Getting Started on Twitter Essay Example | Topics and Well Written Essays - 1250 words

Getting Started on Twitter - Essay Example On your homepage, you will see posts of the people you have decided to follow, while the people who follow one will see his or her posts in their homepage. 1. Set up an account: In order to set-up an account one should visit http://twitter.com and fill out their full name, email and password on the box labelled â€Å"New to Twitter?† then click Sign up for Twitter. Considering that one will require people to recognize them to ensure that they can followed, it is then better to use a name that people commonly know one by (Fitton, Poston and Gruen 2009).. 2. Build your timeline: One will get to follow people so that they can get their tweets, thus, one can search for names of people that you would like to follow using the search box provided and also follow some of the people suggested by Twitter. One has a choice of skipping this step and searching for people to follow after you are done setting up and customizing their account. 3. Add character: In this step a peerson is required to build their profile by uploading a picture and giving more information about themselves specifically their education, career and personal information through which people can remember or differentiate one by. 4. Tweak Ones settings: In order to have the preferred setting on your account, on right side of the Twitter home page there is a drop down menu, click on settings to be able to make the changes that you want. One can change the time zone and language, additionally, one can choose â€Å"protect my tweets† implying that only those that one has approved will be able to view his or her posts. There is also a provision for selecting the country of residence, and on clicking â€Å"Request your archive†, one receives a link in the email address one provided containing information about them and their tweets, and always after customizing ones preferred settings Click â€Å"save changes† to ensure that they are saved (Fitton, Poston and Gruen 2009). When one enters their mobile

Thats Life in the Big City Essay Example for Free

Thats Life in the Big City Essay An implied warranty of habitability is a warranty set forth by law in respect to all residential leases in a way to ensure that the premises are fit and conducive for human habitation. In addition the warranty is aimed at ensuring that the condition of the premise remains fit and habitable throughout the duration of the lease. The landlord- tenant law in regard to warranty of habitability is very useful because it imposes certain duties that are supposed to be adhered to by the two parties. Such obligations on the part of the landlord include maintenance of the premises in habitable conditions such as providing adequate weather proofing, available heat, water, electricity, and clean sanitary condition (Bright Gilbert, 1995). If these conditions are not met the tenant can seek for legal intervention justification as defined by the tenant defensive act. Even though there are no definite rules regarding to how the landlord was supposed to carry out the maintenance, the landlord should have been responsible for repair of any defects in the rental unit and comply with state and local building health regulations. Being a residential lease between a landlord and a tenant the landlord should have ensured that the he leased property is fit to live in. This means that the leased property should be safe and sanitary for other human being and also to the people who are leaving in that premise. The conditions that violate the implied warranty of habitability vary depending on the nature of the violation and the cause of the violation. In this case, the landlord had violated the implied warranty of habitability by failing to provide timely repair on faulty air conditioning and heating system. As required by the law, when a tenant identifies existence of uninhabitable conditions he is supposed to notify the landlord in time an act which Bill and Ted did. However, the problem comes in the part failure of the landlord to carry out these repairs in time. Therefore it was unreasonable for the landlord to take more than one month to repair the defect. In this case, the landlord did not put into consideration the uninhabitable conditions a factor which could have necessitated for specific actions to be taken by the tenants. For example the tenants can decide to move out and terminate the lease or repair and deduct the cost incurred in the process of repairing the inhabitable conditions from their rent (Koster, 2006). The tenant can also decide to sue for the damages or either sues to force the landlord make the repairs. Therefore landlords should consider the importance of the warranty of habitability and its application to its property. Since Bill and Ted have rented an apartment and they have paid the landlord a security deposit, the landlord should take up any issues responding to the property management and ensure that Bill and Ted are living well under his property. Any issue that arises as a result of the property management should be regarded considered with urgency and possible measures be carried out. In this case, the landlord does not play his role in property management and he fails to take any meaningful measures or either look upon complains of these tenants in time. Since Bill and Ted had notified the landlord and the superintendent had assured them of a timely repair, they had every reason to believe his word. However, the repair took more than necessary time. The landlord should have compensated them for the disturbances the incurred when they moved out yet they had paid for the apartment. The landlord portrays neglect on his part since he knew that the weather was worsening yet he failed to provide fans for them. In essence the landlord never responded to their request. This is seen when the temperatures fell and the water boiler broke down as well as the pipes froze and the two were left without water. Therefore, according to the warranty of habitability, the rental property is supposed to be safe on the dwelling for human beings. In such a case Bill and Ted should file for a breach of implied warranty of habitability. In case of the uninhabitable conditions such as the one that Bill and Ted faced, after the landlord has been notified immediately about the uninhabitable condition, it is the responsibility of the landlord to respond by making changes within the next thirty days or within a reasonable time given to him depending on the nature of defect. As for Ted and Bill, if the landlord does not respond to the changes of the uninhabitable conditions then they are allowed to move out and terminate the lease. This is because the landlord is unable to make the repairs within a reasonable time. They have a liberty of deciding to move out and terminate the lease. They are also allowed to repair and deduct there repair cost from the next months rent but they should consider on the amount it would cost (Nandorf Nassif, 2008). This is possible especially when the damaged property would not cost much to repair compared to the house rent. Therefore, before the tenant repairs the damages considering the value and the cost of repairing s very important, the tents might also decide to move out the house and terminate the lease. In either case the tenants may also decide to sue the landlord for the damages from the date of the landlord’s acknowledged of the poor condition. They can also decide to sue and force the landlord to make repairs through a court order which would force the landlord to make the repairs. Even though the court is capable of utilizing this option, it is an expensive task because it requires court supervision to ensure the repairs are carried out. The implied warranty of habitability cannot be waived and since the landlord was notified about the extent of the uninhabitable condition on the rented house and no action were taken immediately. Therefore, Bill and Ted should take immediate actions on the landlord’s inactivity. A legal action against the landlord is one of the remedial actions that the tenants should which would see him compelled by the court to repair the damages that have occurred. In summary, Bill and Ted may decide to sue for the damages incurred since the day that the landlord was notified about the breach of warranty of habitability. This is on the basis that the inhabitable condition reduces the value and comfort of the rented premises on fair market rental values. Since the landlord has not responded to the issues regarding the damages from the tenants, the tenants may also consider repairing and deducting the cost from the next month’s rent.This is one of the easiest methods because the landlord had overlooked the duty of repairing the damaged property. References Bright, S and Gilbert, G. (1995). Landlord and Tenant Law: The nature of Tenancies. Oxford: Clarendron press Koster, K. (2006). The Landlord- Tenant Law: General obligations of Landlords and Tenants. Retrieved on 9 July 2010 from http://ago. mo. gov/publications/landlordtenant. htm Nondorf, K and Nassif, T (2008). Tenant Remedies. Retrieved on 9 July 2010 from http://images. jw. com/com/publications/963. pdf

A Critique of The Taming of the Shrew :: Taming Shrew Essays

A Critique of The Taming of the Shrew      Ã‚  Ã‚   The Taming of the Shrew is one of the earliest comedies written by William Shakespeare.   Some scholars believe it may have been his first work written for the stage as well as his first comedy (Shakespearean 310).  Ã‚  Ã‚   The earliest record of it being performed on stage is in 1593 or 1594.   It is thought by many to be one of Shakespeare's most immature plays (Cyclopedia 1106).      Ã‚  Ã‚  Ã‚  Ã‚   In The Taming of the Shrew, Petruchio was the only suitor willing to court Kate, the more undesirable of Baptista's   two daughters.   Kate was never described as unattractive (Elizabeth Taylor played her role in one film of the production), but was known for her shrewish behavior around all of Padua. Bianca, on the other hand was very sweet and charming and beautiful; for these reasons many suitors wooed her.   Kate was presented to be much more intelligent and witty than Bianca, but, ironically, she could not compete with Bianca because of these witty comebacks and caustic remarks she made (Dash 830).   All of the men who desired Bianca needed somebody to marry Kate, as it was customary for the older daughter to be married before the young one.   Finally, Petruchio came along to court Kate, saying he wanted to marry wealthily in Padua. It appeared, though, as if   Petruchio was the kind of man who needed an opposition in life.   The shrewish Kate, who was known to have a sharp tongue, very adequately filled his need for another powerful character in a relationship (Kahn 419).   When Petruchio began to woo Kate, everybody was rather surprised, but Signior Baptista agreed when Petruchio wanted marry her on Saturday of the week he met her.   Clearly, he was not opposed because he wanted to hurry and get Kate married so she would not be in Bianca's way anymore.   Petruchio showed up to the wedding late and in strange attire, but nevertheless they were married that Saturday.   Petruchio began his famous process of taming his bride.      Ã‚  Ã‚  Ã‚   From the beginning, Petruchio wanted to dominate a relationship of two dominating personalities.   He sought to tame her in a nonviolent but still somewhat cruel fashion.   Petruchio's method of "taming" Kate featured depriving

