US History before 1877, Development of Erie Canal Research Paper

US History before 1877, Development of Erie Canal - Research Paper Example This paper will discuss US history before 1877, with special focus on the â€Å"Development of Erie Canal†.The main points which this paper is going to cover are the historical perspective of the canal, construction of the canal, improvements in the plan and the financial implications of the canal project. The time era under discussion is between 1807 to 1825. Historical Perspective During the period between the late 18th and early 19th century the USA started to plan and develop the system of transportation throughout the country with special focus on the interiors areas and outside the localities from Appalachian mountainous regions. The main focus was on the linkage between Erie Lake and other big lakes in the coast of Atlantic by making canals. Initially a large number of survey and plans were laid out for the construction of the canal but most of them were not feasible and were rejected. The final plan was based on the survey which was carried out in 1816. Based on this s urvey the route of the canal was established. According to the plan the canal was expected to connect to the New York port at the river of Hudson close to Troy in the New York City. From Troy the flow of the canal would be towards Rome in New York. Finally it would reach to Buffalo (on the northeastern coast of Erie Lake) by passing through Syracuse and Rochester [1]. 1. Matt Rosenberg (2010), Erie  Canal, The Building of the Great Western Canal. Online accession at About.com Guide (Accessed February 12th, 2011). After the development of the route plan of the Erie Canal the major issue was the arrangement of finances for the project. A bill was initially approved by the US congress for the provision of funding for the project then named as â€Å"The Great Western Canal†. The idea was found unconstitutional by The President of time J. Monroe and he vetoed it. The matter was then directly taken by the state legislature. The legislature, after extensive examination of the plan , approved for the funding of the Erie Canal project in the year 1816 with the condition that the tolls would be paid back to the government after the completion of the project. The city Mayor of New York was the chief supporter of the canal project and helped a lot for the construction and completion of the task. Fortunately he became the governor of the state in the year 1817 and was thus able to supervise the details of the plan [1]. Construction of Canal The formal construction of the canal named â€Å"Erie canal† began on 4th July, 1817. According to the plan the initial first segment was to be proceeded from the eastern side of Rome towards the river Hudson. Most of the constructors of the canal were the rich farmers who resided along the route of the canal. They were contracted to make the small portions of the project which came along their way. A large number of immigrants from Great Brittan, Germany and Ire Land supported the construction of canal in terms of manpow er [2]. 1. Matt Rosenberg (2010), Erie  Canal, The Building of the Great Western Canal. Online accession at About.com Guide (Accessed February 12th, 2011) 2. Christopher. M (2008).  "Hints of Comeback for Nation's First Superhighway".  The New York Times. (Accessed February 12th, 2011). The portions of canal were to be dug with the help of horses and shovels. At time modern earth moving specialized equipment were not available so the construction of such plans was a tedious job. The labor cost was about 85 cents to 100 cents per day. This was a heavy amount since it was about three times the pay which a laborer earned during that time. The initial 24 kilometer of the canal - from Rome to Utica - were formally opened around the year 1819. The rate of construction was visibly slow; at the speed during that time, the canal

The Worlds best ever performance Essay Example for Free

The Worlds best ever performance Essay When he got back to London he calmed himself and traveled back to Glasgow the next morning. Here he waited until Sven phoned him and announced the date of the next England match. He also told Douglas that the player who shouted at him was drunk and didnt know what he was saying.  Weeks later Douglas next match was only a few days away. He was hardened by his abuse and even more determined to play well in this match. When he finally jogged out onto the pitch the mixture of cheers and boos pumped him up to his best performance. On the pitch, Douglas was everywhere but as the match continued it became much like the next. He only got the ball when he managed to intercept his own teams pass and in his state of determination he knocked over an opposing player who was trying to tackle him. He was given a yellow card. The opposing team took a free kick. After the match Douglas headed out of the back entrance of the ground hoping to avoid angry hooligans but there were still plenty there, what he thought looked like thousands of people.  They were shouting comments, You Scottish pillock We hate you You suck Youre rubbish Were not goin to listen to your excuses even wit your crappy Scottish accent. The people shouted, Who do you think you are playing for us?  Later that day Douglas went into negotiations with the British Football Association. He wanted to know what they were going to do about the hooligans and players giving him abuse. He was very angry. What he was told by the BFA wasnt a great help either. They had agreed in a unanimous decision that Douglas should leave the team. They told him that it was because during his first two games he hadnt contributed to the final result. They told him he had hindered the team. At this comment Douglas went crazy, he tipped up his desk and rushed from the building so fast that a glass fell from another table.  During the next year of qualifying for the Europeans, England had numerous injuries. Some of the better known players were out, including Beckham, Owen and Cole. England needed some good new players. With only one week to go before the Europeans began the BFA phoned Douglas and said, We need your help Doug. It was Sven. Yu du? Realli. I wuldn hve guessed tha. Said Douglas, who was still hurt about his first two matches for England.  Douglas spent about half the weeks discussing terms and when it was finally settled he was flown down to London in a private Leah Jet.  He arrived in the stadium and boldly walked through a mass of confused supporters. They had not expected to see him back and had not been told by the press. Douglas was very confident and had a very good feeling about this game. The whistle blew and the game began. England played solidly and Poland, whom they had beaten in the first round of qualifying, did as well. However, the final score was England seventeen, Poland nil. Out of the seventeen goals scored Douglas had scored fifteen. This was the most goals scored at International level by any one player in any one match. It was a new World Record.  After this match, Douglas watched The News something which he had refused to do ever since his earlier experience for England. The same reporter as that time said in a bewildered voice, The Worlds best ever performance by a truly outstanding player. The other reporter then said, Yes it was. Literally. That match will be played on international television for centuries to come. Compared to the Scots last two England games it was more than jus beating a World record it was like beating twenty. This will open so many doors for McDonald and its a good present for his twenty-forth Birthday last week.  AS Douglas grew older he wrote a book on his experiences and discrimination. It became a best-seller and now hes a World record holder in Football and Literacy.

The Grapes of Wrath Essay -- Literary Analysis, John Steinbeck

What does family mean today? What did it mean 80 years ago? The theme of family is explored throughout the novel The Grapes of Wrath, particularly in the character Ma Joad. In some ways her definition is similar to mine, in some ways it is different. John Steinbeck used her meaning of family to help contribute to his message of the book, the saving power of family. Ma Joad makes numerous actions and says countless things that depict to the reader how she views and defines family. I agree with a select few of them. I do believe that the family unit should stick together, but only to an extent. Ma Joad recounts that â€Å"Al-he’s a-hankerin’ an’ a-jibbitin’ to go off on his own†¦ There ain’t no fambly now† (ch.26, p.536). She is implying that due to the absence of Noah and Al wanting to leave, they have lost their family ties. Without these ties they are no longer a family. Al even says that he is â€Å"goin’ out on [his] own purty soon. Fella can make his way lot easier if he ain’t got a fambly† (ch. 26 p487). He is implying that he will no longer associate himself with the other Joads because they are weighing him down, keeping him from his own desires. When Rose of Sharon brings up that she â€Å"and Connie dn’t want to live in the county no more†¦ a little worry came on Ma’s face† (Ch 16, p224). She did not like the thought of her daughter, although married with a baby on the way would ever leave her and her husband. She even goes so far as to ask Rose of Sharon â€Å"Ain’t you gonna stay with us- with the family† (Ch16 p224). I would be devastated if one of my siblings decided to up and leave without any intentions of returning. Sticking together is vital to keep a healthy family relationship. Although they do not live with us, I see my siblings a... ... He then goes on to tell Tom about how a Hoovervilles is structured and cue him in on how he will be treated in the present and the future. This shows us that the people are one group, one family. He is dropping settle hints to help Tom and the Joad family despite the fact that they just became acquainted with each other. The entire migrant force became one family. Family is a timeless importance in our mental and physical well being. In the novel The Grapes of Wrath, John Steinbeck depicts this cultural characteristic in Ma Joad. Although the definition of family has changed, some characteristics still hold true. Family does not necessarily mean genetically similar. It can mean much more than that, such as a large group of people struggling together to survive. One single person can belong to many families, but essentially we are all one family, the human race.

