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