Computer Assisted Language Learning

Introduction Computers can be tremendously useful tools for English language instruction. They process data quickly and integrate voice, music, videos, pictures and text into lessons. They can be programmed to tailor instruction and test for each individual learner. They can even used to make students feel more comfortable and willing to take risks, because of their â€Å"untiring, unjudgmental nature† (Butler-Pascoe 1997:20). While there are many potential benefits to be derived from these â€Å"machines†, the issue now is not whether but how computers should be used for language instruction. Regardless of the speculated disadvantages of using computers for language instruction, advance by some individual or groups, computers and CALL materials are already being used for English language instruction and will continue to be used. It can be used as a modern approach towards language teaching and learning in which the computer is utilized as an aid to the presentation, and as reinforcement and assessment of material to be learned by usually including substantial interactive materials. Over the years with the emergence of the World Wide Web or the Internet, CALL widened its scope. It has become communicative, interactive and explorative such that audio and video exercises or activities can easily be integrated. The role of language teaching has grown as years have gone by. As observed, interactivity in learning becomes â€Å"a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills† (Barker, 1994:1). Today, computer technology can help advocate the communicative approach to learning because it, too, is concerned with the interaction between the teacher and the learner, and the students’ learning needs and learning styles. Due to the significant changes in second language teaching and learning (e. g. the role of the teacher, the role of the learner, the role of multimedia, and the way the learning process is conducted in the classroom settings), interaction has become an increasingly important and relevant area of study in the field of second language acquisition since it reflects what goes on in learning and teaching processes. Communication is intrinsic to success, effective instructional practice as well as individual discovery. The implementation of interactivity can be perceived as an art (Sims 1997) because it requires a comprehensive range of skills, including an understanding of the learner, an appreciation of software application capabilities, the importance of rigorous instructional design and the application of appropriate learning materials. The value of the multimedia and the Internet in the enhancement of interaction for language learning can not be disregarded. Warschauer, M. , & Healy, D. 1998) stated that the type of software and the task teachers set for the students have a large effect on the type and quality of students interaction with each other when working in pairs or small groups. With the continuing development of technological advances in the areas of communication and multimedia, the challenge for English (foreign language) classrooms goes far beyond current knowledge about the effective use of technology. The CALL is a milestone as far as language teaching is concerned. And with that realization in mind, this study, â€Å"Computer Assisted Language Learning (CALL): Interactive Teaching in English Using Different Websites in San Pablo Elementary School is presented. Statement of the Problem The general objective of this study is to help improve the English capability and competency of the students in Grade I of San Pablo Elementary School making it interactive and communicative using the Computer Assisted Language Learning (CALL) materials imparted through the use of Different English Websites. Specifically, it tried to answer the following questions: 1. How will the CALL technology provide interactive English comprehension, vocabulary, and writing exercises? 2. How will the CALL create interaction among the student and teacher? 3. How will the lessons be made interactive and communicative? 4. Will this approach be found satisfactory through test result? And 5. Will this approach be found satisfactory by its users? Significance of the Study English learning has become the most important task for students. At very young age parents send their children to private training or classes to enhance their English learning and to provide their children a strong foundation in English. However, there are still some problems and dilemmas for students in language learning. Most students still could not have effective communication after years of English language learning. Some students have difficulty in their expression in an English presentation, although they have higher scores in English tests. Computer has been considered as an important learning tool in the modern second language learning. Computer Assisted Language Learning (CALL) has provided amazing opportunities for improving second language learning such as it can motivate students’ interesting or improve learners’ varied linguistic skills (AbuSeileek 2007). Nowadays, San Pablo Elementary has 6 computers (2 are originally school property, 4 are personal property of the teachers) placed in a laboratory room equipped with new hardware and software but it’s not fully explored and utilized in English language teaching. The study is important due to the following reasons: 1. To help improve the English capability and competency of the students in Grade I of San Pablo Elementary School. 2. To help students learn to interpret new information and experiences on their own terms. 3. With the use of CALL more shy students can feel free in their own students'-centered environment. This will raise their self-esteem and their knowledge will be improving. 4. Through the use of different English Educational Websites students will perform collaborative project where in they will do their best to perform it within set time limits. 5. To make the class more interesting and to increase students’ interest and motivation. 6. To provide information’s regarding Computer Assisted Language Learning (CALL). METHODOLOGY There are various concerns considered in this action research. There is no simple finite number of these concerns, nor is there a simple dichotomy between qualitative and quantitative approaches. Indeed, there is an off-cited division in the second language acquisition (SLA) field between those researchers who favor qualitative methodologies and those who prefer quantitative ones. Research Design: This study is an action research. This study was conducted for the purpose of solving a problem or obtaining information in order to solve some kind of day to day immediate concern such as how to figure out ways to use technology to improve the teaching of grammar in the classroom. To dealt with are the needs and concerns of the students. Data concerning the problem (both qualitative and quantitative) were collected and interpreted. Qualitative- the data collected include a pre-survey and a post-survey. Quantitative- a test (post-test) administered. Research Procedure: The Profile of the students’ background, experience and future needs are obtained. The purpose of the needs analysis was to find out whether they agree or disagree on the use of the CALL technology in language learning and to find out their familiarity with the CALL materials and the Internet in teaching the English language. The following are stages conducted in this study: Stage 1: Survey by Interview To help determine the age, gender, needs and experience of the students using a computer, a structured interview were prepared and administered. Stage 2: Utilization of the Different English Websites in the Classroom The primary audience for the websites are the Grade I students of San Pablo Elementary school with a particular teacher, the audience used worldwide ESL sites exist which are designed for a certain English language level. It is important to consider a site’s purpose, since meaningful comparisons of evaluations can be made among sites with the same or at least similar intended goals, uses and audiences. In this study English websites can be directly used by the Grade I students of San Pablo Elementary School. Stage 3: The Post Test To help determine the progress of the students in San Pablo Elementary School after taking the lesson using CALL materials. Stage 4: The Post Survey Administered and answered by the students after the â€Å"test-run†. Research Setting and Participants This action research was conducted at San Pablo Elementary located at Block. 14 San Pablo, Tarlac City. The school is categorized as a complete, non-central school, mono-grade having 2 sections each grade level. Computer laboratory provided by the teachers in the school was used. This study used 35 students in Grade I section Daisy. The section is heterogeneous. The data collected for this study will come from the observations and tests taken by the students. An in depth analysis of the collected data was carried out. PRESENTATION AND ANALYSIS OF DATA A survey interview has been developed in participants’ home language for the purpose of collecting background information. Based on the pre-survey interview, the researcher collected this data. Table 1: Students Profile No. NameAgeGenderComputer at HomeWith / without Experience in computer 1Banag, Jonie D. 7MNoneWithout 2Bermudo, Mark Anthony D. C. 6M1With 3Boehn, Adrian M. 6M1With 4Butchayo, John Carlo G. 7MNoneWithout 5Fallorina, Jerry M. 8MNoneWithout 6Gaupo, Gerald7MNoneWithout 7Lacanlale, Christian G. 7MNoneWithout 8Luna, Alexander N. 6MNoneWithout 9Manalili, John Lloyd C. 6M1With 10Maninang, Emer6MNoneWithout 11Manlapas,Randy A. 6MNoneWithout 12Martinez, Clive Xavier M. 5MNoneWithout 13Morales, Aiveen Nash M. 6MNoneWithout 14Pilariza, Hans Russell L. 7M1With 15Puno, Jerome M. 6MNoneWithout 16Roldan, Rainier T. 6MNoneWithout 7Tolentino, John Michael E. 7M1With 18Uring, Justine H. 6MNoneWithout 19Bautista, Marichell D. C. 6FNoneWith 20Botio, Renalyn M. 7F1With 21Casem, Allyana N. 6F6With 22Castaneda, Rey-ann 7FNoneWithout 23Dizon, Clarisse Joy R. 6F1With 24Lacanlale, Clarissa G. 6FNoneWith 25Manlapas, Adrian Mae 6FNoneWithout 25Nucup, Lyka M. 6FNoneWithout 27Obenario, Angelina D. C. 6FNoneWithout 28 