Music Is More Than Just a Source of Entertainment for People All over the World

Music is more than just a source of entertainment for people all over the world. For many, many centuries music has been used for reasons other than just entertainment. Take our National Anthem†¦Ã¢â‚¬ The Star Spangled Banner† for example. It was written as a patriotic song and, its purpose was to evoke the countries struggles of the past, traditions, and its history. During the 1800’s when slavery was permitted the seemingly innocent spirituals, as the slave songs came to be known, were more than simple hymns of endurance and a belief in a better after life.As sung by slaves and their descendents, the spirituals allowed the slaves to communicate secret messages and information to each other about the Underground Railroad. Music can also be therapeutic, improving our emotional estate, sleep patterns, eating habits, social skills, and behavioral awareness. It’s inspirational, energetic, and lyrically scenic. It can also be memorable, emotional, life experienc ing and many other things for people everywhere. Often music is even a mood setter.It can be calming, relaxing or even anger releasing for many people. From the day that I was brought into this world, if not before, the first words and sounds that my mother spoke to me were in the form of a lullaby. She soothed me to sleep, and taught me my ABC’s. Music has helped me, grow emotionally, physically, and intellectually, while simultaneously entertaining. Music for many, such as myself, is also a source of identity and individuality for all, as most prefer different styles and types of music

English Literature Essay

The â€Å"Infant Sorrow† is a short, two stanza poem featuring a young baby who is in fear that his mother and father do not love or want him. The young baby first feels sorrow when, â€Å"My mother groaned†, here the baby is feeling like his mother does not want him although she could me â€Å"groaning† about a number of things. The mother could already have a lot of children and not want to bring another up into the world or she may not have enough money, the â€Å"groaning† could also however be due to the pain of child birth. The young baby then sees his father, â€Å"my father wept† this is also a feeling of loneliness for the child. But as with the mother, the father could be crying for a number of reasons, the â€Å"weeping† of the father is not tears of joy as in innocence it is tears of sorrow. This initial sorrow is loneliness and neglect, this is because of the mother and fathers reaction to its birth. The second feeling of sorrow is helplessness, the baby feels helpless in the world, this should not happen because the mother and father should help and look after it. â€Å"Helpless, naked, piping loud†, using the word â€Å"Helpless† suggests that the new baby feels vulnerable, which is extremely experienced for a baby. Using the word â€Å"naked† shows embarrassment for the baby. It shows that the baby is feeling insecure and without warmth. The choice of words used by the baby are experienced throughout the poem, they all show the sorrowed feelings of the baby during child birth. b) How do language and form communicate the emotions expressed in this poem?  The emotions expressed in this poem are all experienced; there are feelings of sorrow, depression, loneliness, and vulnerability from the baby.  In the first stanza the words â€Å"groaned† and â€Å"wept† are used to show the emotions of the parents; however they can be interpreted in many ways. When the baby talks of the dangerous world it has just entered it suggests â€Å"leaping†, this could mean that the baby has been pushed into an experienced world and situation, this could also be a reason for the mother and father to be upset about the birth. The baby refers to itself as â€Å"a fiend†, an experienced word meaning a cruel wicked and inhuman person, this shows that the baby has strong emotions of neglect from its parents. The whole of the first stanza symbolises the change of state for the new born baby, it changing from being in the womb to being in the dangerous outside world and having no one to look after it, â€Å"helpless†. The opening stanza also shows that the real world is a dangerous place to live in, it is unpleasant and un secure for the baby. In the second stanza the baby is talking about its true feelings and again how its mother and father are reacting to it. Throughout the poem we know that the fat her is in control, he has power over the new born baby, we know this from phrases such as â€Å"Struggling in my father’s hands†, suggesting that the fathers hands are controlling the baby. The baby also talks of â€Å"swaddling bands†, in the past these have been seen as ways to keep your baby close to you and wrapped up tightly to create the atmosphere of being in the womb, however here â€Å"swaddling bands† are used to symbolise restraint and control of the father and separation from the mother completely. In innocence, a baby is suggested to be a gift from God, something to admire, look after and love, however, in experience the baby is seen as corrupt, in â€Å"Infant Sorrow† the baby is hidden away, â€Å"Bound and weary† To end the second stanza the word â€Å"sulk† is used, normally the word â€Å"sulk† would be linked with children or teenagers, youths mainly however here the baby uses â€Å"sulk† to describe its own emotion. This shows a sign of rebellion on the baby’s behalf, the baby has simply given up trying to fight against these feelings of hatred from this mother and father, â€Å"To sulk upon my mother’s breast†.

Free Essays on Starbucks SWOT Analysis

Starbucks is a corporation that offers specialty coffees, coffee beans, cold blended beverages, pastries, coffee related products and machines, and tea. Starbucks opened its first location in 1971 in Seattle. By the year 2000, Starbucks had over 3300 locations, and it is still growing. SWOT STRENGTHS:  · 2000 marked 5th consecutive year of sales increase.  · Low long-term debt to equity ratio of 0.01, company has good financial standing.  · 1993, Opens second roasting plant in Kent, Washington in order to maintain on-time production and delivery, then in 1995 opened state of the art roasting facility in York, Pennsylvania.  · Howard Schultz joins corporation in 1982, is a visionary leader who made Starbucks the famous coffee bar that it is today. In 2000, Schultz assumed role of chairman and chief global strategist. WEAKNESSES:  · OPPORTUNITIES:  · Schultz sees opportunity to make coffee/espresso bar available to everyone: o 1990 – Horizon Air Account o 1991 – First licensed airport location o 1992 – Nordstrom Account o 1993 – Barnes & Noble relationship o 1994 - Starwood Hotel Account o 1995 – United Airlines Account o 1997 – Canadian Airlines Account o 1998 – Grocery store coffee bars due to agreement with Kraft Foods. o 2000 – Host Marriott International Agreement  · Global Opportunities: o Opens locations in several countries.  · Other types of drinks, including cold coffee beverages, blended drinks, fruit drink, and tea. THREATS  · Small coffee shops in New York are trying to compete with Starbucks on the basis of customer loyalty.  · Protesting against Starbucks for using milk with artificial bovine growth hormone. GOST GOALS  · Open 1,200 new locations in 2001, 900 in the United States.  · Open new store in Vienna by end of 2001.  · Open 10-15 new stores in Zurich within the next 12-18 months.  · Distribution of new Bottled Frappuccino Coffee Drinks, from affiliation w... Free Essays on Starbucks SWOT Analysis Free Essays on Starbucks SWOT Analysis Starbucks is a corporation that offers specialty coffees, coffee beans, cold blended beverages, pastries, coffee related products and machines, and tea. Starbucks opened its first location in 1971 in Seattle. By the year 2000, Starbucks had over 3300 locations, and it is still growing. SWOT STRENGTHS:  · 2000 marked 5th consecutive year of sales increase.  · Low long-term debt to equity ratio of 0.01, company has good financial standing.  · 1993, Opens second roasting plant in Kent, Washington in order to maintain on-time production and delivery, then in 1995 opened state of the art roasting facility in York, Pennsylvania.  · Howard Schultz joins corporation in 1982, is a visionary leader who made Starbucks the famous coffee bar that it is today. In 2000, Schultz assumed role of chairman and chief global strategist. WEAKNESSES:  · OPPORTUNITIES:  · Schultz sees opportunity to make coffee/espresso bar available to everyone: o 1990 – Horizon Air Account o 1991 – First licensed airport location o 1992 – Nordstrom Account o 1993 – Barnes & Noble relationship o 1994 - Starwood Hotel Account o 1995 – United Airlines Account o 1997 – Canadian Airlines Account o 1998 – Grocery store coffee bars due to agreement with Kraft Foods. o 2000 – Host Marriott International Agreement  · Global Opportunities: o Opens locations in several countries.  · Other types of drinks, including cold coffee beverages, blended drinks, fruit drink, and tea. THREATS  · Small coffee shops in New York are trying to compete with Starbucks on the basis of customer loyalty.  · Protesting against Starbucks for using milk with artificial bovine growth hormone. GOST GOALS  · Open 1,200 new locations in 2001, 900 in the United States.  · Open new store in Vienna by end of 2001.  · Open 10-15 new stores in Zurich within the next 12-18 months.  · Distribution of new Bottled Frappuccino Coffee Drinks, from affiliation w...

Expected Value of a Binomial Distribution

Expected Value of a Binomial Distribution Binomial distributions are an important class of discrete probability distributions. These types of distributions are a series of n independent Bernoulli trials, each of which has a constant probability p of success. As with any probability distribution we would like to know what its mean or center is. For this we are really asking, â€Å"What is the expected value of the binomial distribution?† Intuition vs. Proof If we carefully think about a binomial distribution, it is not difficult to determine that the expected value of this type of probability distribution is np. For a few quick examples of this, consider the following: If we toss 100 coins, and X is the number of heads, the expected value of X is 50 (1/2)100.If we are taking a multiple choice test with 20 questions and each question has four choices (only one of which is correct), then guessing randomly would mean that we would only expect to get (1/4)20 5 questions correct. In both of these examples we see that  E[ X ] n p. Two cases is hardly enough to reach a conclusion. Although intuition is a good tool to guide us, it is not enough to form a mathematical argument and to prove that something is true. How do we prove definitively that the expected value of this distribution is indeed np? From the definition of expected value and the probability mass function for the binomial distribution of n trials of probability of success p, we can demonstrate that our intuition matches with the fruits of mathematical rigor. We need to be somewhat careful in our work and nimble in our manipulations of the binomial coefficient that is given by the formula for combinations. We begin by using the formula: E[ X ] ÃŽ £ x0n x C(n, x)px(1-p)n – x. Since each term of the summation is multiplied by x, the value of the term corresponding to x 0 will be 0, and so we can actually write: E[ X ] ÃŽ £ x 1n x C(n , x) p x (1 – p) n – x . By manipulating the factorials involved in the expression for C(n, x) we can rewrite x C(n, x) n C(n – 1, x – 1). This is true because: x C(n, x) x n!/(x!(n – x)!) n!/((x – 1)!(n – x)!) n(n – 1)!/((x – 1)!((n – 1) – (x – 1))!) n C(n – 1, x – 1). It follows that: E[ X ] ÃŽ £ x 1n n C(n – 1, x – 1) p x (1 – p) n – x . We factor out the n and one p from the above expression: E[ X ] np ÃŽ £ x 1n C(n – 1, x – 1) p x – 1 (1 – p) (n – 1) - (x – 1) . A change of variables r x – 1 gives us: E[ X ] np ÃŽ £ r 0n – 1 C(n – 1, r) p r (1 – p) (n – 1) - r . By the binomial formula, (x y)k ÃŽ £ r 0 kC( k, r)xr yk – r the summation above can be rewritten: E[ X ] (np) (p (1 – p))n – 1 np. The above argument has taken us a long way. From beginning only with the definition of expected value and probability mass function for a binomial distribution, we have proved that what our intuition told us. The expected value of the binomial distribution B( n, p) is n p.

