysburg saved Little Round Top and were key to the Union victory. Traveling extensively in his retirement, Crawford also worked to preserve land at Gettysburg.   These efforts saw him purchase the land along Plum Run over which his division charged.   In 1887, he published  The Genesis of the Civil War: The Story of Sumter, 1860-1861 which detailed the events leading up to the battle and was the result of twelve years of research.   Crawford died on November 3, 1892 at Philadelphia and was buried in the citys Laurel Hill Cemetery.   Ã‚   Selected Sources Gettysburg: Major General Samuel CrawfordStone Sentinels: Major General Samuel CrawfordFind a Grave: Major General Samuel Crawford

Outsourcing Apple IPad Production Research Paper

Outsourcing Apple IPad Production - Research Paper Example Apple’s IPad is one of the products, which was originally produced in the United State, but its production has currently been outsourced to oversea industries based in North Korea and China. In order to understand the basics of outsourcing strategies, this paper provides a cost break-down of processes involved in the production of Apple IPad, both in the United States and contracting oversea countries. It also discusses the advantages and disadvantages of outsourcing IPad production to oversea firms. As part of this paper, some legal and ethical issues that arise as a result of outsourcing Apple IPad are also discussed. Key words: outsourcing, Apple IPad, and economy Introduction Apple iPad is a modern piece of electronic that performs most of the functions just like a personal computer. Because of its light weight and efficiency, it is highly fantasized by people who need to walk around with their computers, while performing certain tasks (OGrady, 2009). The high demand for t his product, both inside and outside the United States, has forced the Apple Inc. to incur large transportation costs so as to reach its local and international customers, something that has significantly increased the cost of production. In order to limit cost of production resulting from importation of material, shipping of the products and labor costs, Apple Inc. realized that outsourcing of IPad production to overseas firms, especially with a large number of customers, will significantly reduce its cost of production and maximize profit (Hill & Jones, 2009). Samsung Company based in North Korea, and some other electronic firms based in China are some of firms that are currently producing Apple IPad. These firms produce Apple IPad and distribute them to both local and international customers. This means that less cost of transportation is incurred when this product is sold to the local customers more than if it was produced in the United States, and sold in either North Korea or China (Schniederjans, 2005). Cost Break-down for the Production of Apple IPad Material, transportation and labor costs are the key determinant of Apple IPad production cost. Apple iPad 2 was the most talked about consumer electronic that was released into the market in 2011 (Sparks, 2011). The price break-down cost for manufacturing 32GB GSM/HSPA version (From iSuppli) in the United States and oversea

Corporate Strategies Assignment Example | Topics and Well Written Essays - 2000 words

Corporate Strategies - Assignment Example With its vision of enabling its customers to make the most of their world and possibilities though the services it offers, O2 plc (O2) accomplishes its commitment of providing mobile communication services in Europe. The business organisation also profits from its leading mobile internet portal business. Armed with its values of being bold, trusted, open, and clear, O2 continues its quest to become the telecommunication industry's market leader. The creation of O2 in the 1990s can be traced backed to the decision of British Telecommunication to "demerge its mobile phone business" in order to strengthen the financial position of the latter. From its beginning, the firm is currently a major player in the various nations where it operates including the United Kingdom, Republic of Ireland, Germany, the Isle of Man, and Asia. As the business organisation is focused on satisfying consumer needs, O2 strategic business units are classified according to their geographic locations. It should be noted that the products being offered varies in each region (O2 Plc 2006). The major products of O2 are mobile telecommunication equipments which are either paid through installment plans or pre-paid. With its thrust to provide the market with higher quality products, the company offers complementary services like third generation telephony (3G), O2 Active, I Mode, and O2 Online. O2 also ensures the satisfaction of customers by offering product features like entertainment through its sponsorship of the England Rugby Team and Arsenal FC and partnership with Anschutz Entertainment Group (O2 Plc 2006). III. Competitive Position in the Industry Environment As stated above, O2 Plc operates in different geographic locations, battling head-on with various competitors. Table 1 shows the geographical locations of firm's business activities alongside with its competitors in each region. It can be deduced that O2's direct competitors are Orange SA (Orange), T-Mobile, 3, Vodafone Group Plc (Vodafone), Virgin Mobile Ltd. (Virgin Mobile), Meteor Mobile Communications Limited (Meteor), and e-plus. Table 1. Geographical Location of O2 and its Main Competitors Geographical Region Major Competitors United Kingdom Orange, T-Mobile, 3, Vodafone Ireland Vodafone, Meteor, 3 Germany T-Mobile, Vodafone, e-plus Czech Republic T-Mobile, Vodafone Slovakia T-Mobile, Orange In order to look at the relative position of O2 Plc relative to its competitors in the United Kingdom, this report will look each business organisation in terms of market scope, number of customers, financial performance, market growth, products and services sold, and factors affecting business well-being. The main findings including the data for O2 are tabulated in Table 2. Among all the players in the global mobile communication industry, Vodafone holds the largest market share at 26.8%. The business organization is recognized as the largest mobile telecommunication company in the world with a market value of 65 billion (Vodafone 2006). It is estimated that the market leader approximately has 186.8 million subscribers in the 27 countries where it conducts its

English Pronunciation And Accent For Students English Language Essay

English Pronunciation And Accent For Students English Language Essay The Language has three basic constituents: Sound, structure and vocabulary. The main problem of language learning is to master its sound system, to understand the streams of speech, to hear the distinctive sound features and to approximate their production .Accuracy Of sound, rhythm of innovation, structural forms and arrangement within a limited range of expression must be acquired first before the other linguistic aspect of the language. Correct pronunciation imparts clarity to the speech and correct tone. It makes the language more fluent. It makes an impression on the mind of the listener. The pronunciation has to be learnt through constant and sustained practices. This section provides the different sounds and practices to master the English pronunciation. Received PronunciTION Like all languages English has wide variation in its pronunciation. The variation is especially salient in English because the language is spoken over such a wide territory, being the predominant language in Australia, Canada, Ireland, New Zealand, the United Kingdom and the United States, South Africa and India. Although there are many dialects of English, the Received Pronunciation is usually used as the standard accent. To learn the exact pronunciation of the words in English language we need to first identify the different speech, sounds in English language. There are 44 sounds in English language and they are divided into vowels sounds and consonant sounds. There are 20 vowels and 24 consonants. The vowels sounds are further classified into Monophthongs and diphthongs. Monophthongs are either short or long. VOWEL SOUND A vowel sound is produced by the free flow of air. During the articulation of vowel sound,the active articulator is raised towards the passive articulator in such a way that there is a sufficient gap between the two for air to escape through the mouth without friction. For example when we say True the air escapes freely and continuously without any friction. To begin with we first focus on the vowel sound. The vowel sound is the nucleus of the word. No word can exist without it. The consonant sound is the marginal element. It appears either before of after the nucleus. The Consonant sound at the beginning of the nucleus is called the releasing consonant and the one at the end is called the arresting consonant for egg. PICK pik p is known as the releasing consonant. Examples of short vowels: /É ª/ in kit and mirror, /ÊÅ  / in put, /e/ in dress and merry, /ÊŒ/ in strut and curry, /à ¦/ in trap and marry, /É’/ in lot and orange, /Éâ„ ¢/ in ago and sofa. Examples of long vowels: /iË / in fleece, /uË / in goose, /ɜˠ/ in nurse, /ɆÃƒâ€¹Ã‚ / in north and thought, /É‘Ë / in father and start. RPs long vowels are slightly diphthongised. Especially the high vowels /iË / and /uË / which are often narrowly transcribed in phonetic literature as diphthongs [É ªi] and [ÊÅ  u]. Long and short are relative to each other. Because of phonological process affecting vowel length, short vowels in one context can be longer than long vowels in another context. In addition to such length distinctions, unstressed vowels are both shorter and more centralized than stressed ones. In unstressed syllables occurring before vowels and in final position, contrasts between long and short high vowels are neutralized and short [i] and [u] occur.[ CONSONANT SOUND A consonant sound may be defined as a speech sound that is produced with stoppage of air. For Ex ample when we say the word CUP to pronounce the initial /k/ and the final /p/the voice or breathe is particularly hindered by the tongue teeth, lip or other organ of articulation. The consonant sounds are classified according to the nature of the constrictions plosives friction, affricated , and lateral consonants. The sound of the language is known as phonemes. Phoneme is a minimal,distinctive, functional unit of the sound system of a language. Phonetics is the science of speech sounds, their production,transmission and reception, It studies the medium of spoken language. To learn the pronunciation and improve spoken Phonetic transcription. It may be defined as a way of representing speech sounds through symbols. A phonemic symbol represents each English sound. It is important to learn the phonemic symbol to acquire the accurate pronunciation because these symbols help to recognise the sound easily. knowledge of these symbols is useful while referring a Dictionary. It helps to know the pronunciation of the word. PHONETIC TRANSCRIPTION It may be defined as a way of representing speech sounds through symbols. A phonemic symbol represents each English sound. To acquire the exact pronunciation it is important to learn phonemic transcription. This helps to identify the sounds easily .Knowledge of these symbols is useful while referring to a dictionary. The table below contains the list of these pronunciation symbols; VOWELS PHONEMIC SYMBOLS Monophthongs Front Central Back long short long short long short Close iË  É ª uË  ÊÅ   Mid e ɜˠ Éâ„ ¢ ɆÃƒâ€¹Ã‚  Open à ¦ ÊŒ É‘Ë  É’ EXAMPLES Symbols words /e/ bet, let, men /i/ sit, lit, bit /Ɇ/ hot, shot , pot /ÊŒ/ hut, but, nut / à ¦ / bat, mat, sat /u/ would, could, should / Éâ„ ¢ / ago, aloud, about DIPHTHONGS SYMBOLS EXAMPLES Diphthong Example Closing /eÉ ª/ /beÉ ª/ Bay cake, lake, play /aÉ ª/ /baÉ ª/ buy /ɆÃƒâ€°Ã‚ ª/ /bɆÃƒâ€°Ã‚ ª/ boy /Éâ„ ¢ÃƒÅ Ã…  / /bÉâ„ ¢ÃƒÅ Ã…  / beau /aÊÅ  / /baÊÅ  / bough Centring /É ªÃƒâ€°Ã¢â€ž ¢/ /bÉ ªÃƒâ€°Ã¢â€ž ¢/ beer /eÉâ„ ¢/ /beÉâ„ ¢/ bear /ÊÅ  Ãƒâ€°Ã¢â€ž ¢/ /bÊÅ  Ãƒâ€°Ã¢â€ž ¢/ boor CONSONANT SYMBOLS Consonant phonemes of Received Pronunciation Bilabial Labio- dental Dental Alveolar Post- alveolar Palatal Velar Glottal Nasal m n ņ¹ Plosive p  Ã‚  b t  Ã‚  d k  Ã‚  g Affricate tʃ  Ã‚  dÊ’ Fricative f  Ã‚  v ÃŽÂ ¸Ã‚  Ã‚  ÃƒÆ' ° s  Ã‚  z ʃ  Ã‚  ÃƒÅ Ã¢â‚¬â„¢ h  Ã‚   Approximant É ¹ j w Lateral l Nasals and liquids may be syllabic in unstressed syllables. /ÃÆ' °/ is more often a weak dental plosive; the sequence /nÃÆ' °/ is often realized as [nÃÅ' ªnÃÅ' ª]. /h/ becomes [É ¦] between voiced sounds. /É ¹/ is postalveolar unless devoicing results in a voiceless fricative articulation (see below). /l/ is velarized in the syllable coda. Unless preceded by /s/, fortis plosives (/p/, /t/, and /k/) are aspirated before stressed vowels; when a sonorant /l/, /É ¹/, /w/, or /j/ follows, this aspiration is indicated by partial devoicing of the sonorant. Syllable final /p/, /t/, /tʃ/, and /k/ are preceded by a glottal stop; /t/ may be fully replaced by a glottal stop, especially before a syllabic nasal (button [bÉ ÃƒÅ Ã¢â‚¬ nÃÅ' ©]). SYMBOLS EXAMPLES /P/ Pin, pick /b/ but, cup /t/ tin, stick /d/ bud , doll /k/ could, cake /g/ girl, mug / tʃ / church, chew / dÊ’ / jug, judge /f/ graph, fast /v/ give, vary / ÃŽÂ ¸ / theory, earth / ÃÆ' ° / mother, further /s/ sea, ask /z/ zero, design / ʃ   / ash, shift / Ê’ / garage, pleasure /m/ machine, charm /n/ nature, born / ņ¹ / ring, king /h/ hymn, harp /l/ life, style /l/ /r/ rose, correct /w/ water, work, /j/ yes, you DUALITY OF LETTERS AND SOUNDS Duality of letters and sounds mean that there is no one to one correspondence between letters and sounds in English. Different letters may represent different sounds . Following table gives example of words where different letters represent the same sound. /s/ see, censor, miss /SH/ chef, mention, passion /z/ zoo, season /k/ kill, sick, chemistry / ee/ key, deal, physique / oo/ movie, soup, true /AH/ market, fast, aunt, heart ACCENT Word Stress in English Word stress is the key to understand spoken English. In English, we do not say each syllable with the same force or strength. In one word, we accentuate ONE syllable. We say one syllable very loudly (big, strong, important) and all the other syllables very quietly for example if we say photograph, photographer and photographic. They do not sound similar because we accentuate (stress) ONE syllable in each word. And it is not always the same syllable. So the shape of each word is different . shape total syllables stressed syllable PHO  TO  GRAPH 3 #1 PHO   TO  GRAPH  ER 4 #2 PHO  TO   GRAPH  IC 4 #3 This happens in all words with two or more syllables: TEACHer, JaPAN, CHINa, aBOVE, converSAtion, INteresting, imPORtant, deMAND, etCETera, etCETera, etCETera The syllables that are not stressed are weak or small or quiet. Native speakers of English listen for the STRESSED syllables, not the weak syllables. If you use word stress in your speech, you will instantly and automatically improve your pronunciation and comprehension There are two very important rules about word stress: One word, one stress. (One word cannot have two stresses. So if you hear two stresses, you have heard two words, not one word.) The stress is always on a vowel. The stress in English language can be learned by listening to engish news on radio or television. This serves as a good practice exercise to learn the right stress pattern. Sentence Stress in English Sentence stress is the music of spoken English. Like word stress, sentence stress can help you to understand spoken English, especially when spoken fast. Sentence stress is what gives English its rhythm or beat. You remember that word stress is accent on one syllable within a word. Sentence stress is accent on certain words within a sentence. Most sentences have two types of word: content words structure words Content words are the key words of a sentence. They are the important words that carry the meaning or sense. Structure words are not very important words. They are small, simple words that make the sentence correct grammatically. They give the sentence its correct form or structure. If you remove the structure words from a sentence, you will probably still understand the sentence. If you remove the content words from a sentence, you will not understand the sentence. The sentence has no sense or meaning. Imagine that you receive this telegram message: Will you SELL me CAR because Im GONE to FRANCE This sentence is not complete. It is not a grammatically correct sentence. But you probably understand it. These 4 words communicate very well. Somebody wants you to sell their car for them because they have gone to France. We can add a few words: Will you SELL my CAR because Ive GONE to FRANCE The new words do not really add any more information. But they make the message more correct grammatically. We can add even more words to make one complete, grammatically correct sentence. But the information is basically the same: Content Words Will you SELL my CAR because Ive GONE to FRANCE. Structure Words Why is this important for pronunciation? It is important because it adds music to the language. It is the rhythm of the English language. It changes the speed at which we speak (and listen to) the language. The time between each stressed word is the same. In our sentence, there is 1 syllable between SELL and CAR and 3 syllables between CAR and GONE. But the time (t) between SELL and CAR and between CAR and GONE is the same. We maintain a constant beat on the stressed words. To do this, we say my more slowly, and because Ive more quickly. We change the speed of the small structure words so that the rhythm of the key content words stays the same. syllables 2 1 3 1 Will you SELL my CAR because Ive GONE to FRANCE. t1 beat t1 beat t1 beat t1 beat Important rules of word stress 1 Stress on first syllable rule example Most 2-syllable nouns PRESent, EXport, CHIna, TAble Most 2-syllable adjectives PRESent, SLENder, CLEVer, HAPpy 2 Stress on last syllable rule example Most 2-syllable verbs to preSENT, to exPORT, to deCIDE, to beGIN   3 Stress on penultimate syllable (penultimate = second from end) rule example Words ending in -ic GRAPHic, geoGRAPHic, geoLOGic Words ending in -sion and -tion teleVIsion, reveLAtion 4 Stress on ante-penultimate syllable (ante-penultimate = third from end) rule example Words ending in -cy, -ty, -phy and -gy deMOcracy, dependaBIlity, phoTOgraphy, geOLogy Words ending in -al CRItical, geoLOGical 5 Compound words (words with two parts) rule example For compound nouns, the stress is on the first part BLACKbird, GREENhouse For compound adjectives, the stress is on the second part bad-TEMpered, old-FASHioned For compound verbs, the stress is on the second part to underSTAND, to overFLOW

Macro Systems Paper Essay