Padua, Maricar 7FNoneWithout 29Panag, Maiel T. 6F1With 30Pangan, Cristina C. 7FNoneWithout 31Pangilinan, Gloria8FNoneWithout 32Quintos, Jennalyn Y. 6FNoneWithout 33Sabat, Maadrian E. 6FNoneWithout 34Sagadraca, Angelika Joy M. 6 FNoneWithout 35Salas, Jomae V. FNoneWithout There were 35 participants that took part in study. The table shows that the students consist of 19 male and 16 female. One of them is 5 years old, 21 are 6 years old, 11 are 7 years old, and 2 are 8 years old. Out of 35 students, only 6 have their own computer at home and 10 have experience in operating a computer. The second quarter test result serves as point of reference in this study. The test is composed of 30 items consisting questions about listening skills, vocabulary, grammar, reading and comprehension. The table below shows the scores of the students and the calculated mean. Table 2: Second Quarter Test Result No. NameScore 1Banag, Jonie D. 15 2Bermudo, Mark Anthony D. C. 12 3Boehn, Adrian M. 16 4Butchayo, John Carlo G. 20 5Fallorina, Jerry M. 17 6Gaupo, Gerald15 7Lacanlale, Christian G. 16 8Luna, Alexander N. 12 9Manalili, John Lloyd C. 17 10Maninang, Emer13 11Manlapas,Randy A. 18 12Martinez, Clive Xavier M. 18 13Morales, Aiveen Nash M. 19 14Pilariza, Hans Russell L. 19 15Puno, Jerome M. 22 16Roldan, Rainier T. 14 17Tolentino, John Michael E. 22 18Uring, Justine H. 18 19Bautista, Marichell D. C. 14 20Botio, Renalyn M. 21 21Casem, Allyana N. 20 22Castaneda, Rey-ann 12 23Dizon, Clarisse Joy R. 14 24Lacanlale, Clarissa G. 21 5Manlapas, Adrian Mae 24 25Nucup, Lyka M. 16 27Obenario, Angelina D. C. 23 28Padua, Maricar 16 29Panag, Maiel T. 21 30Pangan, Cristina C. 15 31Pangilinan, Gloria12 32Quintos, Jennalyn Y. 22 33Sabat, Maadrian E. 16 34Sagadraca, Angelika Joy M. 18 35Salas, Jomae V. 14 Formula of Mean: The mean may often be confused with the median, mode or range. The mean is the arithmetic average of a set of values, or distribution; however, for skewed distributions, the mean is not necessarily the same as the middle value (median), or the most likely (mode). The arithmetic mean is the â€Å"standard† average, often simply called the â€Å"mean†. Total scores602 . Mean= Number of cases M= 35 Mean= 17. 2 November 3, 2010 marks the first day for Third Quarter period and ended January 20, 2011. In this period of time the Grade I students of San Pablo Elementary School had undergone the said study. The children were exposed to different English websites that cater different reading, speaking, listening, grammar, and vocabulary exercises. The teacher serves as the moderator that helps and guides the students on operating the computers and explaining further instructions and directions. The researcher focuses on three English websites and these are the following: 1. Agenda Web – Hundreds of Free English Exercises (http://www. agendaweb. org/) 2. English Interactive – (http://www. englishinteractive. net) 3. Calluni. net – (http://www. calluni. net) The said websites have different activities that are suitable for primary grade level taking up English lessons. CALL Programs designed for teaching grammar include drill and practice on a single topic (Irregular Verbs, Definite and Indefinite Articles), drills on a variety of topics (Advanced Grammar Series, English Grammar Computerized I and II), games (Code Breaker, Jr. High Grade Builder), and different programs which are specifically designed to promote second-language listening (Listen! ), multimedia programs for second language learners (Accelerated English, Rosetta Stone), and multimedia programs for children or the general public (Aesop's Fables, The Animals). Pronunciation programs (Sounds American, Conversations) generally allow students to record and playback their own voice and compare it to a model. Several comprehensive multimedia programs (Firsthand Access, The Lost Secret) include similar features. Reading programs designed for ESL (English Second Language learners and tutorials designed for children or the general public (MacReader, Reading Critically, Steps to Comprehension). and games (HangWord). Also included are more general educational programs which can assist reading (Navajo Vacation, The Night Before Christmas) Text reconstruction programs allow students to manipulate letters, words, sentences, or paragraphs in order to put texts together. They are usually inexpensive and can be used to support reading, writing, or discussion activities. Popular examples include Eclipse, Gapmaster, Super Cloze, Text Tanglers, and Double Up. Vocabulary activities includes drill and practice programs (Synonyms), multimedia tutorials (English Vocabulary), and games (Hangman, Scrabble). Teacher and learner roles The distinct roles in the laboratory are compared and differentiated from the roles assumed in the traditional classroom. The researcher noticed a big difference between a traditional classroom setting and a laboratory setting using the CALL technology. Various factors influenced the way students and the teacher interacts. The teacher and the computers interact and interpret their roles in the laboratory. Warschauer, 1998 says that when multimedia is used the role of the teacher as authority source and expert changes. Hence, the teacher does not dominate the floor and does not do most of the talking. Besides, he or she does not direct and redirect the development of the topic, pose display questions, nominate students as next speakers, or evaluate individual student's contributions, all of which is the norm in traditional teacher-fronted EFL (English Foreign Language) classrooms. There are several aspects that determine the role of the students in the laboratory setting. The researcher noted that the setting, the tools (the computers), the personality of the students, and the way in which the teacher establishes the teaching learning activities as well as the way that he or she interacts with them plays an important role in the laboratory classroom setting. These aspects are interrelated each other and in the next section they are expanded. In the traditional classroom students are more willing to pay attention to the teacher lecture. In contrast, at the laboratory, according with Huang 2000 the student-teacher communication seemed to be blocked to some extent by the layout of the computer lab. Physically, the computer laboratory is larger than the traditional classroom. The physical distance enlarged the psychological distance. It has the tendency that the two-way communication between the teacher and the students turned to be the one-way teacher to student communication. During the development if this research and from time to time the researcher ncouraged her students to interact with each other. She constantly asks herself the way to combine more interaction into the laboratory learning activities more often than she does. To enrich the interaction, she tried and determined what strategies will work and how to do it. Therefore, using the instructional guides that she has designed, she made suggestions and she frequently encouraged her students to employ new strategies to promote multiple-level interaction in t he lab. She has moved toward interaction taking place between the learner and the content, the learner and the instructor, and between learners. Traditional classroom roles are considerably changed. There are two main types of roles that appear at the lab. On the one hand, by the nature of the setting there are a number of roles which emerge and come into sight. On the other hand there are also a number of roles that learners begin to have. In the computerized classroom there are some roles that emerge which are very different from the traditional classroom. For instance, high interactive computer programs have the power to catch student attentions; sometimes, this power that multimedia technology induces over learners is so high till the point that at times students got so concentrated in the computer proposed activities that they ignore the teacher’s instructions. The role of the teacher changes from source of knowledge to instigator, promoter, coach, helper, model, and guide of knowledge construction. It is not easy to change the teacher traditional role of simply showing students how to do things and providing then with the answers they seek. It would be much better to require students to engage in activities that make them be critical thinkers using computers as a learner partner. After three months of the intervention using the Computer Assisted Language Learning Technology the children took up their Third Quarter Test that serves as the Post Test for this study and employed post survey interview which was intended to collect data on participants’ attitudes toward learning English with CALL technology, and their perception of CALL technology. The table below shows the result of the Third Quarter Test taken up by the students in Grade I students together with the previous scores taken on the First Quarter Test. Table 3: Test result From First to Second Quarter No. NameScores Second QuarterThird Quarter 1Banag, Jonie D. 1520 2Bermudo, Mark Anthony D. C. 1221 3Boehn, Adrian M. 1628 4Butchayo, John Carlo G. 2023 5Fallorina, Jerry M. 1722 6Gaupo, Gerald1525 7Lacanlale, Christian G. 1627 8Luna, Alexander N. 1225 9Manalili, John Lloyd C. 1726 10Maninang, Emer1326 11Manlapas,Randy A. 1827 12Martinez, Clive Xavier M. 825 13Morales, Aiveen Nash M. 1924 14Pilariza, Hans Russell L. 1923 15Puno, Jerome M. 2220 16Roldan, Rainier T. 1419 17Tolentino, John Michael E. 2226 18Uring, Justine H. 1825 19Bautista, Marichell D. C. 1422 20Botio, Renalyn M. 2129 21Casem, Allyana N. 2030 22Castaneda, Rey-ann 1221 23Dizon, Clarisse Joy R. 1419 24Lacanlale, Clarissa G. 2118 25Manlapas, Adrian Mae 2430 25Nucup, Lyka M. 1627 27Obenario, Angelina D. C. 2329 28Padua, Maricar 1620 29Panag, Maiel T. 2126 30Pangan, Cristina C. 1521 31Pangilinan, Gloria1218 32Quintos, Jennalyn Y. 2221 33Sabat, Maadrian E. 1618 4Sagadraca, Angelika Joy M. 1819 35Salas, Jomae V. 1424 The above table shows the satisfying result of the Third Quarter Test. Table 4: Test Result (Second – Third Quarter) Quarter TestNumber of Cases Number of ItemsHighest ScoreLowest ScoreTotal Number of scoresMean Second3530221260217. 2 Third3530301882423. 