French Adjectives in Front of a Vowel or Mute H

French Adjectives in Front of a Vowel or Mute H Since French adjectives usually have to agree with the nouns they modify in gender and number, most of them have up to four forms (masculine singular, feminine singular, masculine plural, and feminine plural). But there are several French adjectives that have an additional variation: a special form that is used when the adjective precedes a word that begins with a vowel or mute H.The reason for this special adjective form is to avoid hiatus (the pause between a word that ends in a vowel sound and another that begins with a vowel sound). The French language likes words that flow one into the next, so when an adjective that ends in a vowel sound would otherwise be followed by a word that begins with a vowel sound, French uses a special form of the adjective to avoid the undesirable hiatus. These special forms end in consonants so that an enchaà ®nement is created between the two words, and the fluidity of the language is maintained.There are nine French adjectives in three categories which have one of these special pre-vowel forms. Descriptive Adjectives The following descriptive adjectives have a special form that is used only in front of a masculine noun that begins with a vowel or mute H. beau belun beau garà §on un bel hommefou folun fou rire un fol espoirmou molun mou refus un mol abandonnouveau nouvelun nouveau livre un nouvel articlevieux vieilun vieux bà ¢timent un vieil immeuble Demonstrative Adjectives When the demonstrative adjective is used with a masculine noun that begins with a vowel or mute H, it changes from ce to cet: ce garà §on cet homme Possessive Adjectives When a singular possessive adjective is used with a feminine noun that begins with a vowel or mute H, it changes from the feminine form (ma, ta, sa) to the masculine form (mon, ton, son): ma mà ¨re mon amieta femme ton amantesa profession son à ©ducation Note The special adjective forms are used only when followed immediately by a word that begins with a vowel or mute H. If a word which begins with a consonant is placed between the changeable adjective and the noun, the special form is not used.Compare: cet homme vs ce grand hommemon amie vs ma meilleure amie When theres an adjective, the special form is not used because the word that immediately follows the changeable adjective begins with a consonant.

Ethical sourcing in retail industries and the problem of sweat shop Essay

Ethical sourcing in retail industries and the problem of sweat shop labour - Essay Example Only with the consumer’s strong convictions can this movement be taken ahead and for this communication of ethical issues including their damaging contribution to environment needs to be highlighted. The expansion of civilizations has been largely based on trading practices. Trade and Commerce have been drivers of extension of territorial forays in the past and, in modern days, with the royalty become defunct, even extinct in some cases, the role has been ably taken over by large companies, the Multinationals. The twin objectives of war for territorial gains of the former kingdoms and the present day Multinational remain the same; expansion of markets to cater to larger populations and obtaining cheap labour for work from the new territories. Whereas formerly they made use of slave labour, often not caring about their survival, today they pay subsistence or even less for running their factories and establishments. All the high talk of Human Rights is meant for conference tables and for the populations of the victors and not the vanquished. In the present context the Multinational need to expand their markets and in search for consumers globally they are attracted by the huge populations of the developing or the under-developed world. They take advantage by offering them the goods that they have developed for their own affluent populations. However where they face the possibility of lower sales due to the high prices they tend to manufacture their products locally for local sales at lower prices compared to their home markets. The other angle to the story is that when they face competition from their rivals who are as big and as powerful, they need to lower prices to face such competition. The obvious way out is again to manufacture their products in the underdeveloped or developing markets at lesser cost and consequently be able to lower prices to their home markets. With the demise of colonialism democracy became the chosen form of governance, barring

Legalize Marijuana Essay Example | Topics and Well Written Essays - 750 words

Legalize Marijuana - Essay Example Marijuana use also falls within the limits of a personal choice for everyone, and by making the choice to use it criminally, the United States is infringing on a personal choice. In 1857, John Stuart Mill wrote in an essay, â€Å"Over himself†¦over his own body and mind, the individual is sovereign†. Marijuana usage, especially in a private home or residence, is a personal choice, and by making it criminal, the government is taking away a choice and a personal liberty. In addition, the fact that the use of marijuana is criminal is only the tip of the iceberg; in doing so, the government has forced thousands of businesses and services to institute drug-prevention programs and random testing procedures. While I do agree that some limits should probably be set to people working certain jobs if marijuana was made legal, these drug programs would not be taking money away from the business.Fifteen states and the area of Washington D.C. have passed legislation making marijuana a legal substance for medicinal purposes. While there are some stipulations, such as in thirteen out of the fifteen states proof of residency is required, and further laws are put into place regarding the growing of marijuana as opposed to simply consuming it, the fact remains that it is a legal substance. These states did what they did because they saw the benefits of having marijuana as a legal alternative to those that were in extreme pain or already suffering from a terminal illness in the first place.... Marijuana usage, especially in a private home or residence, is a personal choice, and by making it criminal, the government is taking away a choice and a personal liberty. In addition, the fact that the use of marijuana is criminal is only the tip of the iceberg; in doing so, the government has forced thousands of businesses and services to institute drug-prevention programs and random testing procedures (â€Å"American Civil Liberties Union†). While I do agree that some limits should probably be set to people working certain jobs (e.g. nuclear reactor operator, construction worker, etc.) if marijuana was made legal, these drug programs would not be taking money away from the business. Marijuana possession and usage is already legal throughout the United States, though not from shore to shore, for medicinal purposes. Fifteen states and the area of Washington D.C. have passed legislation making marijuana a legal substance for medicinal purposes (â€Å"Medical Marijuana†) . While there are some stipulations, such as in thirteen out of the fifteen states proof of residency is required, and further laws are put into place regarding the growing of marijuana as opposed to simply consuming it (â€Å"Medical Marijuana†), the fact remains that it is a legal substance. These states did what they did because they saw the benefits in having marijuana as a legal alternative to those that were in extreme pain or already suffering from a terminal illness in the first place. Even former Surgeon Generals in the government have weighed in, stating that there was overwhelming evidence that marijuana could take away the pain of an illness (â€Å"Medical Marijuana†). It is my opinion that usage and consumption

Listening log Essay Example | Topics and Well Written Essays - 500 words

Listening log - Essay Example It is even more astonishing to lay out some conclusions that the artist ids deploying some undesirable traits about the husband. As the song begins, there is an orchestrated rhythm of the singers, who sings in a group. All the song participants participate harmoniously bringing up a great architecture of the song. The harmony is calculated so well, and it renders the song livelily and enjoyable. Essentially, the backup voice not only brings up a well-blended song but also establishes clear lyrics. The timbre variance brought about by the guitar further enhances the rhythm and song flow. The melody of the song brings up a tension field, especially where one tends to question why the artist is comparing a husband to a baby. The song’s texture is a bit rough, with the occasional eruption of background voices, assisted melodies and combination of drum sets and guitars. Sometimes the notes are high, at other times they are low. The song remains a great music icon; to the rock lovers they will always nod their heads when the song is on the air. Despite its production in 1966, the song Red House by Jimi Hedrix remains an influential song that would send people stumping their feet due to the rhythm and tempo of the song. The song expressed the tribulations vividly that people in love used to undergo during that time. The music performance is done under a full band, making it iconic and admirable. Utilization of a guitar grants it full flow and ideal harmony. The song remains a perfect example of the blues songs that do utilize the stereo imaging effects to come up with an entertaining blues song. Hendrix is the chief leader in the vocals while others simply follow. He also plays the guitar. The song is of a high standard, having being replicated by other artists such as Slash. Primarily, its starting tone of imperative, distorted guitar and the following vocals brings up a great musical

Philosophy Essay Example | Topics and Well Written Essays - 1000 words - 5

Philosophy - Essay Example They are motivated and have directions with clear mission in life. Religious people are the only ones to feel comfort through their supernatural powers where their involved in religious practices to seek divine interventions, from their practices such as prayers. Through these activities they believe that their goals will be achievable as they work under these motivation aspects to achieve their goals. Non religious are viewed as people who will only feel comfortable when the things they care about overcome challenges on them and prevail their success, that the only thing that can bring meaning to their life. The Relationship between the religious people and non religious is that all groups have to work under certain motivation factors to gain comfort, by committing themselves to things they care about such as, promising careers, their families and material things to support their satisfaction in life. Even though, they have different capabilities and approaches to achieve them. Reli gious people may seek supernatural assistance to overcome their challenges while the non religious have to come up with new things to counter the challenges they face every day in their life... Finally to be on the light sides to know the meaning of life is being able to learn the meaning of comfort which will help people achieve a meaningful life, without literary interpreting it as only information we learn or reflect only on purpose of life merely as to accomplish certain tasks we believe we were created for on this universe. The premises Tom Nagel also a philosopher argues that life is not about accomplishing purposes or meeting certain objectives that we interpret to have been created for, while we feel uncomfortable and loss of sense to them. as per religious believe that God created us to abide by the religious rules and acknowledge his presence, but to do things in a way that opens up to us the meaning of life why we should live? What do we think about for our comfort? This what those religious practices teaches Christian’s to trust so that they can overcome difficulties in their life and find comfort for a meaningful life. Therefore, life has not actually been fully understood by people as their view things according to their understanding and external influences may be their customs, beliefs and norms will evaluate their meaning of life. In fact, there is endless interpretation of life from all sorts of things and evidences, so circumstances and practices we do in our life shapes our comfort levels and the purposes we should achieve in our life for us to live or have a mean full living on universe. Life has so many encounters and challenges every day and people in every generation that preceded the other. They try to interpret things that are beyond their power differently and have different views, solutions and understanding on them. The main purpose of the questions people have every day in their life is to get the information and the real b ackground why things happen like that, and what can we do to understand them. For example, people may want to know. What does it mean when the sky above is blue but there is a dark line all the way around the horizon? This question may find a lot of answers from different angles. Where people may see it according to the purpose they think is there to serve so information cannot only define the purpose of life, this