Macro Systems are the division of the broad practices of Social Work. The divisions of social work are often divided into three practices which include the categories of macro, mezzo, and micro. Often commended as being a system which provides intervention services that affect entire communities and their systems of care and concern, Macro level social work has been known to be highly effective. Responsibility of the Human Service Worker in the Macro Environment Because Macro System focuses on large groups, socials workers who use this practice most often work in efforts to help clients more so on a community level rather than individually. Lobbying to change health care laws, organizing state-wide activist groups or being activist for social policy change have often become battles of social workers who see the needs of their clients who are not in a position to initiate the necessary changes. Social Workers ultimate responsibility in the macro system environment is to be the voice of the people to which they provide their services. It is also left up to human service workers to collaborate with those people who are the over seers of the services that they distribute to make certain that the services provided meet the needs of the people. Personal, Interpersonal, and Political Empowerment Empowerment is essential in the Macro system environment. Personal  empowerment is centered on the individual and is the functionality of having an influence on events which are personified in the ideology of the person. Interpersonal Empowerment is proportioned by the successful interaction with others and the level of concern that we place on the regards other people have for us. This level of empowerment is based on social status, class, gender and sex and refers to a person’s ability of influence others. Political empowerment is the process of allocating resources, and stresses the goals of social change as well as social actions. Political empowerment is very interactive with society but still makes room for a person to maintain his or her individuality Individual Involvement in Multiple Social Systems An individual’s involvement in multiple social systems is very common. In the micro system the focus is based on individual personal interaction. In the micro system an individual may discover that he or she needs counseling and may seek one on one professional help. The mezzo system includes communities, institutions, or small structures such as neighborhoods. This system is a derivative of such organizations as self-help groups or community advocacy programs. Taking on an active role in the mezzo and micro systems as well, the macro system addresses issues in these systems as well. The macro system affects systems and communities. In the macro system individuals are actively involved in creating change in social programs such as health care. Macro Systems in Response to Child Maltreatment, Sexual Abuse, Crime, and Delinquency Child maltreatment, sexual abuse, crime, and delinquency are key factors in the mere existence of the social work program. In the macro system child maltreat takes precedence over all else and because of strict guidelines of care and concern in reference to children, the macro system provides several outlets to report abuse or suspected abuse of children as well as vulnerable adults. In response to Sexual Abuse in the macro systems have come up with medical procedures to detect sexual abuse in some cases and certain laws such as PREA (Prison, Rape, and Elimination Act) were established to protect individuals in prison communities from enduring sexual abuse. Crime and Delinquency which often go hand in hand are  addressed on different levels. In the macro system, children who are delinquent are often placed in juvenile corrections in an effort to rehabilitate. Boots Camps such as the Mississippi Challenge Academy at Camp Shelby which was established in 1993. This program was considered a second chance for juvenile delinquents. In the macro system there is no clear cut or precise course of actions because every case is different. The level of response is totally dependent upon the mitigating circumstance surrounding the event. Functionalism and Interactionist Theory Relative to Poverty â€Å"A functionalist framework is used to synthesize well-known ideas about societal integration and, conversely, disintegration. If the underlying Darwinian metaphor in functional analysis is retained, and supplemented by dialectical metaphors, then functional theorizing can insightfully address the forces of societal disintegration. (Turner, Johnathan H. A macro-level functional theory of societal disintegration. The International Journal of Sociology and Social Policy. (1996): P36)†. In regards to the functionalism theory applied to poverty in the macro system it exemplifies that there is a place for poverty in society. Impoverished people and their needs are essential to social workers as well as service providers who distribute or allocate resources those who need them. â€Å"Many social workers have made use of symbolic interactionism as a microsociological underpinning for work with individuals, couples, families and groups. The profession has less often applied interactionist thought to work with larger social systems. Queralt (1996), however, in her text on human behavior and the social environment, gave importance to the community theorizing of Robert Park, a Chicago School sociologist who taught many symbolic interactionists. In addition, she discussed Park’s application of concepts like the â€Å"web of life,† succession, and competition to community processes and judged these as forerunners of the modern social work ecological model. (Breakwell, G. M. (1982). The holly and the ivy: Social psychology and social work. In P. Stringer (Ed.), Confronting social issues: Applications of social psychology, Vol. 1 (pp. 204-223). London: Academic Press.) In total contrast to the functionalist theory, the interactionist theory concludes that people are poor because of situations or circumstance occurring in life  which was by far beyond their control. In the essence of poverty the functionalist believe that there is a place for poor people in society and that it’s necessary to have poor people and the interactionist basically believes that no one should be poor. Conclusion In conclusion the macro system is a major component of social work. Unlike the micro a mezzo systems, the macro system focus on larger entities of society which include schools, neighborhoods, or communities. I most favor the macro system because it’s much easier to determine your effectiveness as a social worker. It’s great to be able to help individuals but in the macro systems, the social worker serves as the voice of the people and often cause or create change in policies, allocations of resources, and brainstorming new ideas to improve those resources already in place. References Breakwell, G. M. (1982). The holly and the ivy: Social psychology and social work. In P. Stringer (Ed.), Confronting social issues: Applications of social psychology, Vol. 1 (pp. 204-223). London: Academic Press. Konopka, G. (1972). Social group work: A helping process. Englewood Cliffs, NJ: Prentice-Hall Turner, Johnathan H. A macro-level functional theory of societal disintegration. The International Journal of Sociology and Social Policy. (1996): P36)†

Comparative religion Essay

When classifying the world’s major religions they can easily be split up into two groups: Eastern religions and Western religions. The Eastern religions consist of Hinduism, Buddhism and Taoism. The Western religions consist of Judaism, Christianity and Islam. Almost all of these religions have come about within existing religious frameworks. Eastern and Western religions share many qualities while differing in many as well. Hinduism, Buddhism and Taoism are monistic, meaning they see god in all things. The Eastern mind sees God everywhere, in all things, and sees everything as sacred. Their ultimate reality is an entity and not necessarily a god. â€Å"God† is not personal and not to be thought of as a brother or father, but as so much more. Eastern religions see one kind of reality. They view all beings as equal in value. The individual is not actually real and the separateness of humans from creation and from one another is an illusion to be overcome. Human nature is viewed as naturally ignorant and we better ourselves by being enlightened. Following dharma is the good life, which is being in harmony with universal order through personal duty. In Eastern religions, enlightenment is attained within the individual. In Buddhism, it is nirvana; In Hinduism, it is the yoga; In Taoism, it is wu wei. Reincarnation is a central belief; so some things are not that big of a deal, such as justice or injustice. They believe there is one true god and all religions speak of him. There are many paths to god. Judaism, Christianity, and Islam are monotheistic faiths, which mean they believe in one god. The Western mind considers it heresy to believe that God pervades all things, and makes a strong difference between what is sacred and what is profane. The god of Judaism, Christianity and Islam is a god of history not of nature, the world reflects him but he isn’t to be found in it. God is personal and tended to be thought of in terms of what we know, such as a father figure, etc. Western religions are dualistic, meaning there are two kinds of reality, material and non-material. It is viewed as heaven and hell. Each of these western religions believes that humans are here to submit themselves to god. There are sharp distinctions made between humans and the rest of the natural world. The individual is the same throughout eternity, and the separateness of humans from creation and from one another  is real and permanent. Human nature is viewed as sinful and we become better by taking control of our sinful nature. The good life is obeying the laws of god. In Western religions, enlightenment is attained through significant people conveying god’s word to the ordinary people. This occurred through the prophets Adam, Abraham, Moses, Muhammad, Jesus. There is only one chance at life, and this is probably why Western religions seem to have more emphasis on justice. They believe there is only one true god and one true religion and all non-believers will spend eternity in â€Å"hell.† Eastern and Western religions also share many traits. Each of the groups has come about within other religions. Buddhism grew out of Hinduism, and Christianity and Islam grew out of Judaism. Each believes there is more to reality than what we experience with our senses. Eastern and Western religions alike have specific creeds, guidelines, doctrines or orderliness. Hinduism has the Bhagavad-Gita; Buddhism has the four noble truths; Christianity has the Bible; Judaism has the Hebrew Bible and the Torah; and Islam has the Koran. In the texts of these religions, many of the stories are moral stories meant to help us and not always factual. In these Eastern religions, they all meditate and reach a state of enlightenment. These Western religions all pray to god and have faith that god will help and have mercy on them. Each gains a better sense of self although by different means. They each teach to have compassion, love your fellow man, help those less fortunate, and live the best life you can. The most important similarities would be the thought and knowledge of existence outside of our realities. Morals are also where they balance with each other. Man’s destiny is viewed by both groups as lying in his own hands. Man can choose to enlighten himself or save himself, or choose not to. These are the most significant views shared. This is where they share the most common ground. The most important differences would be that eastern religions see truth in all religions and western religions see truth only in their religion. The way natural things are viewed set the groups apart significantly. Eastern religions see everything having value and western religions see only people  having value and nothing else. Western religions have had prophets to speak god’s word. Eastern religions say everyone can reach ultimate reality. These are the ideas that separate eastern religions and western religions so greatly. There are some common themes in all religions. All religious beliefs allow us to understand and categorize our world and our place in it. There is value in all religions that honor life and individuals potential. They are all concerned with ultimate reality, only seen from different angles. A common theme is charity. All religions emphasize charity and helping out those who need it. Happiness is a common theme, which is what is drawn together from religious experience. Wisdom is attained as a result of religion and its practice. The Eastern religions could teach the Western religions tolerance. Western religions only see themselves as â€Å"right† and dismiss all other views. This is not easily justified and just reaffirms eastern thought that humans are naturally ignorant. So that alone discredits the assumption on the western part that they are â€Å"right.† The Western religions could teach Eastern religions about dualism. One could say that although this reality is a certain way, who is to say that the next or continual one will be similar? They could see dualism within the reality. My approach to religion was greatly affected by my upbringing. I was raised as a Baptist. I blindly followed just as all children do. When I reached the â€Å"Age of Reason†, I took a serious look at the faith and came to my own conclusions. I figure that if the way I learned it is the way that it is, then there is no use in practicing it. If god is vengeful and could damn me to hell for eternity, then I don’t want anything to do with him. That certainly does not sound Supreme to me. I have a hard time believing the doctrine that we were created for the sole purpose of serving him and fighting down the human spirit. I would rather try to see life as being something to enjoy and make the most of it. I am considered â€Å"agnostic† and do not know where most men are sure. I feel that most organized religion has been around to control and limit people. Eastern religions appeal to me  because they are not necessarily based on doctrine. I view all beings as equal, t ry to live a good life, and don’t attempt to speak of things that I cannot conceive. Religion is definitely becoming more of a tolerable subject among those who are intolerable. The persecution of religious groups seems to be slowing down, very slowly. The future of religion is identical to the future of human existence. As long as human beings are around, they will use religion to place themselves in this world and understand themselves. As humans, we tend to be very self-important and make ourselves feel better about ourselves, and give ourselves meaning so we do not feel that we do not have a significant place in the world.