54 The table number four shows the big difference between the scores of First to Second Quarter Test. After conducting the test run students were asked if they find the program satisfying. 33 of the students answered â€Å"yes† and still hoping for some more lessons using CALL technology. of the students answered â€Å"no† because for them CALL is a much complicated way in studying the English subject. Summary of Findings Based on the data gathered in this research CALL technology in the classroom provi ded a context in which opportunities for English development are enhanced, since students are motivated to extend their efforts and resources in order to meet the demands of real communication in a social context. It also entails meaningful use of the target language and demands teachers and students to treat language as a medium of communication. The second quarter result shows a great improvement compared to the result taken last quarter. The program works best with individual users, but pair work would also be possible. Use in the classroom situation would be dependent upon the availability of computers. CALL technology proved an effective tool for language learning and teaching. Although Internet is more affordable and available today than ever before, unfortunately and despite the incredible advances and advantages, not very many English as a foreign language students and teachers benefit from its potential. Computers have a eaningful application in the area of foreign language teaching and learning. The incorporation of CALL into the curriculum and language programs is important but there is a need to integrate it into the course goals, based on research practices. In addition, this may provide opportunities for authentic language practice. Almost all the student who undergone the program find the program very satisfying and keep on asking for more lessons with the same strategy of teaching. Conclusion: Computer Assisted Language Learning (CALL) for Teaching English to Young Learners (TEYL). The computer is a child's wonderland. The use of CALL software such as Windows Messenger, E-mail, the Internet, and other specific and non specific software can be integrated using effective pedagogy to create a powerful language learning program. Computer Technology offers a certain degree of independent and structured learning. It easily assists and even stimulates young second language learners in all four skills of listening, speaking, writing, reading and also critical thinking (Cobb & Stevens, 1996). Technology has the potential to play a major role in English or foreign language learning and instruction. The history of CALL suggests that the computer can serve a variety of uses for language teaching. It can be a tutor which offers language drills or skill practice; a stimulus for discussion and interaction; or a tool for writing and research. With the advent of the Internet, it can also be a medium of global communication and a source of limitless authentic materials. But as pointed out by Garrett (1991), â€Å"the use of the computer does not constitute a method†. Rather, it is a â€Å"medium in which a variety of methods, approaches, and pedagogical philosophies may be implemented† (p. 5). The effectiveness of CALL cannot reside in the medium itself but only in how it is put to use. Recommendation: In the contemporary educational environments, it is a pity, that there are some schools that despite the fact of having a computer room which is privilege, there is not a full possible exploitation of that source of knowledge. Many people and some teachers feel uncomfortabl e with technology even there are times when they get scare of it; in that case, the best way to overcome this fear is facing it by solving as many computer exercises as possible. An important implication of this study is to foster the use of computer assisted learning without neglecting the mystery that covers up the uses of new technologies. Teachers especially from government owned schools should have opportunities such as trainings and seminars about the use of computer and how it would be used in teaching Teacher’s computer literacy is important. A feeling of satisfaction is received and accomplished when teachers and students discover that computer provides another way to acquire knowledge. It enhances motivation and promotes interaction. In traditional classrooms, interaction has been limited because of minimal physical possibilities or because of teachers’ lack of training in using technology.. Working with computers is a joint of motivational elements that makes the students’ participation more free and spontaneous. It is frequent that students bring English music compact discs to the laboratory. Those elements also promote interaction and new roles for both students and teachers. Therefore, students have more responsibility, risk taking, interaction and self-evaluation criteria towards the autonomous learning. The teacher should take individual differences in preferences, and ability into account. For example, interactivity is limited when there is only one way of navigating the internet, and the materials are presented in a rigid manner. There are more ways of navigating the internet and many different possible topics to explore. Students can select different activities to read and study. Different aspects of every day life and people work are listed to account for individual differences in ability, and preferences. The Department of Education should help in improving the computer laboratories of each government school and for those who has no computer at all. They should also consider applying an Internet connection for each school that can not only be used in teaching but also in easy communication of the school to the main office or division. It can also serve as an easy way of submitting reports and help decrease the paper works for the teachers and principals. Teachers should also take a rigid guidance on the students on how they will use the computer and the internet in searching for knowledge. Students should always be properly guided while surfing the internet for them to be protected about the negative influences of the internet. Bibliography: †¢ ^ a b Levy M. (1997) CALL: context and conceptualisation, Oxford: Oxford University Press. †¢ ^ a b Schmid Euline Cutrim (2009) Interactive whiteboard technology in the language classroom: exploring new pedagogical opportunities, Saarbrucken, Germany: VDM Verlag Dr. Muller. †¢ ^ a b Lamy M. -N. & Hampel R. (2007) Online communication in language learning and teaching, Houndmills: Palgrave Macmillan. †¢ ^ Shield L. & Kukulska-Hulme A. (eds. (2008) Special edition of ReCALL (20, 3) on Mobile Assisted Language Learning. †¢ ^ Davies G. & Higgins J. (1982) Computers, language and language learning, London: CILT. †¢ ^ Bush M. & Terry R. (1997) (eds. ) Technology-enhanced language learning, Lincolnwood, Illinois: National Textbook Company. †¢ ^ a b c Davies G. , Walker R. , Rendall H. & Hewer S. (2011 ) Introduction to Computer Assisted Language Learning (CALL). Module 1. 4 in Davies G. (ed. ) Information and Communications Technology for Language Teachers (ICT4LT), Slough, Thames Valley University [Online]: http://www. ict4lt. org/en/en_mod1-4. htm †¢ ^ Levy M. & Hubbard P. 2005) Why call CALL â€Å"CALL†? Computer Assisted Language Learning 18, 3: 143-149. †¢ ^ Marty F. (1981) â€Å"Reflections on the use of computers in second language acquisition†, System 9, 2: 85-98. †¢ ^ Sanders R. (ed. ) (1995) Thirty years of computer-assisted language instruction, Festschrift for John R. Russell, CALICO Journal Special Issue, 12, 4. †¢ ^ Delcloque P. (2000) History of CALL [Online]: http://www. ict4lt. org/en/History_of_CALL. pdf †¢ ^ Davies G. (2005) Computer Assisted Language Learning: Where are we now and where are we going? [ Online]: http://www. camsoftpartners. co. uk/docs/UCALL_Keynote. htm †¢ ^ Hubbard P. 2009) (ed. ) Computer-assisted language learning, Volumes I-IV, Routledge: London and New York: http://www. stanford. edu/~efs/callcc/ †¢ ^ Language Learning & Technology (2010) 14, 3, pp. 14-18 [Online]: http://llt. msu. edu/issues/october2010/index. html †¢ ^ Butler-Pascoe M. E. (2011) â€Å"The history of CALL: the intertwining paths of technology and second/foreign language teaching†, International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 1, 1: 16-32: http://www. igi-global. com/ijcallt †¢ ^ Davies G. & Higgins J. (1985) Using computers in language learning: a teacher's guide, London: CILT. ^ Jones C. & Fortescue S. (1987) Using computers in the language classroom, Harlow: Longman. †¢ ^ Hardisty D. & Windeatt S. (1989) CALL, Oxford: Oxford University Press. †¢ ^ a b Warschauer M. (1996) â€Å"Computer-assisted language learning: an introduction†. In Fotos S. (ed. ) Multimedia language teaching, Tokyo: Logos International [Online]: http://www. ict4lt. org/en/warschauer. htm †¢ ^ Warschauer M. & Healey D. (1998) â€Å"Computers and language learning: an overview†, Language Teaching 31: 57-71. †¢ ^ Underwood J. (1984) Linguistics, computers and the language teacher: a communicative approach, Rowley, Massachusetts: Newbury House. ^ Schneider E. W. & Bennion J. L. (1984) â€Å"Veni, vidi, vici, via videodisc: a simulator for instructional courseware†. In Wyatt D. H. (ed. ) Computer-assisted language instruction, Oxford: Pergamon. †¢ ^ Fuerstenberg G. (1993) A la rencontre de Philippe: Videodisc, Software, Teacher's Manual and Student Activities Workbook: Yale University Press [Online]: http://web. mit. edu/fll/www/projects/Philippe. html †¢ ^ Warschauer M. (2000) ‘†CALL for the 21st Century†, IATEFL and ESADE Conference, 2 July 2000, Barcelona, Spain. †¢ ^ Bax S. (2003) â€Å"CALL – past, present and future†, System 31, 1: 13-28. †¢ ^ Bax S. Chambers A. (2006) â€Å"Making CALL work: towards normalisation†, System 34, 4: 465-479. †¢ ^ Bax S. (2011) â€Å"Normalisation revisited: the effective use of technology in language education†, International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 1, 2: 1-15: http://www. igi-global. com/ijcallt †¢ ^ Mounteney M. Spaced repetition learning systems (SRS): http://www. omniglot. com/language/srs. php. Accessed 14 July 2011. †¢ ^ Decoo W. (2001) On the mortality of language learning methods. Paper given as the James L. Barker lecture on 8 November 2001 at Brigham Young University [Online]:

Essay on Machiavelli’s “The Prince” Essay

Since the beginning of civilization man has continually been faced with the complexity of creating a peaceful and unified existence for all, without resistance or violence. People have been trying to develop a system of how to rule effectively while acting ethically and morally to avoid chaos and destruction. However, as history has shown us this has not been an easy endeavor and very few rulers have been able to accomplish this. â€Å"This leads us to a question that is in dispute: Is it better to be loved than feared, or vice versa?† (Machiavelli, 51) An effective ruler would be one that relies upon fear without hatred, rather than love, as described by Niccolo Machiavelli in his book The Prince. In a perfect world all people would be good-hearted, all would treat each other equally, and all would follow and respect the rules of society. Machiavelli points out that people tend to focus how the world should be rather than how it is. â€Å"Let us leave to one side, then, all discussion of imaginary rulers and talk about practical realities.† (Machiavelli, 48) It is easier to complain about problems and society than it is to become a leader and produce positive change. All individuals have different perceptions of what it takes to keep order in a world where not all is good and not everyone gets along. It is easy for one to discuss ideals of how things ought to be, and to use reality to form a dream of something different that we believe would be better than the current state of affairs. Dreams though can not be actualized without action, and all the discussion in the world will accomplish nothing if everyone sits idly by. We all want peace, and in order to have peace there must be structure and in order to have structure you must have an effective leader that you trust to design the framework of how things will work. Ideally all would want a leader that is trustworthy, just, intelligent, compassionate, giving, and loyal to the people while at the same time having the ability to protect society from harm. â€Å"Now I know everyone will agree that if a ruler could have all the good qualities I have listed and none of the bad ones, then this would be an excellent state of affairs. But one can not have all the good qualities, nor always act in a praiseworthy fashion, for we do not live in an ideal world.† (Machiavelli, 48) Unfortunately in reality we can not have a leader that stands on a platform of extreme love or extreme hatred, if we expect to  remain safe and unharmed from the rest of the world. You need someone that is tough, and has the ability to enforce and maintain order upon people who are not always good and reliable, people who are selfish and have their own interests above all else. In reality people do not act responsibly out of love and consideration for others, but of fear what will happen if they do not act accordingly. It is important to keep in mind that to be feared is different than being hated. â€Å"But fear restrains men because they are afraid of punishment, and this fear never leaves them. Still, a ruler should make himself feared in such a way that, if he does not inspire love, at least he does not provoke hatred. For it is perfectly possible to be feared and not hated.† (Machiavelli, 52) If there were no consequences for bad behavior, people would have no reason to act any differently. It is not that punishment in itself creates hatred, but it is how the people are punished that will determine the fear or the hatred they have for their ruler. For example if one is caught stealing and then punished by having to serve some time in jail, that would cause them to fear you and to abide by the law. On the other hand if the punishment were death it would cause the people to hate the ruler for being so un-just and immoral. When a ruler becomes hated they lose all respect and control over the people, for they will reach a point that they can no longer endure the cruelty and rise against you. â€Å"Indeed, one of the most effective defenses a ruler has against conspiracies is to make sure he is not generally hated. For conspirators always believe the assassination of the ruler will be approved by the people.† (Machiavelli, 57) When people feel as they have been oppressed and abused for to long they will revolt and not think twice about getting rid of the ruler they are discontented with. For once the people have become determined to over throw their ruler, they have already lost all faith and feel there is nothing else to lose whether they are successful or not. It is not enough for a Ruler to be strictly feared, but to also appear to have some compassion and respect for the people that he oversees. It is imperative that an effective ruler is one that can balance fear, goodness, authority, respect, and compassion if he wishes to maintain harmonious  control. â€Å"So it is necessary for a ruler, if he wants to hold on to power, to learn how not to be good, and to know when it is and when it is not necessary to use this knowledge.† (Machiavelli, 48) The point Machiavelli makes here is that it is not enough to be completely good or completely evil, but to know when to do bad things in order to create good. Power is ultimately based on violence, and sometimes in order to preserve sovereignty and authoritative command, a ruler must engage in what society deems as immoral acts such as lying, betrayal, and even murder. So the conclusion is: If you take control of a state, you should make a list of all the crimes you have to commit and do them all at once. That way you will not have to commit new atrocities every day, and you will be able, by not repeating your evil deeds, to reassure your subjects and to win their support by treating them well. He, who acts otherwise, either out of squeamishness or out of bad judgment, has to hold a bloody knife in his hand all the time. A hated, thus unsuccessful ruler would be one that would not know his limits, and continue to use violence to obtain desired results. A wise ruler would be one who could look ahead and see when it is necessary to do harm so that he can know exactly what needs to be done, how to do it, and when to do it. Most importantly the ruler must have the ability to stop once what he has set out to do is accomplished. Violence and evil doing must be used sparingly to prevent the populous from hating you. A powerful leader needs the ability to equally rely upon intelligence and brute force, he must be able to discern when to use the different characteristics and be able to step into the role of either the lion or the fox at any moment. â€Å"Since a ruler, then, needs to know how to make good use of beastly qualities, he should take as his models among the animals both the fox and the lion, for the lion does not know how to avoid traps, and the fox is easily overpowered by wolves. So you must be a fox when it comes to suspecting a trap and a lion when it comes to making the wolves turn tail.† (Machiavelli, 54) Machiavelli is referring to the symbolism of the lion over the monarch power in England. The lion represented courage, strength, and  leadership; it was seen as being the dominant animal that could wipe out smaller animals. A fox on the other hand is timid, reserved, and clever; it thinks before it acts. There are only two ways to obtain power, either lawfully or un-lawfully. To do it lawfully is to be considered human and to do it un-lawfully by inciting violence is to be considered animalistic, so when stepping outside the law a ruler must choose whether to be lion and exercise brute force or to be the fox and exercise the mind. Nevertheless, you should be careful how you assess the situation and should think twice before you act. Do not be afraid of your own shadow. Employ policies that are moderated by prudence and sympathy. Avoid excessive self-confidence, which leads to carelessness, and avoid excessive timidity, which will make you insupportable. Machiavelli is reinforcing the significance of a ruler to have the ability to know when to act like a man and when to act like an animal. A feared but not hated ruler is one that does not act upon impulse but carefully calculates his moves in order to do what is necessary for the people, even if it means acting outside of the law. This essay began with the notion that if one wishes to be a successful ruler he or she must induce fear among the people to gain their respect as opposed to loving and being loved. How a ruler treats the people and how the people treat the ruler is the determining factor of how successful society will be. We have to look at the relationship between the people and the ruler as we would the relationship between a child and a parent. To be an effective parent you can not inflict harm upon your child, but you can inflict fear by imposing consequences to their negative behavior. If a child does something wrong we do not physically abuse him or her, but make them sit in time out or perhaps take away a privilege like playing video games. The child may be upset with you for a short time, but will not hate you and will respect your authority enough to abide by the rules in the future. On the other hand though, if you play the role of the best friend and consequences for negative behavior are non-existent then the child will go about doing what they please without regard for anyone else. Once the child realizes that he  or she will not be punished they have the ability to over power the parent. Religion also uses fear in order to enhance positive behavior and love among the people. No matter which religion one chooses to believe, he or she does not always willingly act with morals and ethics because in their heart they believe its right, but do so because they fear what will happen to their soul if they don’t. People fear negative consequences whether it is timeout, prison, or even hell and will most always act how they are told in order to avoid such punishments. Ruling with fear to create stability and harmony can be used in many everyday situations whether running the country, the household, the office, or the church. Bibliography Wootton, David, ed. The Prince. Indiana: Hackett Publishing Company, Inc., 1995.

Phrasal Verbs With Look for English Learners

Phrasal Verbs With Look for English Learners There are a number of phrasal verbs and phrasal verb expressions with the verb look.  If you are unfamiliar with phrasal verbs, this guide to what are phrasal verbs explains everything. Teachers can use this introducing phrasal verbs lesson plan to help students become more familiar with phrasal verbs and start building phrasal verb vocabulary. Finally, there are a wide variety of phrasal verb resources on the site to help you learn new phrasal verbs. Learning Phrasal Verbs with Look Read this story about a man who looked up his friend Peter. You will notice that the story is full of phrasal verbs and expressions with look. Try to read the story a few times to understand how the various phrasal verbs with look are used. Following the story, you will also find all the phrasal verbs with look put into categories with definitions and example sentences taken from the story. Looking Up Peter in Seattle Last week I was in Seattle and I remembered that my friend Peter had recently moved there. I looked up his name in the telephone book, called, but got the answering machine. Luckily, I finally found him at work. He was looking at a picture on his desk, and I swear he looked like the famous actor Harrison Ford! I know Peter looked up to Harrison Ford, but I was a little surprised to see that he had become a look-alike! I said Look lively! and he raised his eyes and looked me up and down. Hello! if it isnt my old friend Ken!, Peter said. With that, he got up, looked me up and down and shook my hand. I must admit, Peter didnt look his age in the slightest. In fact, he looked as if he was ten years older! I looked him straight in the eye and said, Well, I was in town and thought Id look in on you to see how youre doing in Seattle. How have you been? Peter responded that he was fine, but that he was also on the look out for a new cat. Looking over at the picture, I noticed that it was of a cat. Yes, he sighed, I didnt really look after my first cat very well. It ran away. Im sorry to hear that, I said. We talked for a while and decided to go out for a coffee. We were at a Starbucks when a beautiful woman walked into the Cafe. Peter quickly looked the other way. Whos she?, I asked. Nobody, just someone who looks down their nose at me. Just then somebody shouted Look out! Peter jumped up and pushed the woman hard. At first, she looked daggers at him. Then, realizing what had happened, she noticed that because Peter had been looking lively, she hadnt slipped on a ice coffee drink that was all over the floor. Im glad I looked Peter up, it certainly was an interesting day... Phrasal Verbs with Look Finding Someone or Something Look up: look for information in a reference bookI looked up his name in the telephone book, called, but got the answering machine.to find someoneIm glad I looked Peter up, it certainly was an interesting day. Look in on someone: visit someone at their home or place of work, check up on someoneI was in town and thought Id look in on you to see how youre doing in Seattle. Be on the look out for: Trying to find something or someone, interested in purchasing something Look up to someone: respect or admire someoneI know Peter looked up to Harrison Ford. Look someone up and down: Examine someone carefully, look at someone very carefully, often with disdainWith that, he got up, looked me up and down and shook my hand. Look someone straight in the eye Look at someone with seriousnessI looked him straight in the eye... Expressions of Looking at People or Things Look over at: To look in the direction of somethingLooking over at the picture, I noticed that it was of a cat. Look the other way: Look away from something that you see, not notice something on purposePeter quickly looked the other way. Look down your nose on/at someone: Feel superior to someone...someone who looks down their nose at me. Look daggers at someone: Look with hatred or intense dislike at someoneAt first, she looked daggers at him. Look after: Take care of something or someoneI didnt really look after my first cat very well. It ran away. Appearances Look like: Be similar in physical appearance... he looked like the famous actor Harrison Ford! Look your age: Appear to be your actual age (someone can look older, or younger than their age)I must admit, Peter didnt look his age in the slightest. Warnings Look out!: Be carefulLook out! Look lively!: Pay attention...she noticed that because Peter had been looking lively, she hadnt slipped on a ice coffee drink...

2pac Flaws Essays

2pac Flaws Essays 2pac Flaws Essay 2pac Flaws Essay Tupac Shakur the Tragic figure Tupac was born in New York City, where he attended a prestigious Baltimore School of the Arts as a teenager that helped him launch his tragic career. Later on moved to Oakland California were the gangster rap started. He started out as a second-string rapper and dancer for Digital Underground, joining only after they had already landed their biggest hit. . By 1994, 2Pac rivaled Snoop Dogg as the most controversial figure in rap, spending as much time in prison as he did in the recording studio. Shakur has become a legend in hip-hop and rap circles for his talent, his violent behavior, and his brutal death. Tupac Shakur to millions of people was either a poet, a MC, a rapper, movie star or just a public menace or figure; to me he was a tragic symbol. Although Tupac became wealthy and famous during the time he either live or wasn’t in jail, Tupac lived a tragic life. Like any other human Tupac had flaws. He seems to be living up to his aggressive gangster rap image with several arrests for violent offenses in the 1990’s. Tupac himself was a victim to violence, getting shot five times in the lobby of a recording studio during a mugging. As a rapper he never let anything let go he always had something to say back and the fans loved it, as he said himself, because of my big mouth. Tupac had become involved in a feud between East Coast and West Coast rappers. He was known to insult his enemies on his tracks.

Make Quick Cash Freelancing †Content Mills Not Included

Make Quick Cash Freelancing – Content Mills Not Included You’re eating ramen noodles for the third night in a row, stopping between bites to nervously run your hands through your hair. You haven’t seen the inside of a Starbucks in months and you’re pretty sure dust bunnies and moth balls have moved into your wallet. As freelance writers, we’ve all been there. . . at least once. The money keeps going out, but somehow it’s stopped coming in. At this point, many of us turn to the content mills to earn some quick cash, grinding out dozens and dozens of articles for a pittance in the hopes that we’ll somehow manage to come crawling out of the red. I know that’s what I used to do. But, friends, there is another way. Yes, there is another way to make quick cash freelancing. So, you – yes, you! Step away from the content mill. And try these tips instead. 1. Tap your networks. Let people know you’re a writer looking for work. Tell your friends, your family, your Twitter followers, your Facebook pals, your dog. . . Someone’s bound to know someone looking for a writer (okay, maybe not your dog). Why shouldn’t that writer be you? When I published my very first writer website, I placed the link in my email signature and thought nothing else of it. The next day, my mother had plastered the URL all over her Facebook page. â€Å"My ba Until representatives from two different companies emailed me about doing some copywriting work for them. Can you guess how they heard about me? My mom’s Facebook page! One of the contacts actually ended up becoming a client. 2. Get in touch with former editors. Be they from magazines, websites, online publications, newspapers, not-for-profits, or anywhere else, tell them you’re available to take on assignments. I’ll let you in on a shocking secret: Reliable, easy-to-work-with freelancers are hard to come I recently tried this tactic the last time I was short on cash and got four assignments as a result. 3. Sell reprints of articles you’ve already written. Find publications that accept reprints, then look through your portfolio to see if you have anything they might be interested in. Because it’s been published elsewhere, you won’t get full pay. But then again, you’ve already done the work, so anything else is just icing on the cake (or this month’s electricity bill). 4. Repurpose old articles and blog posts for new markets. Not all publications accept reprints, but you can rewrite the material to create something â€Å"new† for other markets. If you quoted in the original article, paraphrase in this one. Where you paraphrased in the original, use quotes for the new piece. You can’t copy and paste word-for-word, and you may have to contact one or two additional sources, but for the most part, it’s just a matter of going back to your notes and coming up with a unique piece for the other publication. The next time you’re strapped for cash, resist the urge to make a beeline for the mills and try these tips instead. You’ll be amazed at the amount of money that will roll in without having to chain yourself to your desk.

Report Essay Example | Topics and Well Written Essays - 1750 words

Report - Essay Example ket that is really efficient in which the voluntary exchange is mutually beneficial in terms of the value agreed upon between these two parties based on freely-available information. However, a truly efficient market is only in theory because no matter how people will try to be efficient, there will always be distortions in a capitalist market. The distortions can be the lack of adequate or timely information, resulting in less than optimal distribution of the goods and services produced within a certain economy. The sub-optimal distribution results in what we call as an externality to the two-party transaction that involves other third parties not included specifically in that transaction between a seller and a buyer. As used in economics theory, externalities refer to the so-called transaction spill-over effect in which the actual costs or benefits of a product or service are not fully transmitted in the prices. In other words, the actual price being agreed upon between seller and buyer is not the actual cost of production because of market inefficiencies or there might be unintended benefits to third parties other than the buyer. Externalities can even cause significant social problems if not at all examined, checked and corrected immediately (Hunt, 2002, p. 397). Externalities are defined by economists as the unintended result in terms of benefits or costs to other third parties. This means some people will end up carrying the burden of costs although they are not a party to the transaction (spill-over effects) or conversely, a third party will benefit somehow although he or she is not the buyer of a particular product or service. There are many examples of externalities in capitalist societies because externalities are one form of the so-called market failures which in turn results when the allocation of goods and services in a free market is not totally efficient. A free capitalist market is supposed to be self- regulating in which the best interests of

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Toyotas Advertising and Sales Promotion Campaigns - Essay Example This mix of strengths are, a very good understanding of market conditions in the different markets around the world, a very focused segmentation, targeting, and positioning to address these market conditions, speed and flexibility in manufacturing to meet the needs of these of these markets, commitment to lean manufacturing techniques and quality, to remain competitive, and provide value for money to their customers, and forward looking marketing strategy that attempts to incorporate new and emerging technologies into their products, to blaze trails in the new directions that automobiles are expected to take. Â  The weakness of Toyota lies mainly in its dependence on the automobile segment. Toyota has a diversified range of business activities that include automobiles, material handling equipment, textile machinery and electric components. Yet, there is over-dependence on the automobile sector as can be seen from the revenue generation. The automobile segment contributes 52% of the total revenue of Toyota. Looking at the changes that have taken place from 2000 to 2004 in terms of sales per employee, there has been a reduction causing a decrease in revenue per employee. This has had a negative impact on the productivity and efficiency levels in Toyota. (Toyota Industries Inc. Company Profile). Â  The oil prices have skyrocketed in the recent past and show no sign of decline with increased energy consumption from the emerging economies of populous countries like China and India. The worldwide focus has changed to looking for alternative sources of energy, including use in automobiles.

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Contract Acquisitions Protesting Government Contracts - Essay Example However, the authority of COFC is not superseded by the Alternative Dispute Resolution since it only acts as an alternative which can be used to help the wrangling parties to resolve a dispute on their own without unnecessarily involving a third party (Lynch, 2001). When filing for a protest, the complainant has to follow the stipulated regulations such as time duration. At the same time, for a protest to be accepted, it should have the required contents. These include the protester’s name, telephone number, postal address and email address. These are used for identification. Besides, the document should be dully signed and addressed to the General Counsel of GAO. Moreover, it should be accompanied by all the copies of relevant documents with clear contract number and contracting agency containing the detailed statements of facts and legal information proving that the protester is an interested

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Contract Acquisitions Protesting Government Contracts Essay

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Safety, Health & Security - Essay Example The impact of positive and negative stress on the workplace should be determined. The need for workplace health, safety, and security training should be assessed. And last but not least, effective violence prevention programs should be designed to prevent sexual harassment, unethical behavior, etc. at work. In the western world, development of workplace has been characterized by technologies and jobs that are designed to improve productivity and processes. However, in many cases it has been found that adequate care has not been taken in ascertaining the impact of the job process or technology on the workers. This has led to various imbalances at the workplace, which resulted into attrition, job dissatisfaction, excessive stress, and fall in productivity, etc. Sometimes, it can be observed that machines involved in the work processes have been unnecessarily dangerous. Hence, there is urgency in the industries to improve the conditions at the workplace to give the workers a better environment. Thus, a need of ergonomic research and development has emerged. Ergonomics can be defined as a multi-disciplinary science that seeks to conform the workplace and all its physiological aspects to the worker (Goetsch, 2011). It deals with the different subjects entailed in the improvement of the work place conditions. Ergonomic problems in the workplace manifest among the workers in various ways. The problems are indicated by the conditions of the human factors at the workplace. The bad effects of below standard or unsuitable equipments and systems on the human beings at work can become discernable in the following ways: 1. Musculoskeletal Disorders (MSD) can vary from common pains and aches to relatively more serious difficulties. Medical practitioners recommend that symptoms and signs of physical difficulties at work must be reported before a permanent damage or serious injury actually occurs. The most frequent MSDs that can be observed among the workers in particularly

Advantages and Disadvantages of Globalization Essay Example for Free

Advantages and Disadvantages of Globalization Essay Globalization is the integration of states through increasing contact, communication and trade to create a single global system in which the process of change increasingly binds people together in a common fate. Some economists see globalization as being in the best interest of all states involved, while others believe that increasing modern trade and global economic relations is harmful in many ways. While globalization marks a move in the direction of a more open world-trading government, it can also be connected to damages on independence, making countries lose the ability to be totally independent. As a result, issues of globalization and free trade are surrounded by an excited debate and controversy. The economic demands of globalization have made countries less independent, making them incapable of taking care of their own issues, economies, and governments, with out the help of foreign aid. The more the weaker countries take from the more fortified countries, the greater their dependence and inability to take care of themselves they will become. While they depend on other countries for financial and political support, they do not learn how to be more self sufficient. They do not create enough revenue or have enough political power to stand on their own with out the threat of a financially or governmentally crashing. The more self-reliant countries therefore have to use their own resources to support these nations and therefore there will is less money and goods available to support their own societies and economies. Globalization slowly drains capital and commodities from the stronger, more independent countries. The resources go to countries that will probably never be able to thrive with out aid, but with out it would dissolve and disrupt the balance of the political and economic scales. To make global or worldwide in scope or application of trade, communication, and resources is what is known as globalization. The idea of unifying the world markets, the infinite numbers of ways to correspond, and the limited resources of humankind sounds like an intelligent idea. Many have come to realize however that by helping countries by giving them financial aid and the resources they need makes them dependent, not any stronger or self- sufficient. Advantages: Productivity increases faster when countries produce goods and services in which they have a competitive advantage. Living standards can increase more rapidly. Global competition and cheap imports keep a constraint on prices, so inflation is less likely to disrupt economic growth. An open economy promotes technological development and innovation, with fresh ideas from abroad. Jobs in export industry tend to pay about 15% more than jobs in import-competing industries. Unfettered capital movements provide the United States access to foreign investment and maintain the low interest rates. Disadvantages: Millions of Americans have lost jobs because of imports or shifts in production abroad. Most find new jobs that pay less. Millions of other Americans fear of getting laid-off, especially at those firms operating in import-competing industries. Workers face demands of wage concessions from their employers, which often threaten to export jobs abroad if wage concessions are not agreed to. Besides blue-collar jobs, service and white-collar jobs are increasingly vulnerable to operations being sent overseas. American employees can lose their competitiveness when companies build state-of-the-art factories in low-wage countries, making them as productive as those in the United States.

Sports Agents Role in Succeeding as a professional sportsperson

Sports Agents Role in Succeeding as a professional sportsperson ESSAY These days, turning into a great player relies on upon having a great agent in the greater part of the professional sports. A sports agent is an individual who acquires and arranges job and underwriting contracts for a player. In exchange, they get between four and ten percent of the playing contract and ten to twenty percent of the underwriting contract in spite of the fact that this figure shifts dependent upon their arrangements with the sports figures. That implies that sports agents, profit. A sports agent is an individual who helps market competitors or items connected with that player to advertise a competitors vocation. Agents are answerable for all correspondences with group holders, directors, mentors and different people to help advertise a competitors vocation. Fundamentally, agents are utilized to dealer and arrange contracts for their customers. Likewise, they are answerable for making proposals as to their choices. Notwithstanding discovering approaching sources, agent s frequently handle advertising matters for their customers. In some vast sports org, for example, IMG, Creative Artists Agency and Octagon, agents bargain with all parts of a customers accounts, from venture to recording duties. Sports agents may be depended upon by their customers for direction in all business parts of life, and frequently considerably all the more extensively. The amount of customers a singular agent can deal with and what number of his or her utilizing office can deal with in aggregate are associated variables. The marked contract is such that the player will get the full contract sum and the specialist organizations then take their wage from the ads specifically speaking to the player. Sports Agents have not been around for quite a while. Until the 1970s, not many competitors had agents in light of the fact that groups might not manage agents (Masteralexis, 244) Proficient competitors depend on sports agents to speak to them in the business parts of their calling. Agents assume a basic part in the players lives by overseeing business undertakings off the field, so that the competitors can concentrate on their execution on the field. Most expert competitors depend on agents as trusted consultants for a lot of people off-the-field parts of their professions: to arrange contracts, participate in promoting exercises, create players brands, secure their budgetary fates, and equip them for life after their playing vocations. In assuming such a key part in the competitors life, extraordinary trust is placed put in the agent. Violation of that trust by him, which achieves dispensing with a competitors physical qualification, demolishing a players money related future, hurting a university sports program, and meddling with expert contracts ought to be tended to by Congress. Around the first sports agents were theater advancer (Money and Carry) Pyle, who in 1925 arranged an arrangement with the Chicago Bears for Red Grange to procure $3,000 for every amusement and an extra $300,000 in motion picture rights, and sports visual artist Christy Walsh, who furnished Babe Ruth with fiscal counsel throughout the Great Depression. In 1960, Mark H. McCormack’s noteworthy handshake bargain with Arnold Palmer propelled the full administration sports organization business. 6 Athletes progressively depended on sports agents in the late 1960s and the 1970s as expert sports developed exponentially. The development, nonetheless, processed an oversupply of agents for a limited number of customers. At present, there are 4,300 expert players in the four significant groups in United States and between 1,600 and 1,800 agents ensured by their separate player’s affiliations. Because of the substantial rivalry for customers, agents regularly act in an excessively f orceful way when enlisting and holding customers. LATE CASES: Cecil Newton, father of Carolina Panther quarterback Cam Newton who played school football at Auburn, professedly attempted to offer his childs school playing administrations to Mississippi State for $180,000 while Cam was being selected out of The National Collegiate Athletic Association (NCAA) suspended fourteen football players for some piece of a season, and eight for the whole season, from the University of North Carolinas group for getting shameful profits from an agent and scholastic offense. Marcell Dareus, a protective handle on the University of Alabamas football group, was suspended for two amusements by the NCAA for tolerating about $2,000 in inappropriate profits from an agent. The NCAA suspended A.j. Green, and University of Georgia beneficiary, for four diversions for offering a football shirt for $1,000 to an agent in Nior College. The NCAA decided that Cecil Newton did endeavor to offer his childs administrations yet that Cam did not think about the plan and, hence, there were no suspensions. Congress ought to rethink the inclusion of agents with learner players, as it gives the idea that enactment to date has been incapable. There have been numerous aggregations occupied with endeavoring to control agents. Around them are players acquaintanceship, colleges, physical meetings, national administering bodies, the NCAA, state and central governments, a now-dead proficient companionship called the Association of Representatives of Professional Athletes (ARPA), and another affiliation, the National Association of Sports Agents Athlete Representatives (NASAAR). Regardless of the presentation of regulations by these aggregations, none have been positively compelling at tending to the full extent of issues that have happened since the late 1970s when previous sportswriter Richard Sorkin, agent too many NHL and NBA players, wasted an expected $1.2 million of his customers cash, much of it on his own betting and poor ventures. As a rising administration industry, sport organization might profit from professionalization. Regulation toward oneself and administrative regulations are frequently instituted because of a negative picture. Set up of the negative picture, regulation toward oneself shows issue distinguishment and a proactive methodology to making results. Instead of various agents working under varying principles, regulation changes the dynamic to one where people are playing by the same tenets. This proposal uses the structures made by expert administration firms to get to the learning of industry specialists to impact practices, while using the force of government regulation to authorize the standards with a specific end goal to restore open trust in the sport industry. REFERENCES 1) Shropshire K.L., Agents of Opportunity: Sports Agents and Corruption in Collegiate Sports, University of Pennsylvania Press, 1990. 2) Sobel L. S, the regulation of sports agents: an analytical primer, Baylor Law Review, vol. 39, 1987, pp. 702-786. 3) Verow R., à ¢Ã¢â‚¬ °Ã‚ ª Sports agents à ¢Ã¢â‚¬ °Ã‚ « in Verow R., Lawrence C. and McCormick P., Sport, Business and the Law, Jordans Ltd, Bristol, 1999, pp. 289-324. 4) Baggott R (1989), Regulatory Reform in Britain, The Changing Face of Self-Regulation, Public Administration, 67:4, pp435-454. 5) Baldwin R and Cave M (1999), Understanding Regulation, Theory, Strategy and Practice, Oxford, Oxford University Press. 6) Hood, C James O and Scott C (2000), Regulation of Government, Has It Increased, Is It Increasing, Should It Be Diminished? Public Administration, 78:2.

Historical Events that Changed the World Essay -- World War 2 II Two

Historical Events that Changed the World Between World War I and World War II America went through events in the political, economical and social areas that would change the face of the nation forever. The various eras- World War I, the Roaring Twenties, The Great Depression & the New Deal, and World War II each had separate issues that caused changes in relation to class, gender, domestic and international affairs. Although many of these events were only effective temporarily, others still show a strong influence today. Movements such as woman suffrage, events such as dropping the atomic bomb, and social eras such as The Harlem Renaissance still play an important role in the lives of Americans today. World War I laid the foundations for the political and economical crisis that was soon to follow. Even before the end of the war, Allies claimed reparations from Germany, whose economy was destroyed. Wilson, after meeting with the Big Four, slowly began to accept the idea of reparations. Once implemented, the American banks were now beginning to profit greatly from loaning to both Germany and the Allies- Germany who had to pay their reparations and fix the infrastructure of the country, France whose infrastructure was destroyed and Great Britain, who had to pay back America for all the ammo and weapons they had bought. Germany entered a never-ending debt cycle- repaying the allies by taking out loans, then repaying the loans by taking out even more loans. Germany’s devastated economy as a new democratic nation that was used to monarchy led to poor democratic governments that always failed. These issues eventually caused the Nazi party to become dominant- and Hitler became lead er. The Bolshevik revolution in the 1917 started hatred towards the Communists in America (Eventually leading to the Cold War). The Red Scare that followed the war was a good example of the psychotic mind of the average American. The fear of being overthrown by communists was everywhere. Anyone who publicly opposed the war was immediately thrown into jail. â€Å"Subversive† books were removed from the shelves; feminists were attacked because of their opposition of American intervention in Europe. It was a time of chaos. Once Wilson was out of office, and Harding elected, however, things started to change- The 19th Amendment that was ratified in 1920 marked the end of 100 years o... ... morning of August 6th, 1945, Hiroshima was bombed, over 80,000 casualties, and Nagasaki was bombed 3 days later, with over 100,000 casualties. September 2nd, 1945 was the surrender date of the Japanese. Fourteen million troops and over 35 million civilians had perished in this devastating war. The era between World War I and World War II changed the face of America greatly. From the traditional world of religion, hands-off capitalism, modesty, white-male supremacy, emerged a new world- where evolution was taught, radio and movies became the main source of entertainment, where blacks were treated more as equals and less as scum, where women received voting rights and labor benefits, where California became the economic powerhouse. The era has set the economic and social values of which we live by today, as well as many political issues that have recently ended (Cold War) or issues that are still going on today-for example the Mexican illegal immigrant work force. All in all, I believe that the individual triumphs, or collapses, in the class, gender, domestic and international affairs of those times have changed the face of America and set the basis for our everyday lifestyle.

Critical Analysis of Mark Antony’s Funeral Speech Essay

Of all Shakespeare’s works , Julius Caesar is a play that hinges upon rhetoric – both as the art of persuasion and an artifice used to veil intent. The most striking of Shakespeare is his command of language. In Mark Antony’s funeral oration for Caesar, we have not only one of Shakespeare’s most recognizable opening lines but one of his finest examples of rhetorical irony at work. The speech could serve as a thematic synopsis to Julius Caesar. One of the most important and significant parts in the play is the funeral speech given by both Brutus and Mark Antony. At first, the funeral speeches seem to have no true significant meaning. However in further investigation it is established that the speeches ultimately serve as the basis for the final outcome of the play. By exploring the speeches of both Brutus and Mark Antony we are able to focus on the important details which alter one from the other. Through this analysis we are also able to realize why Brutus’s speech becomes one of his justifications and explanations, while Antony’s becomes one of manipulation and skill. It is known that both Brutus and Antony desired to appeal to the common people. However, the way in which each man went about it differs drastically. Not only did it influence the outcome of the play, but each speech also offers a unique insight on each of the speakers. Brutus’s speech Brutus’s speech becomes one of acquittal, not only for the people of Rome, but for Brutus himself. He uses his â€Å"honor and nobility† as a shield to defend and justify his actions to the crowd. Brutus states that he has carried out this horrendous act because of his love for Rome, and for the good of the people. â€Å"This is my answer, not that I have loved Caesar less, but that I love Rome more†¦ (3. 2. 21-22). In his speech he requests that the people use their â€Å"reason† to judge him. Although this seduces the crowd, it is not until after one of the common people cry â€Å"Let him be Caesar. † (3. 2. 51) that it is realized the speech is â€Å"merely too good for them. † Brutus begins to realize that liberty is not what the people wanted, but rather that they desire a powerful leader. Although his speech serves the purpose for its practical effectiveness, Brutus later comes to discover that his lack of insight of human nature aided in the apparent hopelessness of his cause. In comparison Mark Antony fully understands human nature and uses his awareness of it in his speech. Antony appeals to the passion and the grief of the people. What Brutus failed to recognize in the people, Antony used to his best interest. He realized that the people of Rome were completely incapable of acting with â€Å"reason† and he employed this inability to manipulate and control their emotions and actions. By using Brutus’ own explanations for Caesar’s death to begin his speech, Antony proves his validity to the crowd. By questioning Caesar’s ambition, yet never actually humiliating the conspirators; He succeeds in purposely leading the crowd away from any rational defense provided by Brutus. Antony uses his own grief along with a series of lies to remove the sympathy of the people. Through his powerful and honest speech he is able to cast a shadow of doubt into the minds of the people, and the crowd begins to gaze at the true motive behind Caesar’s murder. Antony understands the needs and wants of the people and uses this to prey upon their emotions and passions. He dangles Caesar’s Will in front of the people and then quickly puts it away again, knowing that the crowd will demand that it be read. Antony also recalls memories of the cloak Caesar now wears, while revealing his bloodied body, fully aware of the havoc it will reek, but unrelenting in his quest for revenge. Antony’s Speech Antony’s performance on the bully pulpit came as no surprise. To be sure, Antony does not have it easy. He is already a man distrusted by the conspirators for his friendship with Caesar. Brutus lets him speak at Caesar’s funeral, but only after Brutus,a great orator in his own right, has spoken first to â€Å"show the reason of our Caesar’s death†. Burtus makes it very clear that Antony may speak whatever good he wishes of Caesar so long as he speaks no ill of the conspirators. Obviously Antony has two advantages over Burtus: his subterfuge and his chance to have the last word. It is safe to say that Antony makes the most of his opportunity. He even mocks the senators and merely sets the table for dissent. He progressively hits upon the notes of ambition and honourable in a cadence that soon calls both terms into question. Friends, Romans, Countrymen, lend me your ears; From a rhythmic perspective, the trochaic feel of this opening immediately commands attention. The succession of hard stresses is also Shakespeare’s way of using the verse to help Antony cut through the din of the crowd. Antonoy also echoes the opening line that Brutus uses [â€Å"Romans, countrymen and lovers†],but conspicuously rearranges it; where Brutus begins with â€Å"Romans† to reflect his appeal to their reason, Antony begins with â€Å"friends†, which reflects the more emotional tact he will take throughout the rest of his speech. Remember also that Antony has entered the Forum with Caesar’s body in tow and will use corpse as a prop throughout his oration. Antony follows with a line of straight iambic pentameter punctuated with a feminine ending [ â€Å"I come to bury Caesar, not to praise him]. Here is the first irony of Antony’s speech, in that he is unequivocally here to praise Caesar. Antony is, in fact, lying. Come I to speak in Caesar’s funeral,Antony returns to the actual predicate of his statement with innocuous metrical regularity. The line is all but a throway; Antony doesn’t want the crowd dwelling on the idea that he is speaking here by permission. The preceding parenthetical insertion of Brutus and the rest being â€Å"honourable men† displace his emphasis and lessens the impression that Brutus holds sway over him. In doing so, Antony effectively obeys the letter of his agreement without yielding to its spirit. But Brutus says he was ambitious; Antony contrasts his experience with what Brutus has said. The obvious implication is that Brutus and Antony have different views of Caesar. The more subtle implication is that since both men have claimed him as their friend, they have equal authority to speak on the subject of Caesar’s disposition. Antony, however, has the advantage of not needing to justify his actions. Instead, Antony can focus on sawing the limb out from under Brutus’s argument. And Brutus is an honourable man. At this point, Antony is still ostensibly speaking well of Brutus—at least to the crowd. A plebian might think that at worst, perhaps, either Antony or Brutus has made an honest mistake in his judgment of Caesar. On the other hand, the words says, ambitious, and honourable are becoming impossible to miss. Yet Brutus says he was ambitious; This is the third time in this speech that Antony utters this refrain. Every time he says this, it draws Brutus in an increasingly harsher light. The recurring repetition amplifies the question in the mind of the audience, There is a rather obscure rhetorical term for this technique; it’s known as repotia, which describes using the same phrase with minor variations in tone, diction, or style. My heart is in the coffin there with Caesar, The regular iambic rhythm of the line and the feminine ending both help soften this line’s tone, which contrasts the high fervor of â€Å"O judgment! † It’s a simple metaphor that holds up well four centuries later. To Antony’s credit, the sentiment is grounded in his love for Caesar; it’s also quite telling of the character that he’s able to use this emotion in such a cynical enterprise. Throughout his speech Antony calls the conspirators honorable men. He then says, â€Å"You [the crowd] all did love him once, not without cause. What cause withholds you then to mourn for him? † This question goes against Brutus by questioning his speech when he betrayed Caesar. Now the crowd is starting to turn against the conspirators and follow Antony. Even though in his speech Antony never directly calls the conspirators traitors, he is able to call them â€Å"honourable† in a sarcastic manner that the crowd is able to understand. He starts out by citing that Caesar had thrice refused the crown, which refutes the conspirators’ main cause for killing Caesar. He reminds them of Caesar’s kindness and love for all, humanizing Caesar as innocent. Next he teases them with the will until they demand he read it, and he reveals Caesar’s ‘gift’ to the citizens. Finally, Mark Antony leaves them with the question, was there ever a greater one than Caesar? which infuriates the crowd. He then turns and weeps. Antony then teases the crowd with Caesar’s will, which they beg him to read, but he refuses. Antony tells the crowd to â€Å"have patience† and expresses his feeling that he will â€Å"wrong the honourable men whose daggers have stabbed Caesar† if he is to read the will. The crowd yells out â€Å"they were traitors† and have at this time completely turned against the conspirators and are inflamed about Caesar’s death. Antony uses the â€Å"Ceremonial† mode of persuasion in order to convince his audience that Caesar is not worthy of honor and praise. Antony must use â€Å"pathos† in order to appeal to the emotion of the audience. He must understand the disposition of the audience in order to successfully persuade his audience that Caesar truly was an ambitious man. â€Å"†¦ Bear with me; / my heart is in the coffin there with Caesar, / And I must pause till it come back to me. † (JC III ii 47) Marc Antony’s speech at Caesar’s funeral was so cunning and powerful that it caused the crowd’s loyalties to sway. Prior to Marc Antony’s oration the crowd favored Brutus and the conspirators. However, Marc Antony’s compelling discourse caused the plebeians to support him, and not Brutus. Marc Antony used three literary devices during his funeral oration, rhetorical question, sarcasm, and repetition, to successfully persuade the crowd. Although the crowd was supportive of the conspirators after Brutus’s speech, Marc Antony’s use of sarcasm in his funeral oration caused them to rethink who they should support. Conclusion Although both of Caesar’s funeral speeches seem to serve the basic purpose of appealing to the people, their dissimilarity serves as a great significance. Brutus’ speech, which appeared to be, honest becomes a speech of symmetrical structure, balanced sentences, ordered procedure, rhetorical questions and abstract subject matter, and ultimately became a speech of utter dishonesty. This along with Brutus’ lack of human insight aided in his inevitable downfall. Mark Antony’s speech on the other hand, for all its playing on passions and all its lies, proved to be at the bottom a truly honest speech because of Antony’s unconditional love for Caesar. To that extent Antony had truth on his side, making him concrete and real rather then abstract, and with this aided in his successful victory.