Relativism and Morality Essay Example | Topics and Well Written Essays - 750 words - 4

Relativism and Morality - Essay Example This is used to describe values and concepts of ethical and moral considerations (Baghramian, 2004). Goodman pointed out that relativism can be equated to compromise of value which can prevent conflicts but it prevents the achievement of a meaningful morality or values. This is a bold philosophical view since values, ethics and morality are concepts significantly affected by the social norms (Goodman, 2010, p.87). Goodman’s view regarding relativism can be considered as an important eye opener. He stated that due to the intentions to achieve a common good, the global formulations are becoming culture-bound. This means that cultural differences are being considered as one of the most important factors if not the top most priority. Such scenario leads to the generalization of moral laws which according to him is in the risk of blandness, vagueness, and compromise of principles, which is common and widespread in the present era. The ambiguity in the guiding principles of morality in the international community becomes the law and judicial tactic (Goodman, 2010, p.87). This can be observed in the manner different nations, cultures and societies deal with social, economic, and political issues. Issues that are considered charged and controversial although of great importance and vitality are faced with ambiguity, thus, lost in social compromises of different forms. There are numerous issues that can be cited as examples such as abortion, divorce, same sex marriage, etc. The relativism in morality can explain why in some nations and cultures, these issues are accepted while in other nations and cultures, such issues are prohibited and even detested. Due to the differences in the view and opinions of different nations and communities in the world and due to the stratification of societies on the basis of geographical, cultural, religious, and economic divides, social and political authorities are preventing heated discussions that can lead to violent misunderst andings. As a result, the international community can be observed to have a moral view that is bland and safely coasting between the multitudes of clashing moral views. Moral values are meant to guide and to lead the people in different forms of decision making process. But having a relative morality can be considered ineffective to guide the people their way of life. Upon expression of the dangers of compromise and relativism in morality, Goodman presented his view on the different crimes. He stated and stressed that regardless of the fact that compromise in values rule the present society, there are actions that are simply wrong and that no social and cultural consideration can correct. Goodman said that slavery, genocide, terrorism, murder, rape, polygamy, and incest are examples of crimes and actions that are plainly and absolutely wrong, regardless of the perspective (Goodman, 2010, p.89). This means that it is hard to justify any of these acts as a morally right act on the bas is of any particular culture. No logical reason can justify killing and causing hard to other people such as terrorism, genocide, and murder as the right thing to do in any given situation. Similarly, no logical reason can make slavery and limiting of other people’s rights and freedom such as slavery an acceptable act. This is the same for rape, polygamy, ad incestuous relationships wherein no reasons can make these sexual

Visual and Cultural Theory Essay Example | Topics and Well Written Essays - 2000 words

Visual and Cultural Theory - Essay Example This essay analyses and determines the main ideas and historical and cultural contexts of the prologue of McLuhan’s The Gutenberg Galaxy, while using studio practices to explain McLuhan’s key ideas. Two secondary materials are also used to explore McLuhan’s text, Morrison’s (2001) article, â€Å"The Place of Marshall McLuhan in the Learning of His Time† and Scannell’s (2007) book, Media and Communication. The main ideas of McLuhan’s (1995) The Gutenberg Galaxy emphasise the importance of the medium as the message, while Morrison (2001) asserts the role of technology in expanding human functions. Scannell (2007) supports the cultural transitions that occurred, using McLuhan’s idea of a â€Å"global village† (p.135). McLuhan describes the effects of transitioning from an oral to a writing society wherein he argues that literacy expands important human functions, but with limitations, and that the electronic age has produced the retribalisation of human society, and these ideas have a connection to the transition from soundless to sound films, where the latter films exhibit both opportunities and limitations for expressing and extending human thoughts and practices. McLuhan (1995) criticises the devaluation of oral societies, including their oral practices. His text responds to the historical underestimation of the value of oral practices and the vitality of oral societies. He cites the work of Albert B. Lord, The Singer of Tales, who continued the work of Milman Parry. Parry hypothesised that his Homeric studies could prove that oral and written poetry did not share similar patterns and uses (McLuhan, 1995, p.90). Parry’s work had been initially snubbed by the academe because of the prevailing belief that literacy is the basis of civilisation. Morrison (2001) describes the difficulties of Parry in getting his study approved in Berkeley during the 1920s. See Appendix A for research notes on the primary and secondary texts used. The Berkeley faculty represents the general belief that literacy and civilisation are directly related: The notion that high literacy is the normative state of language and civilization, and that its only alternative is the fallen state of illiteracy, and hence darkness and ignorance, seems to occupy the vital center of humanistic studies with remarkable energy and intensity. (Morrison 2001, para.6). The key idea is that by assuming that literacy is the most important sign of civilisation, it automatically discriminates against studies on oral practices and societies that would suggest otherwise. McLuhan responds to the historical underrepresentation of oral studies in the humanities and history in general. He wants to address this underrepresentation through his own analysis of the electronic age, and how it goes back to oral traditions of earlier times. McLuhan demonstrates that history is incomplete when it does not provide enough space for the d escription and analysis of oral societies and practices. Aside from filling the gap of literature on oral practices, McLuhan (1995) supports the idea that oral societies have a richer connection with all of their senses, while the written text has produced a limited visual society because it suppresses auditory functions. He highlights literature that explores the vitality of oral practices, where oral societies are rich civilisations, perhaps even richer than writing

Relativism and Morality Essay Example | Topics and Well Written Essays - 750 words - 4

Relativism and Morality - Essay Example This is used to describe values and concepts of ethical and moral considerations (Baghramian, 2004). Goodman pointed out that relativism can be equated to compromise of value which can prevent conflicts but it prevents the achievement of a meaningful morality or values. This is a bold philosophical view since values, ethics and morality are concepts significantly affected by the social norms (Goodman, 2010, p.87). Goodman’s view regarding relativism can be considered as an important eye opener. He stated that due to the intentions to achieve a common good, the global formulations are becoming culture-bound. This means that cultural differences are being considered as one of the most important factors if not the top most priority. Such scenario leads to the generalization of moral laws which according to him is in the risk of blandness, vagueness, and compromise of principles, which is common and widespread in the present era. The ambiguity in the guiding principles of morality in the international community becomes the law and judicial tactic (Goodman, 2010, p.87). This can be observed in the manner different nations, cultures and societies deal with social, economic, and political issues. Issues that are considered charged and controversial although of great importance and vitality are faced with ambiguity, thus, lost in social compromises of different forms. There are numerous issues that can be cited as examples such as abortion, divorce, same sex marriage, etc. The relativism in morality can explain why in some nations and cultures, these issues are accepted while in other nations and cultures, such issues are prohibited and even detested. Due to the differences in the view and opinions of different nations and communities in the world and due to the stratification of societies on the basis of geographical, cultural, religious, and economic divides, social and political authorities are preventing heated discussions that can lead to violent misunderst andings. As a result, the international community can be observed to have a moral view that is bland and safely coasting between the multitudes of clashing moral views. Moral values are meant to guide and to lead the people in different forms of decision making process. But having a relative morality can be considered ineffective to guide the people their way of life. Upon expression of the dangers of compromise and relativism in morality, Goodman presented his view on the different crimes. He stated and stressed that regardless of the fact that compromise in values rule the present society, there are actions that are simply wrong and that no social and cultural consideration can correct. Goodman said that slavery, genocide, terrorism, murder, rape, polygamy, and incest are examples of crimes and actions that are plainly and absolutely wrong, regardless of the perspective (Goodman, 2010, p.89). This means that it is hard to justify any of these acts as a morally right act on the bas is of any particular culture. No logical reason can justify killing and causing hard to other people such as terrorism, genocide, and murder as the right thing to do in any given situation. Similarly, no logical reason can make slavery and limiting of other people’s rights and freedom such as slavery an acceptable act. This is the same for rape, polygamy, ad incestuous relationships wherein no reasons can make these sexual

Accounting Essay Example | Topics and Well Written Essays - 500 words - 39

Accounting - Essay Example Performance can be measured by using the financial measures. The measures give the financial indicators such as profits and growth. By using profit figures, a manager can easily tell whether their organization is performing or not. Profits are indicators of performance while loses will be used to indicate non-performance. Another way in which the balanced scorecard can be used to measure performance is through analyzing its innovation reports. By using the company’s ability to respond to changes and make new products, then one can easily tell its competitive nature. Because the scorecard gives parameters used to show success, meeting the parameters will imply that the company is performing. The customer perspective in the balanced scorecard can also be used to measure performance because it is linked to customer satisfaction. The tool can be used to analyze whether the customers are served on time, whether products are affordable and of quality. Coming up with the answers will be used as a performance indicator. The score card can as well be used as an appraisal tool in evaluating employee performance. The balance scorecard has four main perspective, the customer perspective, the innovation and learning perspective, the internal business perspective and the financial perspective (Kaplan & David, 1992). The customer perspective focuses on customer needs, the internal business perspective dwells on important internal operations, the financial perspective relates to profits and market share while the innovation perspective focuses on the ability to create new products. The internal business operations relates to the customer perspective in that, it is through analyzing the internal operations that the customers’ needs will be satisfied. The operations perspective requires that the managers establish what they have to excel in so that they can be able to meet the needs of the customers. The internal operations also relate to the

Prejudice,Stereotypes and Discrimination Essay Example for Free

Prejudice,Stereotypes and Discrimination Essay Prejudice is an attitude that releases closely to intercultural sensitively. It is more commonly held and expressed by people in ethnocentric stages of the sensitivity model compared to people in the ethnorelatives stages. (Oetzel, 2009). Prejudice is the belief and feeling aspect of an attitude. It can be a pro or con but leads us to judging something based on our preconception. Prejudice is where you think against someone or something for no particular reason, thought or knowledge. It be because race , sex , age , or whatever . An would be like , â€Å" Oh I don’t like her , she’s a lesbian,† or she’s black or white or of any other race. Stereotype are overgeneralized cognitions about a group of people with no attempt to identify within –group variation . Stereotypes often based on learned and widely shared beliefs and another group that reinforce or justify prejudice (Oetzel, 2009) . A stereotype is a set of preconceived beliefs about those who share a trait in common . It is the narrow prejudice view of a particular social group . Such as â€Å"black people know how to dance† and â€Å"women are better at cooking and worst at driving†. They’re sometimes offensive and often unfair. Stereotypes is a view of social group that sticks , even though the social group is full of individuals who may not share any of the traits of the stereotype at all. It’s like â€Å"cheerleaders are bitches† or â€Å"geeks are smart†. Discrimination is action that maintain the dominance of one group of people over another. The power to enact the behavior is a key component to racism and discrimination. That power can be from a held position (being a boss) or social power (being part of a group that has political power). (Oetzel, 2009). Discrimination is where you actively are against someone for no reason , either on the basis of age , race , class or whatever . It’s different from a prejudice because you actually do an action , such as not giving that person a job because of your prejudice , or refusing to give them a room at a hotel. I remember when I was young , I use to live with my Father in a small town in Ohio. It was mainly white community , I had a friend that was white. She had invited me over her house and her Grandma was racist. When I walked in to her home , her grandma said to me â€Å"she can’t have company at all and you need to leave†. The next day I seen my friend , she had apologized to me, and said I don’t know why my grandma acts like that to black people. â€Å" She told her granddaughter not to play with blacks only with white children†, and she only would allow white children to come to her house . She never listened to her she still played with me anyway. I told her it wasn’t her fault that some people are just racist. Later on that week I was in the store with my grandma which is white also , we had seen my friend and her grandma . Her grandma tried to act as if nothing happen and spoke to my grandma and said to me you can come back over and play. I gave an example of prejudice stereotype and discrimination . People also stereotype for many of different reasons such as tattoos, race , religion, age gender and etc. Now days young folks now have a new way to rebel against society and ultimately and more honestly their parents . We began to see masses of young , dim witted teens getting idiotic tattoos just so they can feel like a badass (greengysywolf1 (How Prejudice and Fear). Children not knowing that when they get older that tattoos will affect them getting a job or the way society will look at them because of the tattoos they have on them. Even though it’s not right that’s the way society stereotypes and discriminates people because of their appearance. People get tattoos because they enjoy them , not to mark them as different , not to get jollies of the pain , or not to be the evil spawn of satan himself (greengysywolf1 (How Prejudice and Fear). People also stereotype people that have been in prison. It’s people that have went to prison and have changed their lives around completely . I have a friend that is about â€Å"6 4† and 200 pounds , but seems blessed with a baby face , so no one believes he ever been to prison . He usually waits until he meets someone in person to tell them , even though he knows there is a chance they will refuse to accept it . I’ve seen the look , the change behind the eyes that goes from listening to what the stereotypes say an ex-con is and should be . I found it interesting because he tends to be more truthful and respectful than people who have not done time. Prejudice exist everywhere; with prejudice comes a stereotype or discrimination. Most stereotypes are dealt with minorities , especially in the United States . Basically, It all depends on how a person was raised . Most of Americans assumes that every white person grew up either in the suburbs , or well-to-do apartments in the city. While sometimes that is true ,but some lives in bad areas like farming towns and many other diverse places. Where you raise your family depends on your income and your family situation most of the time. If they have a higher income than yours average American, than they probably live in the most high-class place they can buy. If they are middle class than suburbia is most likely option. If they exist in the lower class , your income is not so great. Then they would probably live in poorly developed neighborhoods , like a trailer park or apartment complex. African Americans continue to face the highest level of discrimination in renting , selling and insuring property, according to the National Fair Housing Alliance . People with disabilities field the second highest number of claims followed by families with children and Hispanics. (surge). The British did an research article in 2009. , with 60 people ranging from 18 to 65 years of age . The tests of implicit attitude used in this study are based on links to real world behaviour, so its likely that those participants with a very strong homophobic attitude would routinely behave in a discriminatory way. The four or five per cent with strong prejudices would find their attitudes often affect their behaviour and the 15 to 20 per cent with mid-range prejudices are probably unaware of their attitude, but their thoughts and feelings towards gay or lesbian people will probably surface when they are emotional, stressed, frustrated or threatened (Society, 2009). I think people should look at themselves before they try and judge others , without getting to know them or speak to them first. Before you judge a book by its cover at lease open a couple of pages and read about it first. Works Cited Oetzel, J. G. (2009). Intercultural Communication (A Layered Approach). New Jersy: Pearson Education Inc. Page, H. (n. d. ). How To Stereotypes Affect My Life. Retrieved 2012, from http://greengypsywolf1. hubpages. com/getwidget. Society, T. B. (2009, Jan 16). Prejudice Study Finds Gay Is The New Black. Medical News Today. Surge, H. D. (n. d. ). CNN Cable News. Retrieved 2012, from http://www. cnn. com/US/9705/21/briefs. pm/housing/index. html.

Morality Of Active Voluntary Euthanasia Philosophy Essay

Morality Of Active Voluntary Euthanasia Philosophy Essay Medical advancements are increasing and have been playing a vital role in prolonging human life. On one side where medicine is gaining victory in providing quality and improved lives to the patients, similarly on the other hand, issues related to termination of human life are creating a state of dilemma for all health care professionals, patients and their family members. The decisions related to termination of life issues, that is, Euthanasia has been well debated since very long as it involves moral, ethical and social dilemmas. Euthanasia is being supported and encouraged by many, but there are philosophies which strongly oppose and question its morality. The notion of enforcing Euthanasia puts forward the concepts of autonomy and respect for life. However, there arises a question that, who has the authority to terminate a human life? Is it the person himself, his family members, health care professionals or God who can take a human life? The final question that need to be answere d is that, does a human have the authority to end other humans life on the basis of either his own opinion or merely on that patients will? This paper aims to analyze the dilemma of the morality of active voluntary euthanasia in Utilitarian and Kantanian perspective. Active voluntary euthanasia is when deliberate actions are being taken to kill a terminally ill patient on his/her own request. John Stuart Mill and Kant have put forward various view points in the light of which the morality of active voluntary euthanasia could be judged. Whenever the dilemma is debated in context of different philosophies, euthanasia has always lied in the grey zone of morality. Mills utilitarianism which puts forward the greatest happiness principle admits that the dignity itself is the form of higher pleasure. According to Jane Maj, The death with dignity Act also offers the compassion with great respect to end the suffering of a patient when all other measures are exhausted. This means that when the ultimate result is just the suffering for the terminally ill patient then it is better to end that persons life with dignity because then it would be the source of higher pleasure for the person, if he or she requests so. Utilitarianism evaluates actions in many perspectives of which act utilitarianism and rule utilitarianism will be taken into account. According to Vincent Barry, in act utilitarian point of view each situation is considered unique; each new set of circumstances calls for a fresh evaluation. So, if the consequence of terminating a persons life in a particular situation results in good consequences, that is, greatest good for the majority in that case then it would be the correct act to follow. Maj also supports this point by pointing to a particular case when the final consequence will bring happiness and peace to the patient, but also to family members and friends who wish for the physical pain of their loved one to cease ending the persons life in this situation is a good action as it also eliminates a persons pain. On the other hand Rule utilitarianism, according to Barry, asserts that we should not consider the consequences of a particular action but rather the consequences of the rule under which the action falls. Furthermore, Frank Collins also explains about rule utilitarianism that, it is the rule that needs to be followed whether it lead to greater pleasure for an individual in a particular situation or not at a particular time. The focus is that the rule should be followed which could bring greater good to the community. Thus, in the case of euthanasia if a person is deliberately killed then it might create happiness for the person himself but on the other hand, it might create fear and uncertainity amongst the family members, neighbors or in the community at large. The fear and uncertainty of getting killed in the future when they would get terminally ill and that when no cure is available for them in the future. From the above given points it could be concluded that the act would create greater good to the individual but not to the community which in the light of rule utilitarian concept, would not allow voluntary euthanasia. But, Peter Singer has re plied to this case of becoming uncertain and fearful by putting forward the argument that, the fact that killing can lead to fear and insecurity in those who learn of the risk to their own lives, is transformed into a reason in favour of permitting killing, when people are killed only on their request. For then killing poses no threat. Through this argument it could be finally concluded that, as far as active voluntary euthanasia is concerned then according to rule utilitarianism the act could be allowed and would be appropriate to be followed as it is being done with the persons own wish without creating the feeling of uncertainity in the community and thus produce greater good to the community as well. Moreover, when a person is given autonomy to make his/her own decisions, it creates greatest happiness for him/her and thus any person who is fully capable of taking decisions must be free to decide. As, Singer also says that, If beings are capable of making choices, we should, other things being equal, allow them to decide whether or not their lives are worth living. On the contrary according to Singer, A consequentialist might initially answer: whatever goods life holds, killing ends them. So if happiness is a good, as classical hedonistic utilitarians hold, then killing is bad because when one is dead one is no longer happy. In the same way it could be analyzed that once a person is dead, his autonomy also remains no more. So, it would be a bad or immoral action to kill someone with or without request because killing ends a persons autonomy. Thus, preservation of ones life results in the preservation of his/her autonomy. Kant also puts forward many propositions to judge the morality of an action which could help in determining the morality of active voluntary euthanasia. In Kantanian perspective a moral action and duty have biconditional relationship with each other. Albert Denise Peterfreund explains Kants first ethical proposition that, human actions have moral worth only if they are performed from duty. He furthermore says that, For example, a man who preserves his life in routine conformity to duty is acting from an inclination which is according to duty, but not from duty. On the other hand, to preserve life when it has become a burden, only because duty requires it, is morally correct. It thus could be concluded that, killing a person on his own request at the time when he is in a great suffering and has no cure for his disease is an immoral and wrong act, as the act is not done from duty, so, it doesnot have any moral worth. In addition to this, it is a duty to preserve life no matter how pain ful and difficult it is to survive. Kants supreme principle or the law of morality lies in categorical imperative, which says that, one should act only on those maxims which could be universalized. Hence, the universal law is that it is always wrong to kill an innocent human being. In addition to this, according to Kant, as said by Peterfreund that human being must be treated as end in himself and not merely as means to an end. Similarly, it is wrong to treat a person as mere means for an end, and this is what a person does when he aims to put himself to death in order to get rid of his pain. So, a person should understand that it is his life and his own self which are the ends and not the means that is killing himself which serves the ends. I. Brassington also affirms the above statement when he says that, in acceding to a request for euthanasia, it is possible that I am treating a person as means to an end and thereby undermining the personhood in him. Paul Jewell refers to a situation in which a patient asks for act ive euthanasia, Jewell says that, à ¢Ã¢â€š ¬Ã‚ ¦even if a competent rational patient requests euthanasia, and even if both the patients and doctors judgement is that any benefit from remaining alive is far outweighed by the actual distress of the illness, nonetheless, the doctor should not assist the patient to die. The theories given by Kant and Mill are both subjective in nature and thus are highly debatable. On one hand some of the utilitarian perspectives would consider active voluntary euthanasia as moral. While, on the other hand Kantanian propositions and perspectives would consider the act as immoral, as, in Kantanian view point the preservation of life in every circumstance is considered as ones duty and this duty must be followed with due respect in order to make it highly moral. Proponents of active voluntary euthanasia maintains that it is the autonomy and right of a person to decide for his own life, while, the opponents of this act assert that it is the duty of a person to live the life that is given to him and it is always wrong to kill any human being. No human have any authority over the decision to terminate his life or the life of any other human being.

Differentiated Instruction is Necessary to Meet the Needs of All Learne

Is differentiated instruction necessary to meet the needs of all levels of learners within the environment based on learning styles, interests, and readiness levels? Differentiated instruction involves daily assessment, either formal or informal, lots of planning, and a classroom of learners working together as a community (Tilton, 2001). Differentiated instruction is a learner-centered instructional design model that acknowledges that students have individual learning styles, motivations, abilities, and, therefore, readiness to learn. Differentiated instruction adapts learning to the students’ unique differences. It is a must for teachers to learn as much about each student as possible. Understanding students helps guide teachers’ decisions to match appropriate materials and strategies to each learner’s needs. The strategies and activities are student-centered, based on readiness, planned with flexible grouping designs, and changed as needed to meet the needs of all learners. These personalized experiences give students access to all of the information and skills they can assimilate in their learning journeys (Chapman & King, 2005). This approach meets the academic and related needs of a wide array of diverse learners in schools (Edwards, Carr, & Siegel 2006). Effective teachers in a differentiated classroom have always considered their students’ uniqueness (i.e, academic needs, talents, interests, learning styles) in planning, teaching, and evaluating lessons. Tomlinson (1999) describes other features of this approach, among them the engagement of students through different learning modalities; each student’s competition with self; flexibility in various aspects of the school day; teacher as diagnostician; multiple ... ... substantial support (ERIC Document Reproduction Service No. ED 404-613). Sparks, D. (2005 Fall). Differentiation within team-based teacher learning. Journal of staff development, 26(4), 4. Stone, J. G. (2001). Building classroom community: the early childhood teacher's role. Scholastic Early Childhood Today, 16(3), 17-18. Tilton, L (2001). Inclusion: a fresh look; practical strategies to help all students succeed. Shorewood, MI Covington Cove Publications. Tomlinson, C.A. (1999). The differentiated classroom: responding to the needs of all learners. Alexandria, VA: ASCD. Wong, H. K., & Wong, R.T. (1991). The first days of school. Sunnyvale, CA: Harry Wong Productions. Wong, H. K., and Wong R. T. (1998). The first days of school: how to be on effective teacher. Mountain View, CA: Harry K. Wong Publications.

Self-Access Learning

Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/P&P/SAL/index. html3/31/2005 12:04:49 AM Introduction to Self-Access Learning INTRODUCTION Self-Access Learning (SAL) was first introduced and piloted in SRK Sri Kelana, Selangor Darul Ehsan in 1990. Since then it has been extended to 150 schools in Malaysia. It was initiated by the Curriculum Development Centre, Ministry of Education, Malaysia.The contents of the book focus on an Overview of SAL, Setting up a Self- Access Centre, Learning Materials and Equipment, Learners Training and SAL in Operation. Sample materials to give teachers and insight into SAL are also included. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (1 of 4)3/31/2005 12:04:56 AM Int roduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (2 of 4)3/31/2005 12:04:56 AMIntroduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (3 of 4)3/31/2005 12:04:56 AM Introduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (4 of 4)3/31/2005 12:04:56 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 1 Self-Access | Self-Access Learning (SAL) | Objectives | Main Features file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1a. htm3/31/2005 12:05:06 AMSelf-Access Learning – Chapter 1 Chapter 1 Self-Access OVERVIEW Self- access is a system which allows pupils learn at their own pace and time using organized learning materials and equipment. Self-Access Learning (SAL) Self -access learning (SAL) at the primary school level refers to independent learning through the use of learning materials. It is linked to the prescribed curriculum. Pupils are given opportunity to their own activities, correct and evaluate their own work as well as monitor their own progress. Philosophy of SAL file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1. tml (1 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 The concept of SAL is based on the following:q q q q q q every pupil is an individual with different needs, interest, attitudes and aptitudes. every pupil learns in different ways and at varied rates. every pupil is responsible for his or her own learning. every pupil is given the opportunity to learn how to learn. the teacher caters for all individual needs of the pupils. the teacher creates a conducive, tension – free learning environment. file:///Volumes/GA NPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1. html (2 of 12)3/31/2005 12:05:21 AMSelf-Access Learning – Chapter 1 Objectives of SAL q q q q to provide opportunities for pupils to learn how to learn. to cater for the pupils' individual needs and learning styles. to allow pupils to evaluate and assess their own learning. to complement classroom teaching and learning. Main Features of SAL file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (3 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p/sal/chapter1. html (4 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Chapter 2 Introduction SETTING UP A SELF- ACCESS CENTRE A self- Access Centre (SAC) is a resource where organized learning materials and equ ipment are made available and accessible for pupils. In the SAC, materials and equipment such as journals, worksheets, cassette tapes, video tapes, computer assisted language learning (CALL) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (5 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 rogrammes, games, radio cassette recorders sets and video recorders are placed and organized systematically. Functions of the SAC ? Provides conducive learning environment ? Provides opportunities for pupils to carry out learning activities. ? Houses learning materials and equipment. ? Displays information charts and pupils work. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (6 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Factors to be considered when setting up a SAC Location The SAC can be a room by itself, a corner in classroom or in the school resource centre.It should also be easily accessible. In schools with limited rooms or space, teachers can arrange the materials in boxes which can be mobilized to the classroom whenever necessary. Design The design should be conducive to individual learning styles as well as small group interaction. It should be attractive and appealing to the pupils. Layout The layout is the arrangement of furniture, materials and equipment in the SAC. They should be placed in such a way where the pupils can move easily. The SAC would include the following: q q q Reading corner Computer Assisted Language Learning corner Carrels for listening ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (7 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 q q q q Video viewing corner Games corner Working area Display area A SAMPLE PLAN OF A SAC IN A SRC SAMPLE PLAN OF A SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal /chapter1. html (8 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Books and print materials To ensure that the materials last, worksheets may be mounted onto cards and laminated o sealed in plastic.Each item is then arranged in separate boxes which are colour-coded for the language proficiency level. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (9 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Equipment Cassette recorders are the most necessary equipment. They are used for practising listening and speaking skills. The activity cards accompanying the tapes are labelled, colour-coded and placed on shelves. Computers are excellent aids to SAL. Television sets and video recorders enable pupils to listen and watch English programmes.Time Teachers need time to set up the SAC and to prepare pupils to learn independently. It may take between 3 or 6 months before the SAC can be setup and be functio nal. Funds Setting up SAC needs time and money. If there is limited fund, teachers have to set priority and seek for assistance or sponsorship. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (10 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (11 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1A SAC SK Seri Perlis, Perlis A SAC corner in a resource centre SRK Tengku Abdul Halim, Alor Star, Kedah A SAL corner in a resource centre. SK Kampung Baru Keningau, Sabah Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (12 of 12)3/31/2005 12:05:21 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 2 Introd uction to Chapter 2 | Functions of the SAC | Factors to be considered when setting up a SAC ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter2a. htm3/31/2005 12:05:32 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 3 Introduction to Chapter 3 | Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. pm. my/p/sal/chapter3aa. htm3/31/2005 12:05:44 AM Self-Access Learning – Chapter 3 Chapter 3 SELF-ACCESS LANGUAGE LEARNING MATERIALS AND EQUIPMENT Self-access language learning materials are self instructional materials written or adapted by teachers. They are made available and accessible to the pupils to work individually, in pairs or in groups with or without direct supervision from the teacher. The materials should cater for the pupils learning styles, abilities and interests. The materials written or adapted are based on the language skills, thinking skills, grammar and vocabulary.They may be learning materials, practice materials or test materials. Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (1 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Types of SAL Worksheets Practice worksheet | Test worksheet | Back to Chapter 3 Main Page | Home 1.Learning worksheet Learning worksheets are those which contain information and explanation for the pu pils to read, understand and apply them. Example of a learning worksheet: Yr. 6/Ep3/Blue/(07)/( ) Instructions: i. Read the sentences carefully. ii. Study the diagram below. We use ‘a' when the noun begins with a consonant, but if the noun begins with a vowel sound, ‘an' is used. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (2 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Task: Fill in the blanks with ‘a' or ‘an'. Example: I have †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. en. I have a pen 1. Pulau Gaya is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. island off Sabah. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (3 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Malaysia has †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. hot and wet climate. 3. Draw †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. line across this circle. 4. My brother Abu is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ kite maker. 5. My sister often takes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. apple to school. 6. Mary's mother bought her †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. new umbrella. 7. You cannot make †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. omelette without breaking eggs. 8.Puan Farida has †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. very pretty white cat. Yr 6/EP 3/Blue/(07)/( ) Answer Key 1. an 3. a 5. an 7. an 2. a 4. a 6. a 8. a file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (4 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Practice worksheets Practice worksheets give pupils the opportunity to reinforce the skills learnt in the classroom. The exercises include: * problem solving * games and puzzles Example of a practice worksheet: Yr4/R2. 1/Red/(03)/( ) Instructions: 1. Look at the pictures for the clues. 2. Copy the puzzle into your SAL book. . Complete the puzzle. 4. Check your answers with the answer key. Task: Rearrange the letters to find out the names of the things in the picture below. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (5 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Yr4/R2. 1/Red/(03)/( ) file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (6 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Answer key 1. 3. 5. 7. 9. TREES TRACTOR CLOUD PATH BRIDGE 2. 4. 6. 8. FIELD MOUNTAIN HEDGE GATE 10.RIVER 12. FENCE 11. TIN Example of practice worksheet Yr4/R4. 7/RED/05/( ) Instructions: 1. Look at the picture. 2. Read the questions. 3. Write your answers in your SAL Book. 4. Check your answers with your teacher. Task: Poh Quan is going to do something. What is she going to do? Why? file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/ self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (7 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 3. Test Worksheets file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (8 of 18)3/31/2005 12:05:54 AMSelf-Access Learning – Chapter 3 Test worksheet contain exercises given to pupils to test how much they have understood and learnt. Example of a test worksheet. Yr. 6/EP 3/(Blue)/(08)/( ) Instructions: 1. Do this exercise in your SAL book 2. Read the sentences carefully. 4. Check your answers with the answer key. Task: Fill in the blanks with ‘a' or ‘an'. Did you see †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (1) old lady with †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (2) umbrella walking here about †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (3) hours ago? She was wearing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (4) apron and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (5) unusual hat. She had †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6) animal with her that had yellow feathers. Was the animal †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (7) elephant? Was it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (8) anteater? Was it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (9) ostrich? Could it be †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (10) yellow bird? Yr. /EP3/(Blue)/(08)/( ) Answer key 1. an 6. an file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (9 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. an 3. an 4. an 5. BRIDGE 7. 8. 9. an an an 10. a TYPES OF SELF ACCESS LANGUAGE LEARNING MATERIALS file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. y/p&p/sal/chapter3. html (10 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Worksheets are essential in SAL. They are self-instructional and written or adapted based on the English Language KBSR syllabus 1982. The pupils who use these worksheets are learning from them with the teacher as a facilitator. Therefore teachers have to be precise, clear and appropriate when writing instructions. The format of a SAL worksheet is given below. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (11 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (12 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 a. Classification code enables the pupils to find the worksheets they need. It is written on the top right hand corner. It gives the following information: Year: Year 4 (Yr4) Year 5 (Yr. 5) Year 6 (Yr. 6) Skills: R L W EP – Reading – Listening – Writing – Examination practice Sub-skills: R1 – Recognise and Read file:///Volumes/GANPD/P& P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (13 of 18)3/31/2005 12:05:54 AMSelf-Access Learning – Chapter 3 R2 R3 R4 R5 – Read and Match – Read and Group – Read and Comprehend – Dictionary skills Level: The worksheets are graded to 3 levels of language proficiency: Green – elementary Red Blue – intermediate – advance Activity type Each piece of worksheet has a number which indicates the type of activity for the pupils to work on. The following are examples of activities for reading. 01 Read & Match 02 Read & Draw 03 Read & Arrange 04 Read & Sequence 05 Read & Solve 06 Read & Group 07 Read & Answer file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (14 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 08 Read & Complete 09 Read & Join 10 Read & Choose 11 Read & Follow 12 Read & Correct errors Note: Teachers may add more activiti es using their own numbers. Copy number: This number indicates which copy the worksheet is. First copy – (1) Second copy – (2) Third copy – (3) e. g. b. Instruction c. Task d. Answer key These are instruction for the pupils to follow. This is the actual exercise. Answer provided at the back of the worksheets for the pupils to check and correct. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (15 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Guidelines for writing worksheets * * * The worksheets should be attractive. The variety of tasks, exercises and activities should be motivating an challenging. The worksheets should be graded according to the pupils' level of language proficiency. Procedure for writing worksheets file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (16 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * * * * Identity the classification code (The classification code is given on page 22) Give clear and precise instructions.Set the task and plan the activities. Provide an answer key. Checklist for evaluation The following questions need to be asked and answer when one is evaluation SAL worksheet. a. Does the activity give a clear picture of the skills it is focusing? b. Does the activity give a clear picture of the language item or skill to be learnt or reinforced c. Does the worksheet fit in the following category: file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (17 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * learning? * practice? * test? d.Does the feedback take the following form: * an answer key? * a discussion with the teacher? * a discussion with a friend? * a model made by the pupil? e. Does the activity encourage creative and critical thinking? Writing SAL worksheets is a very challenging task. If we re flect on how our pupils will benefit from SAL we will work at it for â€Å"Tomorrow's comfort requires today's hardwork. † Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (18 of 18)3/31/2005 12:05:54 AM Self-Access LearningSELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 4 What is Learner Training | Why Learner Training | Aims | Teacher's Role Implementation of Learner Training Activities | Bridging The Gap Activities Learner Independence Activities | Language Awareness Activities Preparation of Pupils for SAL | Learner Orientation | Sample Questionaire 1 Sample Questionaire 2 | Sample Questionaire 3 | Placement Test for Year 4 | SAL Booklet file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4a. htm3/31/2005 12:06:10 AM Self-Access Learning – Chapter 4 Chapte r 4 LEARNER TRAININGWhat is Learner Training? Learner Training refers to a process of training the pupils to become more effective active learners during SAL period. It also means preparing pupils to learn how to learn; to work independently with or without teacher supervision. In learner training pupils must be trained to learn how to use self-access materials such as worksheets, books and equipment such as cassette recorders, video recorders and computers. Learner Training also trains pupils in self-assessment. Why Learner Training? The rationale for Learner Training is: file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (1 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 to train pupils to learn how to learn. to familiarise pupils with the use of the Self-Access Centre. to make pupils aware of the various materials and equipment found in the SAC. to create readiness in pupils to learn the English Language indepen dently. Aims To help pupils become effective learners and be responsible for their own learning. To help pupils focus their attention on how to learn rather than what to learn. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. tm (2 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The Teacher's role in Learning Training Encourages group interaction among pupils in the classroom. Helps pupils to be aware of the wide range of strategies for language learning. Creates a learning environment where pupils feel they can experiment with their own language learning. Counsels and guide pupils when possible. Prepares the pupils to learn on their own. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (3 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Implementation of Training ActivitiesLearner training activities are not introduced separately but they are integr ated in the daily English Language lesson. These activities are elements woven into the â€Å"fabric† of a daily English Language lesson and have been introduced to the pupils even before SAL was introduced in the school. Components of learner training activities for SAL at the primary school level are: Bridging the gap activities Preparation of pupils for SAL Pupil Orientation of the SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (4 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4Bridging the gap activities These are activities that prepare pupils for independent learning. They are: Activities which Develop Social Skills in Pupils The pupils working in the SAC will have to share the materials and take turns to use the equipment. Teachers need to plan activities which train and develop the pupil's awareness of oneself as well as the needs of sharing materials ability to choose the kind of materials and e quipment to use and what to do should someone else chooses to use them at the same time; and responsibility for their actions. Some activities which develop pupils' social skills, are: making them group eaders when doing work giving them duties to do after practical work organising competitions to see which area is the cleanest after pupils do practical work file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (5 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Independence Activities Such activities develop skills in the pupils to learn to take turns; to decide upon the role of leaders; to switch roles. These activities train the pupils to be independent and responsible and can be found in their textbooks.Many examples of a learner independence activity for Year 6 can be found in Exercise A Page 19 of Farida J. Ibrahim & Beatrice Thiyagarajah â€Å"Moving On With English KBSR Year 6. † D. B. P. file:///Vo lumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (6 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Language Awareness Activities These activities help pupils to think and understand the language. They are carried out during the English lessons. The following examples are taken from page 42 and 43 of Farida J. Ibrahim & Beatrice Thiyagarajah â€Å"Moving On With English Year 6,† D.B. P. Example 1 Guess where these people are going. Then make sentences about what they wear. Example: Hashim is going to the mosque. He wears a baju Melayu a sarung and a songkok when he goes to the mosque. Example 2 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (7 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The policeman is trying to catch the thief. He talks to four men. What are their answers? file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm . my/p/sal/chapter4. htm (8 of 15)3/31/2005 12:06:20 AMSelf-Access Learning – Chapter 4 Preparation of pupils for SAL Preparing the pupils to work independently or with minimal teacher supervision would include training them to: read and understand instructional language read and follow instructions plan their own learning programmes make them aware of their learning strategies monitor their own learning â€Å"If you give a man a fish, you feed him for a day. If you teach a man to fish, you feed him for a lifetimes. † Confucius (551-471 BC) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. tm (9 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Orientation Pupils need to be familiar with the SAC and SAL materials and equipment; so they are taken to the SAC and given a guided tour of the place. During the tour these pupils are given a short quiz to familiarise themselves with the self-access learning s ystem of the school. An information sheet listing what is available and where to find it can be given to the pupils. Pupils will be given a learner's file or a SAL booklet on the first day they go to the SAC. They are asked to use that booklet till they leave the school.In this way the pupils are able to record their progress and also the change in their learning attitude. It is important to realise that learner training is a systematic and gradual process. Teachers need to give their pupils time to develop and become effective independent learners. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (10 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 1 Getting to know your SAC Instruction: Answer the following questions. 1. Look around you. Can you name 5 things in the SAC? __________________________________________________________ 2. Where would you go to get a green level worksheet? ________ _____________________________________________ 3. What are the colour codes found in the worksheet? _____________________________________________________ 4. If you want to look up the meaning of words, what book would you take? Where can I get it? ___________________________________________________________________________ 5. Label the plan of your SAC. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (11 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4SAMPLE QUESTIONNAIRE 2 Tell me about your SAC Instruction: Answer the following questions. 1. Is your SAC different from your classroom? ___________________________________________________________ 2. Are there any reading cards in your SAC? _____________________________________________________ 3. Where can you find them? _____________________________________________________ 4. Name three corners in the SAC? _____________________________________________________ 5. Whi ch corner do you like best? Why? _____________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (12 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 3 What you can do in during the Self-Access Learning Period 1. Do you already know about the self-access learning room / corner in your school? _________________________________________________________________________ 2. What kind of materials can you find in your SAL corner / room? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (13 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 3. Can you do the following activities or use the following mat erials at the self-access learning corner / room in your school? What is their code? predicting outcomes learn more about universal truths get the meaning of words from the text itself read and solve puzzles listen to a story listen to music Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Code No. Code No. Code No. Code No. Code No. Code No. 4.Can you get help when you are working at the SAL corner / room? Who will help you? __________________________________________________________________ 5. When do you take a book during the SAL period? __________________________________________________________________ Do you play games during the SAL period? Can you list the games you can play in pairs and in groups during the SAL periods? __________________________________________________________________ __________________________________________________________________ 6. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet ile:///Volum es/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (14 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (15 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Placement Test PLACEMENT TEST FOR FORM 4 Name Year : _____________________________________ : _____________________________________ Placement Test Before the pupils begin to use the SAL materials and equipment in the SAC, they are given a placement test to determine their English Language proficiency level.The marks they score in the test will enable them to work on the SAL materials according to the colour code. Questions are based on the skills taught that particular year. Suggested marking scheme according to SAL colour code. 0 39 marks 69 marks (Green) (Red) (Blue) 40 – 70 – 100 marks An example of Placement Test for Year 4 Questions 1 – 5 A. Name the objects below. Use the words in the box. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (1 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 1. __________________ 2. __________________ 3. _________________ 4. __________________ 5. __________________ Questions 6-10 B. Read the sentences below. Write them correctly beside each picture. She waters the flowers at 5 o'clock in the evening. She leaves the school at 1 o'clock in the afternoon. She reads her books at 8 o'clock at night. Rina gets up at 6 o'clock in the morning. She goes to bed at 10 o'clock at night file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (2 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 6. _______________________________ 7. _______________________________ . _______________________________ 9. _______________________________ 10. _________________ ______________ Questions 11-15 C. Give the opposites of the words below. Choose the answers from the circles. 11. bad 12. happy 13. thin – __________ __________ __________ 14. good 15. clear – ___________ ___________ file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (3 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test Questions 11-15 D. Fill in the blanks with the correct words. Rubber tapper butcher postman carpenter nurse 16. 17. 18. 19. 20.Pak Aman is a _________________. He sells meat at the market. My brother is a _________________. He delivers letters and parcels. Zaniah's sister is a ________________. She works in a hospital. En Hashim is a __________________. He makes furniture. My neighbour is a _________________. He works in a rubber estate. Questions 21 – 25 E. Match A and B. Write the sentences in the space provided. ___________________________________________________________ __ _____________________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. tm (4 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Questions 26 – 30 F. Arrange the sentences below to form a story Every evening he practises in his school field. First he runs around the field. Then he practises high jump. When it gets late, he goes home. Sham is taking part in the 100 metres race and the high jump. 26. _________________________________________________________________________ 27. ________________________________________________________________________ 28. _________________________________________________________________________ 29. ___________________________________________________ ______________________ 30. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (5 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _________________________________________________________________________ Questions 31 – 35 G. Look at the picture. Fill in the blanks with the following words. out on in near at Samad has a canary.He keeps it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (31) the cage. He puts the cage †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (32) the cupboard. His cat sitting †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (33) the table is looking †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (34) the bird. The cat is trying to catch the bird. Samad comes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (35) from his room and chases the cat away. Questions 36 – 40 H. Arrange the words below to make meaningful statements. 36. __________________________________________________________ file:/// Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (6 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 37. __________________________________________________________ 38. _________________________________________________________ 39. __________________________________________________________ 40. __________________________________________________________ Questions 41 – 45 A. Read and circle the correct answers. Ali's Diary SUNDAY Isa and I went to Tanjung Malim. Very hot day. Storm at night. The roof leaked. Woke up and had to move my bed. Ashiah's birthday. She had a party. A man came to look at the roof. Late for school because the bus broke down. Some men repaired the roof. Some dead birds in the roof. Dad went to Penang for two days. Helicopter crashed in Singapore.Had stomach ache in the morning. Better in the afternoon. MONDAY TUESDAY WEDNESDAY file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20 lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (7 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test THURSDAY Dad returned. Uncle came. Letter from Zainal in Australia. Broke my bicycle pump. 41. Where did Isa go on Sunday? A. Pulau Pinang B. Tanjung Malim C. Singapore D. Australia 42. Which of the following statements is TRUE? A. Ashiah's birthday was on Sunday. B. Ali's father repaired the roof on Monday. C. Ali had stomach ache in the morning. D.Ali's uncle came from Australia. 43. What did Ali break during the week? A. His bed B. The bus C. His bicycle pump D. The roof 44. Why did Ali move his bed on Sunday night? A. It was a stormy night. B. It was very hot. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (8 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test C. There were dead birds in the roof. D. The roof leaked. 45. The word returned in the diary means †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. A. came back B. went C. gave D. arrived Questions 46 – 50 B. Read the passage and answer the questions that follow.Ahmad lived in a village. He had fifty sheep. He liked to play tricks on people. One day Ahmad took his sheep to the hill. He rested under a big tree. Suddenly he had an idea. He decided to trick the villagers. He shouted that a tiger was attacking his sheep. The villagers rushed out to help him. They did not see any tiger. They knew that Ahmad had tricked them. They were angry. One afternoon, a tiger really attacked Ahmad's sheep. He shouted for help but †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 46. How many sheep did Ahmad have? He had __________________________________________________ 47. How did he trick the villagers?He tricked them by __________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (9 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 48. The villagers were angry because ______________________________ ________________________________________________________ 49. Choose the best ending to the story. A. the villagers came to help him B. the villagers caught the tiger C. the villagers did not come to help him D. the villagers tricked him 50. From the story we know that Ahmad was †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. A. naughty boy. B. A hardworking boy C. A cheerful boy D. A lazy boy file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (10 of 10)3/31/2005 12:06:50 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools SAL BOOKLET Contents | Plan of my SAC | My learning contract | My study plan | My activity plan My evaluation sheet | My record sheet (Sample 1) | My record sheet (Sample 2) My record sheet for reading (Sample 1) | My record sheet for reading (Sample 2) Rules on the care of SAL materials and equipment ile:///V olumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/booklet. htm3/31/2005 12:07:05 AM Self-Access Learning – SALBooklet SAL BOOKLET – Contents file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (1 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet PLAN OF MY SAC file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (2 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet