Hamlet s Internal Conflict And Search For Justice

Hamlet faces challenges throughout the play that try his inner strengths and test his ability to handle the situation. He is torn between wanting to seek justice, and avenge his father’s death. Hamlet is also caught up in an intricate web of lies and deceit, he is considered mad by most characters when in all actuality it is just playing off of the actions of others to benefit himself. He puts on different acts trying to hide the truth, which makes him seem sincerely mad to the people around him. The truth of the matter is that Hamlet can’t decide whether or not his convictions are accurate. This dilemma ultimately leads to not only the deaths of the main characters, but the downfall of the kingdom. Hamlet’s Internal Conflict and Search For Justice Introduction Many critics question Hamlet’s sanity, and the question still remains unanswered. Is his personal search for revenge driving him crazy, or the fact that he has to put up a different faà §ade for numerous occasions to conceal his own doubt? Hamlet’s motives throughout the play seem uncertain, is he driven by anger to seek revenge, or is it a part of his mixed emotions in result of his fathers death and the corruption of Denmark? Shakespeare seems to suggest that Hamlet is intending to act on his impulse to avenge his fathers murder by killing Claudius, yet he also seems to be combatting some sort of bigger confusion within himself. Justice and Revenge William Shakespeare’s Hamlet revolves aroundShow MoreRelatedAp English Open Ended Questions For Exa5390 Words   |  22 Pagesthe author makes the scene effective. Do not merely summarize the scene. 1964: Frequently in novels, an important character violates the laws, the conventions, the rules of conduct of a society. 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Analysis Of Lurhman s Strictly Ballroom And Mitchell s...

In Lurhman’s Strictly Ballroom and Mitchell’s It Follows, both directors use colour and music to enhance the experience of the romantic comedy and horror genre films. Where Mitchell uses audio and visual cues to break the conventional style of horror films in It Follows, Luhrman’s Strictly Ballroom uses audio and visual cues enhance the romantic comedy experience further. Where It Follows, relies on visuals to tell it’s story, Strictly Ballroom uses bright colors and musical cues to reassure the audience that the two main characters will end up together. In Mitchell’s It Follows, he enlists the help of composer Vreeland to create music for his film. Traditionally a composer for video games, Vreeland’s music consists of the 8-bit type music that is consistently found in Vreeland’s main line of work. Whereas â€Å"traditional† horror films may carry orchestral music, Vreeland’s music is synthesized and therefore stands out because of it. In combination with his composer’s music, Mitchell also uses silence and natural ambience to further break the horror music stereotype. Where more popular horror films would use silence, darkness and loud sounds to help increase tension, Mitchell uses silence and music to do that instead. Vreeland’s music, which mainly contains higher pitched music enhanced by low beats, is mainly used during key moments that involves the Follower. For example, during our second introduction to It, the music consists of high pitched (flat sounding) notes

Sometimes It Snows In April Free Essays

string(97) " back with the intention of leaving, but just then we heard the door start to creak open slowly\." It was just another typical evening at Silver Town. Rowan, Shannon, Reeve, and I were five friends from Madison high and we were driving past Rose Hall (the famous haunted house) on that Halloween evening. The house lay in ruins. We will write a custom essay sample on Sometimes It Snows In April or any similar topic only for you Order Now Not a single soul had lived in it for over fifty years. There, it stood, alone in the hills, rising from the green cane fields. There were no other houses near by. It stood there day and night, all alone. Every one said the devil lived there and that anyone who slept in the house will die violently and mysteriously or survive, hopelessly insane. Nevertheless people did go into the house from time to time. We all went in as well but that was in broad daylight, of course. We visited the grand rooms and we went down the back staircases to the cellar, where Annie Palmer used to practice black magic and where the dark brown stain that was said to be the blood of her last murdered husband. Rose Hall was not a nice place at all. Even in bright sunshine the windows were broken and black with dust and grime. Every Halloween night the five of us, oh sorry I forgot to mention Mace, he has a record for violent disorder, well to me he has†¦. it as 2 years ago on an Autumn evening me and Mace went down to the new arcade arena, and for nothing Mace beat up a young boy in the toilets, I had to hold him back. Mace has always been a bit odd and he always picks on people for no reason. He may be a mad person, but he sure is my friend. Anyhow back to the story†¦ the 5 of us went down to our high school where other friends would come, and we used to have a Halloween party, sometimes everyone used to dress up as vampires and other weird things. But really, we use to get together with everyone and play games, sit around telling horror stories and mostly for fun. On that night we turned up to the party quite late and found every one busy playing games and talking. We walked in and found a round table near the corner and went to sit down. Just when we were all starting to get bored Shannon came up with the idea about playing truth or dare. We started to play and that’s when all the trouble started to come. We all wrote out our separate dares on pieces of white paper, folded them and placed them in a vase. We picked out our dares. First Rowan, then me, Mace after, followed by Reeve and then Shannon. One by one every one started to leave as it as getting quite late and it was only the five of us left and with one or two people that were on the other side of the hall. It all started when it was Shannon’s dare, I could tell it was something bad by the look on Mace’s face. Shannon’s dare was to go to Rose Hall, knock on the door and say trick or treat. At first we all thought that it was a very good idea and that we should all go trick or treating. It was really dark with hardly any one on the streets. All the little children had gone home and nearly all the lights were switched off. We drove up slowly and we could see the dark deserted house all there lone and it felt as though it was waiting for us. For some strange reason the journey up the hill seemed to take years and what more it was starting to rain, and not only that Mace was driving. It started to thunder and lightning struck, and then it looked at us, smelled us, it was as though the lightening and the fear from it was its light. The house never looked more evil, every film, nightmare, anything scary that makes me want to run under my parents covers when their not there flashed before my very eyes, It gave me the shivers and I felt that something inside was telling me; This is not right; turn back, evil dwells here†. These words were running through my head over and over again. At that moment I remember Reeve calling me. I told them to turn back the car in a very quiet voice. They all looked at me as though I was stupid or something. Then Reeve asked me what was wrong for the second time, but this time I didn’t bother as I was starting to get really scared. Nobody was listening to me. I thought they were all thinking I had gone mad. Just then I heard a whisper saying `I can’t turn the car’. Straight away I looked at Mace’s face. I heard him say it again to the four of us. This time he said it in fear. We all went silent staring ahead. The only sound to be heard was the rain. It was getting louder and louder as we drew closer and closer to the grim Rose Hall. In a flash we were there. It was dark. The rain had stopped now and I could feel a cold breeze rushing past my face; it did not feel like the normal winter breeze, it was a shivering breeze, an evil, deathly breeze. Shannon walked towards the door slowly. We followed behind her and it felt as though each step that we took towards the door was the last. `Knock, knock’ We felt the sound vibrate in the silence surrounding us. At this instant I grabbed Mace’s arm with the thought that something was going to open the door. We waited and waited till we all felt relieved that nothing was there to let us in. We all turned back with the intention of leaving, but just then we heard the door start to creak open slowly. You read "Sometimes It Snows In April" in category "Papers" Before we even had the chance to look back Shannon, had gone and we heard it. We heard the faint scream for help. My legs started to shake, I was weak, I felt as though I was at a funeral, my heart was soft, and I could feel it beat, it was fast. The tears were there. Rowan screamed and then she urst into tears and fell down on her knees. We could feel the silent night looking down at the four of us, helpless, knowing that there was no turning back now, but only to face the fear ahead of us. It felt like as though we were in the part of a film, a funeral, everyone crying, sad music at the background, everywhere you look there was sorrow. The door was left there wide open for us, and we knew that there was no way out. We made the final decision that we had to go into Rose Hall and find Shannon. We went in pairs: me and Mace, Rowan and Reeve. We all had the fear hidden inside us, but outwardly we showed raveness as we stepped into the forbidden house. As we walked in, we found our selves in the middle of the hallway with only two straight narrow paths ahead of us that were never there before. Looking at these paths we knew that one of these path would lead us home where as one would lead us to another world, the world we did not want to enter, the world contradicted by hope, but we did not know which was which. Mace and I decided that we would go right, but Reeve and Rowan wanted to go the same way as well. We sensed that we only had a short period of time and we had no time to argue, so I ecided that Mace and I should go left and let the other two go right. As we approached our paths we all turned around at the same time, and looked at each other, thinking that it’s the last time. I ran towards Reeve and my closest friend, Rowan, and gave them both a big hug, which felt to me as if it was bringing back all the memories of the five of us together with smiles on our faces. I felt Mace’s warm hand around my shoulder drawing me away from Reeve and Rowan. I remember Mace telling me that there was nothing we could do, except to face what was coming, we did not have a choice because, the door ad closed behind us. I managed to pull my-self away from both of them. We said good-bye to each other for the final time, and we started to walk. Our footsteps sounded very loud on the wooden floor. Everything smelt damp and moldy and there was silence as if many ears were listening to our footsteps. I felt as though I had been walking for many days without stopping, not realizing how much pain I was in, but instead realizing the fear. Mace and I started to walk faster, after a couple of minutes or probably hours, I began to feel as though I was reaching destiny, only not knowing what it was. Mace suddenly stopped. He grabbed my hand and pulled me back. We stood there for a couple of minutes and then we heard two screams. At first I did not want to believe what I had heard but I had to and I decided to go back for them. I didn’t know what was going through my head; I started to run as fast as I could until I tripped over something and for a minute I thought I was dead. I was sitting there when I felt something dripping on me. It was really dark which meant I couldn’t see what it was, but I decided to smell it. It smelt weird. It smelt like blood. Just then I let out the oudest scream that I had ever screamed in my whole entire life. I heard Mace’s footsteps coming towards me as yet I did not look up. He came and sat next to me. I remember Mace whispering in my ear and asking me what was wrong. I told him I felt something dripping on me and it smelt like blood. Mace smokes, so he always carries a box of matches’ in-case his lighter never worked. We were both sitting there and it felt as though we had given up hope. Mace took a cigarette out of his pocket and a box of matches to light the cigarette. When the fire flicked on the match something took it out. I started to get really scared; I knew something or someone else was in there apart from the both of us. I sat there silently, trying my hardest not to make a move, I even held my breath, and although it was dark, I closed my eyes. Those couple of seconds felt like a couple of hours. He flicked his match again and this time the flame did not go out. He looked around to see if anything was there, but he couldn’t find anything. Just then he felt something drip on him. He looked up slowly. I remember him being quiet for a long time until I looked up. It was a horrible site, a photographical site and memory, and I hate hinking about it. I was too shocked to cry or even say anything. I could feel my heart beat getting faster and my body getting cold and hot and cold and hot. It was Shannon. She was covered in blood, her eyes red and wide open, her mouth also open with her tongue sticking out, accompanied with her ever slow blood flowing to the end of her tongue where it built up only to drip, there was blood all over her body, and there was only distinguishable as a pole trusted in her belly, flowing with blood, holding her, supporting her to the ceiling. She was a mess. All hope that I ever had was lost, it felt like a child getting its ost awaited toy and only after getting it, it was taken away, I felt what the people walking aimlessly in the desert with a dry throat felt, after running with joy at the first site of water only to discover it was a mirage. We couldn’t do anything apart from walking ahead. Every step felt like the last one. We walked and walked in total darkness, with the presence of our recent memories until our legs couldn’t carry us any longer so we both had to sit down. I put my head down and I remember thinking about what my family was doing and what time it was. Just then Mace told me to look up, he told me that e reached it; he told me that we have reached our destiny. Without saying a thing I stood up in amazement, speechless. â€Å"Mace, Shannon, Rowan, and Reeve we’re home†Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ â€Å"Darling, wake up†. I opened my eyes so many people, my own people. `I’m home, I’m home†¦ Where are the rest where are they? ‘ `I’m sorry darling. They†¦ , they died in the car accident. Thank god that you survived’. From that day to this I don’t know how we ended up in the car accident, and I don’t know why I came back but Mace didn’t. Every time I drive past Rose Hall I hear the screams of Reeve and Rowan and still see the body of Shannon. Twenty-five years have passed and things have changed in the outside world, but I have not changed. For me my past is still living and haunting me. I have still not yet uncovered the mysteries of that night in Rose Hall. It’s a normal evening at Silver Town. Halloween night has come back to me again. And as I’m driving towards Rose Hall I hear again the same voice, the voice that I once heard twenty-five years ago but this time it is saying `Come†¦ come†¦ come’. I still don’t know if Mace lied when he said he couldn’t turn the car around, but I do believe that he is still alive and I am going back for him†¦Ã¢â‚¬ ¦.. How to cite Sometimes It Snows In April, Essays

Adults Going Back to School free essay sample

I would say that one stress I have (or I should say had) was being with my ex- boyfriend, he did not approve of me going back to school. It was a very stressful relationship in the fact that he was a very controlling person. He would tell me that I was stupid, or that I was going to fail or drop out. He would also make it impossible for me to use his computer to do my school work. I often feared that he would tear my books up.He would get physical and I would yell at him or cry. I however, had already decided that I wanted to go to school fulfillment. It was very hard for me to leave someone I love, but I do realize that being around my emotionally supportive family is what is best for me. They are very encouraging and proud of me and I think that is a stress relief all on its own. We will write a custom essay sample on Adults Going Back to School or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Another stress that I have had in my life is not having a home to call my own, it can be very stressful to not have a place to go and tidy and do normal daily living.I have had to get my bath in the park and sleep in my car, when I had one. I would get nauseated from being so stressed out about where we were going to stay each night. I would say that my stress was relieved a lot when I moved in with my brother. I now have a place to study and do my school work and perform normal daily duties. The only stress I have experienced there has been how to get back and forth from college because It Is so far from town, but I know that wings will work out for the best , they have already started to. I think finances and not having a Job has a big part In the stress that I feel right now, I get a headache sometimes Just thinking about It. One way I De-stress Is by filling out applications for employment and looking on scraggliest for cleaning Jobs. I know my stress will diminish a lot once my student aid gets here and I can finish purchasing the Items that I need for school and be a little more financially stable on my own.

The contextual environment

Type of Organization Paediatric well being is an important public health concern. The Children’s Medical Research Institute, (CMRI) is an example of an institution that deals with paediatric health. With its location in Westmead, CMRI is a committed paediatric research centre (CMRI, 2009).Advertising We will write a custom report sample on The contextual environment specifically for you for only $16.05 $11/page Learn More The agency conducts basic investigations on diverse areas. These include cancer; cell signalling, and gene therapy. The centre also focuses on research on embryonic development. The institution receives remarkable support from the federal government. There is a notable indulgence of community support groups. The â€Å"jeans for Genes fundraising campaign† is a newly launched support unit. It is one of the fundamental programs for the institution. Philosophy of organization The CMRI practices strategic fundamental approache s. These help to assist the organization accomplish its strategic objectives. There is a widely held conviction that comprehending the most critical inner operations of human cells is important. As indicated within the strategic objectives, this may lead to more innovative and better methodologies. Particularly, these relate to the paediatric diseases (Frank Nass, 2010). It has a proper corporate culture. Mission of the Organization The organization has a strong mission statement. It aims to establish and initiate the operation of critical research teams. The focus is based on the setting up of four research domains. In attaining such ambitious goals, the organization recognizes the urgent need for increased funding and capacity building. These are pertinent issues within its basic operations. The mission statement also emphasizes on the need to create effective collaborations (Gido Clements, 2009). The concept is already eminent within the domestic and global platforms.Advertisin g Looking for report on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Client Group Served The CMRI has strong commitment to serve the entire community. However, the focus of its research activities is on the paediatric confines. Ideally, this means that the organization seeks to launch empirical investigations (Schwab, 2007). Particularly, these aim at the prevention, control and the general management of most paediatric complications. Policies/Principles and Goals The organization believes that child health complications emanate from the adults. Therefore, it applies strategic research to help solve these challenges. The organization has had immense contributions to the developments within the paediatric health confines. There is an evident development and initiation of innovative empirical techniques in ensuring child survival. The research projects within the organization have remarkable global acknowledgement (Roberts, 2011). The research agency provides critical attention to the processes of human development and maturity. This is observable from the childhood. Resources The organization utilizes the knowledge and expertise of qualified human resources. The basic specialties range from management to the scientific domains (Federico, 2003). Indicatively, it recognizes the need to minimize its basic human resources in order to lower costs. There are also eminent plans to expand its physical buildings and infrastructure. The effective application of technological resources is appropriate for quality performance. Moreover, funding is an appropriate success factor. The Client Group Being Served Presently, most research activities promote good paediatric health within Australia. However, it is evident that these investigations have important implications on the developments within the global health scenario. The young children are the major client group served by the organization.Advertising We w ill write a custom report sample on The contextual environment specifically for you for only $16.05 $11/page Learn More The Management Plan for the Case Study Management Issues Environment Selection and Structure As a â€Å"Jeans for Genes† manager, there are diverse environmental considerations that I would initiate. The identification of appropriate development partners within the general public health domain is necessary. Secondly, real time resource outsourcing mechanisms are appropriate (Roberts, 2011). As a manager, I must be able to initiate the recognition of the significance of the new â€Å"Jeans for Genes† project. Identification and involvement of all stakeholders must be a basic priority within all decision-making processes. Quality Management The improvement of the â€Å"Jeans for Genes† project requires a critical observation and adherence to principles of quality management. As a â€Å"Jeans for Genes† project mana ger, I must emphasize and practice this strategic management approach. In accomplishing this task, it is necessary to address the present management gaps notable within the entire CMRI. Quality assurance programs and monitoring systems must be applicable (Kamerman, Phipps Ben-Aryeh, 2009). They enhance transparency and accountability. Notably, these are appropriate both for the financial resource management and in quality operations. Processes under the â€Å"Jeans for Genes† project must depend on sustainable and economic concepts.Advertising Looking for report on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, the manager must stress on the sustainable resource utilization and lowering of costs while increasing funding sources. Staff Selection and Support The management of the â€Å"Jean for Genes† campaign must observe strategic processes during recruitment initiatives. The initiative involves the proper definition of roles and outlining of core competencies required for specific jobs. There must be a health promotion officer and an accountant. The heath promotion officer will develop appropriate interpersonal communication equipment, (IEC) for the campaign. On the other hand, the accountant helps to design economical budgets for campaign. He must also engage in grant writing and inquiry. Since the organization seeks to minimize cost, it is also important to engage the services of an expert economist. Above all, it is important for the â€Å"Jean for Genes† manager to recognize the significance of high leadership capacities (Roberts, 2011). Budget/Resources It is vital to recognize the need to increase strategic collaboration. Moreover, there is an urgent need for external funding. In the first quarter of the 2013/2014 financial year, I must be able to cut the unnecessary budgetary costs. These might involve the reduction of operating and excessive employment costs. Apart from the existing support groups and funding agencies, it is necessary to advocate for more diversified sources of support (Federico, 2003). Personally, I must ensure significant minimizations in the budgetary allocations for staff entertainment in the preceding financial years. The engagement in community volunteering projects and intensive corporate social responsibility initiatives would be critical in outsourcing funds. Other donations including the office stationery, T-shirts and campaign garments may be appropriate. Time Management All scientific investigations require effective mechanisms for time management. Important time management considerations are appropriate. These include capacity building the â€Å"Jean for Genes† team on time management. Adherence to project schedules and implementation cycles is mandatory for the entire project team. As the manager, i must be able to establish significant budget sots and lower to half all financial expenditures by the end of 2013 project cycle. Apart from this, the project must be able to attract potential international donors by the end of this year. Selection and Sequencing of Activities Nature, Needs, Interests and Expectation of Selected Target Group Most children suffer from various health complications. These are notable during their tender ages (Stanford, 1999). The â€Å"Jeans for Genes† must focus on the initiation of critical investigations on these paediatric complications. Since the selected target group is the children, the manager must have dedication to transform the nature of infection trends amongst the group. The interests and expectations require urgent attention. Ai ms of Quality Improvement Project The â€Å"Jean for Genes† initiative aims to establish and initiate critical empirical investigations into the common paediatric illness associated with the human genes. In this project, there is need to conduct real time experiential processes based on the general humanity (Peper, Doorne-Huiskes Dulk, 2005). Global improvements in child health and eradication of hereditary or genetic health complications are some of the basic aims of the project. Objectives of Quality Improvement Project The quality improvement project seeks to utilize basic empirical knowledge related to child health and biological interactions. The process is critical in improving the safety and wellbeing of children and future adults (Kiess, Chernausek Hokken-Koelega, 2009). The initiative is attainable within the global perspective. There is also a need to effectively outsource and utilize basic financial and human resources in accomplishing these noble objectives. Exp ected Outcomes of Quality Improvement Project The project seeks to develop a sustainable methodology of dealing with paediatric infections. In addition, it must be able to initiate dependable empirical investigations within this field. It must achieve maximum and sustainable resource use. These are core principles appropriate within diverse scientific investigations. Sequence of Experiences The investigations within the â€Å"jean for Genes† project must collaborate with other global agencies in accomplishing their strategic objectives (Federico, 2003). The project must also outline clear roles and develop a strong mission statement. This aims to provide innovative approaches towards solving various paediatric health complications. Teaching/Learning Methods/Strategies Monitoring and evaluation processes are applicable in the enhancement of project modification. It is also appropriate for effective learning and teaching within the entire project team. Apart from this, it is si gnificant to observe capacity building and empirical or managerial quality assurance processes. Report of Personal Self Directed Learning and Reflective Learning Personally, as an intended manager for the â€Å"Jean for Genes† project, it is important to emphasize on the relevance of strategic management practices. The professional experience within project management enables me to integrate these strategic management skills within any setting. The experience is very appropriate for the development and achievement within the â€Å"Jean for Genes† project. Expected Outcomes The project must meet all its objectives within the indicated project cycle of 2014. By the first half of 2013, there shall be levelled budgetary expenses. The necessary employees must be obtained by the first quarter of 2013. A part from this, the project must obtain a set of potential donors at the beginning of the 2013 fiscal year. Generally, there is an expectation of an overall reduction and min imization of the targeted paediatric illnesses. Teaching/Learning Steps Some of the vital teaching and learning steps in this process include the application of needs assessment process. The logical project framework is applicable in the determination of teaching or learning requirements. Apart from these, monitoring and evaluation procedures also remain appropriate. Impact Evaluation Program The program must set appropriate deliverables and indicators. These are necessary in the period of project inception (Roberts, 2011). They are vital in the process of impact evaluation a monitoring processes. The management also assumes critical roles in the program evaluation. Clients Client satisfaction surveys are important in the assessment of the project impacts. The establishment of proper linkage mechanism with these clients is important. Generally, the utilization of external data on public health trends is also crucial (Federico, 2003). Particularly, this relates to the clients’ perceptions on the trends of paediatric illnesses. Staff The staffs are important internal stakeholders within any project. For purposes of internal evaluation, there is need for the establishment of proper communication and feedback mechanisms. The project must also evaluate the perceptions of the staff through satisfaction and welfare approaches. Personal Comments The Experience The position of a â€Å"Jean for Genes† project manager comes with a tasking yet educative experience. Nonetheless, the experience is critical for personal career and societal development (Roberts, 2011). The Value The value attached to this role and profession is immense. Particularly, this is in consideration of the fact that most basic processes here deal with human health. Generally, it is vital to protect the wellbeing of future generations. The Future It is appropriate for the organization to adopt strategic and transformative project management skills. The approach is important for future de velopment. Furthermore, technological applications must be pertinent components of future management initiatives (Roberts, 2011). References CMRI, (Children’s Medical Research Institute) (2009). What goes on four legs in the morning, on two legs at noon and on three legs in the evening? 2008/2009 Annual Report. Web. Federico, M. (2003). Lentivirus gene engineering protocols. Totowa, N.J: Humana Press. Frank, Y. Nass, R. D. (2010). Cognitive and behavioral abnormalities of pediatric diseases. Oxford: Oxford University Press. Gido, J. Clements, J. P. (2009). Successful project management. Mason, OH: South-Western Cengage Learning. Kamerman, S. B., Phipps, S. A. Ben-Aryeh, A. (2009). From child welfare to child well-being: An international perspective on knowledge in the service of policy making. Dordrecht: Springer. Kiess, W., Chernausek, S. D. Hokken-Koelega, A. C. S. (2009). Small for gestational age: Causes and consequences. Basel: Karger. Peper, B., Doorne-Huiskes, J. Dulk, L. (2005). Flexible working and organisational change: The integration of work and personal life. North Hampton, MA: Edward Elgar. Roberts, P. (2011). Effective project management. London, UK: Kogan Page. Schwab, M. (2007). Encyclopedia of Cancer. Berlin: Springer Berlin. Stanford, J. (1999). Paper boom: Why real prosperity requires a new approach to Canada’s economy. Toronto, Ontario: Lorimer. This report on The contextual environment was written and submitted by user Moderate Pheasant to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Theory of knowledge essay Essays

Theory of knowledge essay Essays Theory of knowledge essay Essay Theory of knowledge essay Essay Facts and theories are terms often used alongside one another, which imply the existence of a nexus between them, especially in the pursuit and ascertainment of truth. However, the correlation between facts and theories varies according to the area of knowledge in question. It is unclear whether facts help in establishing theories or theories help make facts sensible in the pertinent area of knowledge. Theories may be an antecedent to facts in one field, but the nature of another area of knowledge may dispense with the need to formulate a theory first. The purpose of this essay is to examine the nexus between the two aspects with reference to natural sciences and history. The analysis uses practical examples derived from the two areas of knowledge to demonstrate how the nexus between facts and theories takes shape differently in each field. Knowledge facts Facts are essentially what establish the veracity of a synthetic proposition. They are mind-independent states that render an assertion true or false. On the other hand, a theory simply refers to a wider framework that gives meaning to the facts derived from a pursuit of truth. A theory has to be backed by facts to be credible. That means that ones convictions about a phenomenon would not be deemed a theory unless there were facts that back the position. Particularly in natural science, any theory, no matter how it is elaborate, is incomplete and suffers from confirmation bias in the absence of germane factors that prove its truth. The integration of evidence and facts derived from credible experiments as well as reality help in weighing and ascertaining the veracity of a theory. It also helps in the alteration and modification of the theory on trial. Theories play a critical part in explaining the facts whose existence would otherwise be confounding. For instance, as regards human i mmunodeficiency virus infection (HIV) and acquired immune deficiency syndrome (AIDS), it does not suffice to say that it is simply an incurable disease. Leaving the statement at that would be disconcerting and unsatisfactory. For this reason, scientists continue to build upon previous research to explain how the HIV supersedes the existing medications. Facts help establish true theories about phenomena witnessed across the world, but there needs to be a distinction between pure facts and said facts. Said facts refer to declarations even in spite of all evidence to the contrary that something is an indisputable fact. The essence of facts is that there is no requirement to make a declaration to assert its truth. There is no theory that can be said to establish the veracity of a fact as it is not a synthetic proposition. Thus, the assertion that theories can help make facts understandable does not mean that theories can disprove facts. Unlike theories, facts are independent of extrinsic manipulation, but theorists need to apply their mind to explain them. There are myriads of facts out there in the world all of which are not a linguistic expression of an idea and are mind-independent and therefore not meaningful. The facts just exist, such as the absence of a cure for HIV/AIDS. Interpreting such a fact entails borrowing from a theoret ical model in relation to something else through a comparative analysis that provides meaning to the fact. Knowledge theories Aristotle once suggested that theories are inherently digests of facts. The implication of this statement was that people simply go out and collect massive data, without formulating any theory. The theory is then derived from the facts obtained from the search as a way of explaining the discovered phenomenon. It is quite interesting that Aristotle suggested this as an explanation of what happens in science. Indeed, this would make the discovery of knowledge in natural science quite problematic, as scientists would have to go through the exigencies of gathering numerous data prior to sifting through it to discover where the theories lie. One good example of how Aristotles suggestion would work would be examining populations across the United States, gathering vast data in order to notice that the incremental use of depleted uranium (DU) has an adverse impact on the environment and humans. DU is principally a radioactive heavy metal that has high toxicity levels that can invoke multipl e health conditions. Afterward, from a series of deductions that lead back to this hypothesis, one would have formulated the theory that people exposed to DU in one way or another will suffer from a suite of health conditions. This, however, is not the way the scientific discovery of knowledge works. In natural science, facts are not an antecedent to theories. Unlike Aristotle, facts are by their essence digests of theories in science. For instance, a scientific study into the impact of DU on humans stems from a hypothesis that DU, as a radioactive material, is injurious to human health. Afterward, the scientific researcher will initiate an empirical study to prove or disprove this tentative position. The outcome of the study, whether it proves the hypothesis correct or incorrect, is a truth that is unaffected by the theory being tested. That means that the hypothesis is not a determinant of the research result. In this example, the impact of DU usage on the human body persists in spite of the existence or absence of any theory that links the two variables. In essence, this shows that the fact, which is the outcome of this study, is entirely autonomous from the hypothesis. If the study demonstrates that there is a positive nexus between the utilization of DU in the United States and negative health outcomes, then this vindicates the hypoth esis. However, where the study demonstrates that there is no relationship between the incremental application of DU and health issues, then this will result in the abandonment of the hypothesis. It may be very well that the outcome of the study prompts the researcher to modify the hypothesis. Rather than repeating the original hypothesis, the researcher may assert that if DU is deployed at existing levels, then it cannot lead to negative health outcomes. Areas of Knowledge The discovery of knowledge in history sometimes takes a different pathway than in natural science. In fact, the model applied in this area of knowledge is reminiscent of Aristotles proposal. It is possible for archaeologists to go out into a historical site in search of unspecified artifacts and uncover information about a historical era. Afterward, this discovery will enable them to arrive at deductions that lead back to a specific theory. However, this does not necessarily mean that predictive hypotheses are impossible in history. Indeed, an archaeologist seeking to uncover a pyramid pretty much has a preconceived idea and hypothesis of what one would find. The existence of the pyramid or the nature of the artifacts discovered in the search will help to either prove or disprove their initial hypothesis. If the historian finds the site in one way or the other, then it would be necessary to draw from existing theories or formulate new ones to explain the discovery. For instance, the existence of additional bodies alongside the Pharaoh is an indication of the Egyptian custom where nobles were buried with all their servants to cater to them in the afterlife. In this way, theories will help an archaeologist to make sense of the artifacts and bodies in the newly uncovered tomb. From the preceding discussion, it is decipherable that facts are critical in establishing theories in both history and natural science areas of knowledge. Alternatively, theorists are necessary to make sense of facts. Facts are innately mind-independent phenomena that are not meaningful in the absence of a theoretical framework that would help explain them. Without theories, facts would simply lie out there in the world as immutable truths, but they would neither be meaningful or useful to people. For instance, the lack of an HIV/AIDS cure is an indisputable fact, but the absence of theories that explain how existing and emergent treatments cannot eliminate HIV would render this fact entirely confounding. Likewise, uncovering a tomb in Egypt with additional bodies without alluding to knowledge about ancient Egyptian customs would make the discovery confusing to archaeologists. Fortunately, there are existing and emergent theories that help explain different phenomena, even as facts h elp to prove and disprove theories.

Political Communication in the Global Age - Does political advertising Essay

Political Communication in the Global Age - Does political advertising undermine or support democracy - Essay Example Most of their competitive campaigns include huge numbers of advertisements and negative appeal. Such campaigns can overwhelm voters. It makes them think these communications are manipulative and may turn them off. However, at the same time, such communications and campaigns are responsible for giving people access to information, keeping them up to date and engaged, it mobilizes them, gives them choice, gives them freedom, help those who are politically unsophisticated and bring many other advantages that positively impact democracy. Political advertising supports democracy by giving people choice and access to information as it is but to enable it to facilitate order and democracy even more, it should be driven by some regulations. More research needs to be carried out to identify gaps in political advertising versus democracy. When customers are in the process of making a decision about a commercial product – whether to buy it or not; they need to have information about that product. Better yet, they should be able to engage and interact with the product to get a better idea about it. In my opinion, having this information makes these customers powerful and facilitates decision-making. However, whether this decision is the â€Å"best† one or not is unclear until customers actually start using a product after purchase. Similarly, before voting, customers might need relevant information to be able to vote. At the same time however, well-equipped and even better funded candidates and political parties can devastate the voter with their political advertising campaigns that may include negative, competitive and attack ads. This paper will look at the arguments for and against political advertising and its relationship with democracy. It will then conclude whether political advertising undermines or supports democracy. To give readers a head start, the following section will explain what political advertising is and how, as a marketing tool,

Gay Marriage Research Paper Example | Topics and Well Written Essays - 1250 words

Gay Marriage - Research Paper Example Gay marriages should not be allowed and there should be no constitutional amendment to allow the gays and lesbians to obtain the legal marriage certificate. Gay marriage is an unnatural way of living. Had gay marriage been a natural way of living, gays would have been able to make babies from their relationship. Two people living together in a gay marriage contract cannot suffice each other’s emotional needs, even if they feel physically satisfied being together. Even if they happen to be satisfied both emotionally and physically, the connection may not last forever. Likewise, a woman needs the love of a man for concerns including and beyond physical satisfaction. A man is incomplete without a woman and vice versa. This can be estimated from the fact that no couple but the one comprising members of the opposite sex is able to produce children biologically. Gays are not able to produce children, so they can never experience what it feels like to be a parent. Although some gays tend to adopt a child, yet it has its own negative implications upon the adopted child as will be discussed later. Even if they do adopt children, they are never able to connect to them in a way they would have connected to their biological children owing to the fact that they know they are adopted and not their own children. â€Å"Popular stereotypes suggest either that lesbian and gay parents do not exist, or that children suffer irreparable harm if brought up in the households of lesbian or gay parents† (Patterson and Redding 29). From every aspect, life of a gay is unnatural. Gay marriage is an unreligious way of living. God has created everything for a purpose. Nothing has been made useless. Likewise, God has provided human beings with a system according to which they should live. Most of the religions, particularly the Abrahamic religions condemn the practice of homosexuality. Islam not only forbids gay marriage but also declares severe punishments for the people involv ing in this act. Religious scriptures provide accounts of God’s fury over the nations that have indulged in the practice of homosexuality in the past. Specifically, both Bible and Quran describe how the People of Lot (P.B.U.H.) were cursed and punished by God Almighty when they did not give up the practice of homosexuality despite repeated warnings made by the Prophet Lot (P.B.U.H.). â€Å"Scholars of shari’a, Islamic law, interpret homosexuality to be not merely a sin, but a crime as well† (Kligerman 54). We fundamentally derive our norms and values from religion. Had there been no religion, we would have had no guidelines to follow and there would be no means to judge whether a certain action was right or wrong. Since religion has prohibited us from indulging in the practice of homosexuality, there is no way we can justify the act. Legalization of gay marriage is essentially an offense of the religious teachings and violation of the religious principles. Gay m arriage is supported in the name of modernity and people who oppose gay marriage because they practice religion are said to be conservative and narrow minded. A vast majority of people who speak in favor of gay marriages have started to talk about religious principles as man made. With that being said, our fundamental beliefs are being challenged along with our belief in God. â€Å"A part of the cost of the voluntary but â€Å"

Financial Plan ABC Pharmaceuticals Essay Example | Topics and Well Written Essays - 3000 words

Financial Plan ABC Pharmaceuticals - Essay Example Moderate Pain-Control Medication Project, named MPMP, is the upcoming project of ABC Pharmaceuticals. Since its inception in 1997, the company has excelled in severe pain medication market and after several years of presence in the pharmaceuticals industry, the company has acquired a major share in the market segment it serves, not to mention the brand name and excellence in the pharmaceuticals industry’s fundamentals. Based on its experience in the market, the company plans to develop differentiated pain control products that provide the flexibility and versatility required to address the limitations of existing prescription pain medications in supervised health care settings. Resource Planning for MPMP MPMP is an extension project. Most of the resources of the existing product line, especially on the soft side such as human resources and technical resources could support the new product line as well. However, certain additional resources would also be required to support the project; encompassing, production plants, human resources such as production labor and specialists in moderate pain control medication, working capital, office supplies etc (see details in section 2). A brief of the resources required are as follows: Human Resources: Production specialists in the area of moderate pain-control medication would be required. In line with the previous experience, three specialists each at the three production locations of the company would suffice. Apart from that, production labor would be required. Based on the sales forecasts, as such three teams, each comprising 10 workers (daily wagers), supervised by a production incharge and headed by the area specialist, would be established. The core human resource function would remain at the head office. Technical Resources: For the first five years of the project, three production plants will be fixed at the current production sites. Each plant will have the capacity to produce approximately 15,000 units a year (including breakdowns, if any). Budget Allocation for MPMP The total estimated cost of the project comes to $ 10,500 million calculated as follows

Social Bond Theory and Deviant Behaviour

Social Bond Theory and Deviant Behaviour Social Bonds and Deviance Deviance is a term used to describe behavior that goes against the established social and cultural norms. The concept of deviance is complex because norms vary considerably across groups, times, and places. Essentially, individuals commit deviant behavior when society defines it as such. Within the field of criminology, a number of theories exist that attempt to explain why some people engage in deviant behavior, while others abstain from it. One of these theories is Travis Hirschi’s, social bond theory, which eventually becomes the blueprint for subsequent control theories. This paper will analyze aspects of social control theory and social bonds, for the purpose of seeing if they can deter deviant behavior. Social control theory focuses on how the lack of close relationships with others can free individuals from social constraints, which in turn allows them to engage in delinquency. Unlike most criminology theories that claim to explain why people offend, control theories of fer the justification for why people obey the rules (Cartwright, 2013). Social control theories focus primarily on external factors and the processes by which rules become effective. Followers of this theory believe that deviance and crime occur because of inadequate constraints. This theory also examines the lack of control a person has in relation to society and explains how deviant behavior occurs in proportion to the strength of one’s social bonding. For the most part, social control theory assumes a shared value or belief in social norms. Therefore, even those who break laws or violate social norms, share the general belief that those rules should be followed (Cartwright, 2013). Thus, the essence of social control theory is explaining conformity and the process through which people are socialized to obey the rules. The first mentions of social control theory can be found in the works of some of the Enlightenment thinkers and can be traced to the Chicago School (Cartwright, 2011, p. 207). For example, Thomas Hobbes, an English social philosopher who wrote about external restraints and the role of government in preventing deviance, can be seen as one of the roots of this theory. Hobbes argued that humans had an inherent tendency toward evil and were constrained only through social contracts and agreements with people. More often though, the origin of social control theory is connected to Emile Durkheim, who is a French sociologist and is considered as the founder of sociology. Durkheim views crime and deviance as social facts that are present in all societies and even considered crime as â€Å"normal† (Cartwright, 2013). Durkheim thought that, â€Å"social controls were necessary if individuals were to understand the boundaries between acceptable and unacceptable behavior† (Cartwrig ht, 2011, p. 207). In his view, crime serves the function of identifying boundaries for behavior, which are recognized collectively in communities and reinforced by negative societal reaction. As a result, social order is maintained to avoid disapproved association with deviant acts. Eventually, Durkheim’s theory of integration and regulation becomes the basis for Travis Hirschi’s social bonding theory, in which criminal behavior is accounted as a result of weakening social bonds. Although Hirschi was not the first to propose a social control theory, his research published in the, â€Å"Causes of Delinquency† (1969), established him as the leading social control theorist. However, it is important to note that his social bonding theory exists, for the most part, as a result of the work done by his social control theory predecessors (Hirschi, 1969, p. 212). Terence Thornberry elaborated upon Hirschi’s control theory and Durkheim’s view of crime in society, in order to create a more accurate model for describing delinquency. He agreed with Hirschi that all humans are born with deviant motivation and that if social constraints are absent, people will naturally engage in deviant behavior. However, Thornberry argues that the weakening of social controls would not necessarily result in delinquency. In other words, according to Thornberry’s interactional theory, the absence or weakening of social control is a necessary, but not a sufficient condition for delinquent involvement (Cartwright, 2011, p. 229). Laub and Sampson’s turning points theory was also rooted in Durkheim’s views, Hirschi’s social bond theory and Thornberry’s interactional theory. Laub and Sampson’s theory concluded that some social events may change delinquents from a path of crime and this event is called a turning point. Closer to the present time, Bouffard and Petkovsek conducted a study which explores the process through which social bonds work to restrain offending criminal behavior. This was primarily based on Hirschi’s social bonding theory and looks at the decision to drive drunk. All of the above mentioned theorists are intricately connected through their theories, which are based on some aspect of their respective predecessors, and their view that all individuals are bonded to society. Hirschi’s, social bond theory, looks at how delinquency is the result of weak or broken bonds between the individual and society. He states that there are four aspects of the bond, and their relationship between each other, that affect our connection to society (Cartwright, 2011). These four are: attachment, commitment, involvement in conventional activities, and lastly belief in wider social values. Hirschi defines attachment to others as the degree to which we admire others and feel affection for and identify with them. Forming secure bonds to other human beings, foster traits like empathy and respect. If a person is able to experience empathy, that person will be far less likely to engage in criminal acts that would result in someone being harmed. Attachment is especially important when it comes to the person’s parental figures. According to Hirschi, other attachments, such as school, also play a tremendous role in conventional society (Hirschi, 1969, p. 215). Next i s commitment, which can be described as the personal investment of an individual, in things such as educational or career goals, and the perceived losses suffered by involvement in deviant behavior. A person is far less likely to commit deviant behavior when they have invested too much energy and time into pursuing a goal. A sense of commitment is a grounding force that gives individuals a reason to conform to socially accepted norms and goals (Hirschi, 1969, p. 216-217). Involvement refers to the level of one’s participation in social activities such as volunteering, jobs, or attending church. There is an inverse correlation between the amount of time an individual participates in conventional activities and the amount of time they have to deviate. Therefore, involvement in activities serves to both further an individual’s bonds to others and leaves the individual with limited time to be involved in deviant activities. Finally, belief refers to an individual’s trust in society’s moral system. The individual must believe that the rules and laws are necessary and should be obeyed. A lack of belief in the system can cause individuals to be more likely to engage in deviant behavior (Hirschi, 1969, p. 217-219). Hirschi views these four aspects of social control as highly interrelated and together they form the foundation of the social bonding theory. Thornberry’s Interactional theory attempts to combine social structure, social control, and social learning theories. He began with aspects of Hirschi’s version of control theory and Ronald Akers’s social learning theory, in order to create a more integrated theory to explain delinquent behavior. He called his theory, â€Å"interactional† because it was based on the premise that crime and deviance is the outcome of interactions between an individual and his or her environment (Thornberry, 1987, p. 232-233). Thornberry selected three concepts from Hirschi’s theory (attachment to parents, commitment to school, and belief in conventional values) and two from Akers’s theory (association with delinquent peers and delinquent values) (Cartwright, 2011). The significance of this theory is that it examines the developmental changes across three stage of adolescence: early, middle, and late adolescence. During childhood and early adolescence, attachmen t to the family is the most important determinant of whether a youth will adjust to society’s rules and be shielded from delinquency (Thornberry, 1987, p. 242-243). By mid-adolescence, the family is replaced by the world of friends, school and youth culture. In adulthood, a person’s behavioural choices are shaped by their place in conventional society and in their own family. Additionally, this theory asserts that at different ages, different influences become more important for the individual (Thornberry, 1987, p. 246, 248). This theory further states that individuals with weak social bonds will form other bonds with delinquents who share the same values. Laub and Sampson developed a theory of age-graded informal social control. They predicted that those who have more social capital, quality marital bonds, and stable employment in adulthood are more likely to abstain from committing more crime, through what the authors refer to as turning points. The key component of this theory is that delinquency and crime have an inverse relationship with an individuals bond to society (Cartwright, 2011). As an extension of Hirschi’s social bond theory, Laub and Sampson discussed the concept of attachment and commitment. The most notable difference between age-graded informal social control theory and social control theory is that the former acknowledges that crime is not â€Å"necessarily stable over the life course† and that criminals can change into â€Å"normal, law-abiding adults† (Cartwright, 2011, p. 258). Laub and Sampson find that attachments or social bonds in adulthood increase some individuals social capital, leadin g to desistance from most types of deviant behavior. Furthermore, they found that antisocial behavior in childhood has a strong likelihood of continuing through adulthood across a variety of life domains. So, individuals who become attached to other people will increase their self-control and, constraints in the form of job or marriage can prevent those with low self-control from offending (Laub and Sampsons, 1993, p. 269-270). Laub and Sampson argue that the start of a criminal career occurs early in life, but emphasize that even with an established criminal career; delinquency can be interrupted during the life course. Specifically, Laub and Sampson found that kids who were involved in deviant behavior, changed for the better because they experienced an event that pulled them out of their criminal lifestyle and into a more conventional pattern of behavior. They refer to these points of interruption as turning points. Such turning points include military service, employment, and ma rriage which create social capital. This social capital then represents investment in society and will restrain deviant behavior (Laub and Sampsons, 1993, p. 272-273). According to this theory, social influences on crime can directly and indirectly, affect trajectories of crime across the entire life course. In Bouffard and Petkovsek’s paper, they tested Hirschi’s social bond theory and the impact social bonds have on crime, specifically focusing on the decision to drive drunk. Their prediction for the outcome of the study is as follows: individuals with lower levels of social bonding will not care about the severity of negative consequences involved in drunk driving behavior and these ratings of severity will decide whether an individual participates in drunk driving (Bouffard and Petkovsek, 2013, p. 5). Each participant in the study was asked questions to test the social control theory. These questions focused on attachment to the family, belief in conventional values, and religious involvement/commitment (Bouffard and Petkovsek, 2013, p. 8). From the results, they found that concepts discussed in Hirschi’s social bond theory, did in fact affect deviant behavior. Those individuals with greater social bonds were found to be less likely to drive drunk, whereas those with less social bonds had a greater likelihood of driving drunk (Bouffard and Petkovsek, 2013, p. 17). The results of this study indicate that the concepts described in Hirschi’s social bond theory actually do have an effect on the deterrence of deviant behavior. Personally, I do believe that aspects of social control theory and social bonds can deter people from engaging in deviant behavior. It is not difficult to believe in any of the aforementioned theories, especially Hirschi’s components of social bond theory (attachment, commitment, involvement in conventional activities, and belief in social values), when there are many accounts of the life stories of major criminals out in the media. Most, if not all, serious crimes (murder, kidnappings, etc) are committed by people who grew up with bad parental figures, and strongly believed that they had no place in conventional society. This tied in with Thornberry’s concept of developmental changes across various stages of adolescence. When these individual do not have a significant attachment to family during their childhood, they have already begun rejecting some of society’s rules. This coupled with Laub and Sampsons assertion that social bonds increase an individualâ€℠¢s social capital which in turn restricts deviant behavior, almost guarantees a path of deviance for that individual. Furthermore, as Bouffard and Petkovesk’s study showed, social bonds really do have an effect on some types of deviant behavior. As previously mentioned, the readings have truly convinced me that social bonds play an integral role in the decision to participate in deviant behavior. References Bouffard, J.A., Petkovsek M.A. (2013): Testing Hirschis integration of social control and rational choice: Are bonds considered in offender decisions? Journal of Crime and Justice, doi: 10.1080/0735648X.2013.814547 Cartwright, B. (2011). Social Control Theory and Developmental Life Course Theories. In B. Cartwright (Ed), Sociological Explanations of Crime and Deviance (pp. 207-209). Boston: Pearson Learning Solutions. Cartwright, B. (2011). A Control Theory of Delinquency. In B. Cartwright (Ed), Sociological Explanations of Crime and Deviance (pp. 211-213). Boston: Pearson Learning Solutions. Cartwright, B. (2011). Turning Points in the Life Course: Why Change Matters to the Study of Crime. In B. Cartwright (Ed), Sociological Explanations of Crime and Deviance (pp. 258-260). Boston: Pearson Learning Solutions. Cartwright, B. (2011). Toward an Interactional Theory of Deviance. In B. Cartwright (Ed), Sociological Explanations of Crime and Deviance (pp. 229-231). Boston: Pearson Learning Solutions. Cartwright, B. (2011). The Origins of Social Control Theory Part 1. Retrieved from online tutorial site: http://media.pearsoncmg.com/pcp/1256315303/tutorial6/tutorial6.html Cartwright, B. (2011). Life Course and Developmental Theories Part 2. Retrieved from online tutorial site: http://media.pearsoncmg.com/pcp/1256315303/tutorial7/tutorial7.html Cartwright, B. (2013). â€Å"Social Control Theories.† Criminology 104 Lecture, retrieved from Simon Fraser University on-line lecture site. Hirschi, T. (1969). A Control Theory of Delinquency. In B. Cartwright (Ed), Sociological Explanations of Crime and Deviance (pp. 214-228). Boston: Pearson Learning Solutions. Laub, J., Samspon, R. (1993). Turning Points in the Life Course: Why Change Matters to the Study of Crime. In B. Cartwright (Ed), Sociological Explanations of Crime and Deviance (pp. 261-282). Boston: Pearson Learning Solutions. Thornberry, T. (1987). Toward an interactional Theory of Delinquency. In B. Cartwright (Ed), Sociological Explanations of Crime and Deviance (pp. 232-257). Boston: Pearson Learning Solutions.

Financial Liberalization of Pakistan Essay example -- Economics Financ

In 1974 all banks of the country were nationalized, with the objective of providing the capital for top priority projects or investments, and to ensure the depositor's capital safety. Although this step was taken for the socio-economic benefits, however, the required results could not be obtained. And under the public sector's ownership and supervision the banking sector proved inefficient (Haque 1997), which leads the lower saving and investment, so as a result economic growth decreased (khan and khan 2007). Besides other problems, the lower range of financial products and unavailability of consumer and mortgage financing also included in nationalization system (Haque 1997, Limmi 2002). So, to prevent from financial crises and for efficient working of financial markets, a strong and effective supervisory system was necessary (Caprio and Klingebial 1997). So, after a decade of nationalization the need for some change in the financial system was felt. It was fore step for new reforms, and at the end of 1980s the reform program was initiated. However, the major reforms came in 1990s. In 1990 seven domestic and seventeen foreign banks were working in Pakistan, these seven banks have public sector ownership with a broad network of branches, and more than 90 percent assets of banking sector (as shown in Table: ). In that period there is not a single private bank, while seventeen foreign banks had only forty-five branches and less than 8 percent of total banking assets, their major concern was to deal international trade. (SBP) In 1990 there were three regulatory bodies i) State Bank of Pakistan; the major tasks performed by SBP are conducting the monetary policy, issue directives to commercial banks regarding reserve requirement an... ...ing Companies Ordinance (1997) were repealed through promulgation of Banking Companies (Recovery of Loans and Advances, Credit and Finance) Ordinance (1997). To increase the role of SBP as regulator government divides it into three organizations, i- SBP as central bank ii- SBP-banking services corporation (SBP- BSC) iii- National Institute of Banking and Finance (NIBAF). Works Cited Caprio, G, and Daniela K, (1999), Episodes of systematic and borderline financial distress, Manuscript, The World Bank. SBP (2004) â€Å"Financial Sector Assessment†, Research Department, State Bank of Pakistan. Karachi Haque, Ul N. (1997) â€Å"Financial Market Reforms in Pakistan,† The Pakistan Development Review Part-II, pp: 839-854. Limi, A. (2002), â€Å"Efficiency in the Pakistani Banking Industry: Empirical Evidence after the Structural Reforms in the Late 1990s† Unpublished

Insight on Macro Economics

Question 1: financial globalization Over the years since World War 2 we have seen economists battle on the idea for and against of financial globalization. The topic had been there during previous years but not much attention was paid into it, it only attracted attention after the effects of World War 2 let to social unification. This is idea suggests that all the countries of the world should unite economically by setting up a global financial institution to standardize al the economic activities of the world. The pros and cones have laid out with case studies on regional bodies and domestic financial institutions being cited to back up various claims that take different stands on the issue.Both Mishkin and Rogoff acknowledged that if the world would be a better place if it had a global financial institution. Even with this in mind, they never failed to say that the idea is a pipe dream as there are many economic, social and political variables round it. Unifying all the three factors would be daunting even from the onset and it would be a miracle if the unification worked. They stated that even if all odds were beaten and the institution was formed; developing countries would end up losing market and money as the developed countries would exploit them. The two agreed that if formed, the international institution would be more successful as it will have many investors from developing countries and be disbursing high return interest loans to developed countries for them to invest in developing countries. Professor Kling agrees with the two economists up to the point that formation of a global financial institution is an imaginary (Lawrence-2001) object but takes a turn on the point that the institution would be more successful. Kling argues that economic problems domestic institutions face are the exact one the global institution will face but a larger and much devastating state.If a crisis arises, the international institution would cut the money it loans and raise the interests on the money. This would not be harsh stance as just like any business, the institution would want to grow its profit base and reduce risks. Developing countries that would by then be so dependant to the institution will be affected terribly as the probability of their economies collapsing would be so high. Mishkin, Rogoff and Kling all agree with this theory and each of them made reference to the behavior of the international monetary fund when an economic crisis arises. Benefits that the international institution will pass to the global community fixed. It would quickly restore liquidity if asked to because it would have a perpetual stability and flow of cash. Making available long term loans will be an easy task for the institution (chui-2002). Opening markets will be among the merits of an international as all countries will be operating under the same economic laws. Diversifying the market base will be another benefit as there will be numerous markets for different goods. Note; the previous statement will work if the global community allows production specialization policy to work. All these benefits have been agreed to by Mishkin and Rogof but Kling refutes the point that loans will be available to all countries. He says that is an impractical suggestion. There are elaborate disadvantages of the international institution if it is formed. Huge disparities in economic growth would be inevitable. We would see developing countries grow in economy as the developing counties would be seeing a drop in their GDP. The institution will cause an increase of taxes globally incase an economic bomb explodes and its liquidity goes down. The institution will kill productivity of small countries if it does not make policies that facilitate the smooth transfer of technology from developed to developing countries. Most of the skilled and unskilled labor force in developed countries will be left jobless as their companies will prefer manufacturing products in less developed countries that have low wage payouts.Question B1: contrast on transmission mechanismsTaylor and Lucas are profound economists that have made phenomenal economic revelations and added spice to works of Meynerd Keynes. Their insight on transmission mechanism is what staged their professionalism and expertise in the field of economics. They have divergent and convergent views relating to the topic; let us analyze them. The similarity they hold is that they both support the use of short term interest rates and investment on short term high return bonds and securities to propel economic growth, better known as financial market price review (taylor-1995). They say this is the only way the American banks maintain their liquidity. They also agree that how money is transferred between accounts and the number of times it circulates should be increased so as to maximize its efficiency; this is known as limited participation (tobin-1969). Credit view is one of the clashing points between the two professionals; Taylor fully supports the policy but Lucas admonishes it. Taylor advocates for unison change in lending rate policies among banks as Lucas stands for free financial flowing activities. Question B2: not what they had in mindKlings books explains a chronological order of events that led to the 2007/2008 financial crises that left many big companies bankrupt and with large debts, this is the year in united states history that stock prices shot and the exchange market remained shocked. He states that it is also a year to be remembered as there was widespread public outcry because people were being kicked out of their mortgages (kling-2009). It depicts how the bad economic policies made by previous governments led to the catastrophic time. He compares the laws of the times from 1930 to 1970 then 2001 when the policies were changed but that that could not save or salvage the 2008 disruption from taking place. The title highlights that the thoughts that were behind the previous policy makers did not come to be as they made poor economic judgments. The general idea is that the policies be changed and that companies customize the laws according to their own needs to avoid a scenario similar to the 2007/2008 one. The book gives insights and acts as a wake up to the policy makers, the banking and insurance companies and the general public; main consumers.Mr Kling urged the public to come up with innovations that would help cruise through bad economic times like the one in 2007/2008. He also urges the government to thoroughly scrutinize bills before passing them into laws as they would turn to be harmful in future times. He made the previous as a sig to acknowledge that economic forces are not static and they require revision from time to time. Here he lay an example that innovation would help reduce future effects as they did by helping quash the Glass-Stealgall act of 1933 (krugman-2002). The act prohibited interstate banking and also outlawed the merging of investment and commercial banks. Many economists including Kling said that the policy makers of that time passed the act as they thought that if banks were allowed to operate nationally they would be more powerful than other federal agencies. They also thought that merging of banks would create a monopoly and catalyze an economic breakdown.By equity finance; financial institutions would be reducing the economic burden by sharing risks. Kling sees this method work more efficiently if financial institutions merge. He also adds the money to be placed in the investment should be given I bits. This will allow the institution to study the market as the venture grows, in case they notice a downward or predict a loss the company can always pull out of the deal safely. This method has fewer sets of threats to loss than giving out all the cash for investment in one bit. Equity he says will prevent a coming from running out of liquidity. If the investment return is high, an institution can always remain in service even if it is funding different projects from different parties. In his introduction Mr Kling named bad bets and excessive leverage to be among the four practices financial institutions engaged in that led to the crisis. Prior to 2008 many lenders would typically really on institution credit scores before giving out loans; if they noticed that the borrower had good scores they would not hesitate giving him the loan in one sum. They did this even before assessing investment they were funding. The financial institutions would later come back to collect the money or claim the property, this is what led to the collapse of minor banks in the US. In his analysis if the matter he states that equity finance can help counter this effect as institutions that use it will save money and reduce the risk of becoming bankrupt by 40%. It is the excessive bets placed on none return investments that lead to excessive leverage. He structures the equity funding policy as a way of keeping the financial institutions in check with their investments. The actions that I would propose to the state is; creation of a federal body that will be mandated to assess the market viability of projects and investment opportunities. This body should then approve and certify that the project is truly worth the money requested in the quotation. I also recommend that banks be more open with their liquidity information and hand it over to the body that certifies projects. After certification the body will now recommend the project owner to an institution with that kind of money. This action will save many banks from collapse as many of them succumb to greed; bad bets.ReferencesBook written by Michael Chui in 2002Sovereignty liquidity crisis; analysis and complications for public policyBook written by A Lawrence in 2001International financial crisis; causes prevention and curesOnline Article from the new York times newspaperhttps;//www.nytimes/2002/08/02/opinion/duby-s-double-dip.htmlBook written by professor Kling'Not what they thought'Book written by Tobin in 1968 and published in 1969Theory of investmentBook written by Ando in 1958 and published in 1963'The life cycle theory of consumption'

How to Plan for College 5 Tips for 9th Graders

How to Plan for College 5 Tips for 9th Graders SAT / ACT Prep Online Guides and Tips If you have college aspirations, you can and should start planning for college during your freshman year of high school. You want to make sure you're on the right path and have a solid plan in place to help you navigate the college process and eventually reach your goals. In this article, I'll detail what to include inyour 9th grade college planning. Then, I'll explain what you don't yet need to worry about. It’s Not Too Early to Think About How to Plan for College If you’re thinking that 9th grade is too early to start preparing for college, you’re wrong. Some of what you do in 9th grade will impact your college applications and influence admissions decisions. Many of my former students told me in their senior year that they wished they’d developed good study habits or knew more about what they’d need to do to get into college when they were freshmen. Also, if you have the mindset in 9th grade that you’re going to college, you’ll be much more likely to stay on the path to achieving your college goals. Below, I outline the five most important tips for 9th grade college planning. #1: Take the Right Classes When you start high school, you need to make sure you’re taking a college prep curriculum. Talk to your counselor to ensure that you’re on a college prep track. In many schools, the math or foreign language class you take in your freshman year of high school will determine what level you’re able to reach when you’re a senior in high school. Colleges will evaluate you based on the classes you’ve taken. If you have any aspirations of attending a top college, the most selective schools want to see that you’re challenging yourself and taking some of the hardest classes that are offered at your school. You don’t have to take every single honors or AP class, but to get into the top schools, you should demonstrate that you can do well in the most difficult classes. I do recommend taking honors or AP classes in the subjects you're best at and the subjects you're considering studying in college. Here's an example of a good freshman schedule for a student who wants to be competitive for admission to elite colleges. Note that this is just a rough guide, and you can take a more or less challenging schedule depending on your skill level and the courses offered at your high school: Honors Biology Geometry Honors English World History Spanish I PE Elective #2: Get Good Grades Believe it or not, your freshman year grades do matter for college admissions. Colleges will look at your freshman year grades, and your grades in your freshman year will influence your high school GPA and class rank. Furthermore, if you get good grades in your freshman year, you’ll be more likely to get good grades in your sophomore and junior years. You’ll have developed the skills and habits that will allow you to continue to be successful academically. Learn more about how to get a 4.0 and better grades. If you don’t do as well as you’d like in your freshman year, it doesn’t mean that your college dreams are doomed, though. Undoubtedly, your sophomore and junior year grades are more important to colleges. #3: Get Involved in Extracurriculars Other than your grades and test scores, your extracurricular activities probably have the biggest influence on the quality of your college applications. Colleges, especially top colleges, want their students to have exceptional achievements outside of the classroom, and they’re looking for individuals who use their leisure time to pursue their passions. Some students believe they need to be well-rounded and do a ton of extracurriculars; however, for college admissions, it may be more advantageous for you to develop a â€Å"spike† and exhibit excellence in a particular activity or field. If you play a sport, you can focus your energies on reaching the highest level in your sport and becoming a recruited athlete. If you excel in math, you can use your time outside of school to practice for and compete in math competitions. You should be participating in extracurricular activities during your freshman year of high school. Colleges prefer to see a sustained commitment to your activities. It’s more impressive to do one activity for four years and continue to show growth in that activity than it is to start doing a bunch of activities in your junior year. Furthermore, getting involved in extracurriculars now increases your odds of gaining leadership positions or winning awards later in your high school career. Learn what to do if you’re struggling to find extracurriculars. Maybe you can join the basketball team. Image source:David Holmes/Flickr #4: Start Preliminary College Research When you’re a freshman in high school, you don’t need to know which college you want to go to. You don’t even need to have much of an idea of which colleges you want to apply to. However, you can start thinking about what you’re looking for in a college. What do you want to study? What geographic region do you want to be in? You can play around with college finders to get an idea of different schools that may be good for you. You can also visit local college campuses to see what they're like and get a small taste of college life. Once you have an idea of a few colleges that may interest you, you can get a better idea of what you need to do to get admitted. Google "PrepScholar[name of school] admissions" to get the acceptance rates, average GPAs, and average standardized test scores for different colleges. If you know the grades you'll need to get into different schools, that can help you stay on track. Furthermore, you can also go on colleges' websites and look at their admission requirements so you know whichclasses you should be taking. It's perfectly OK if you're unsure at this point what you want in a college, and it's very possible that you'll change your mind before you graduate from high school, even if you think you know where you want to go. Keep in mind, though, that it's good to start thinking about college in general and to realize that what you do throughout high school will impact your college options. #5: Involve Your Parents This advice applies primarily to students whose parents didn’t go to college or are unfamiliar with the college application process. Even if your parents went to college, it's probably been a while and they may have fears or concerns about your college goals. If your parents aren’t pushing you to go to college, you can let them know about your desires to attend. If you get them involved with your college planning, they can be more supportive and helpful. Inform themwhy you want to go to college. Also, many parents worry about the cost of attending college. Some parents will incorrectly assume that their children can’t go to college because they’re unable to afford the full cost of attendance. You may want to direct them to our articles on how to save for college and financial aid. At this point, mostly it's important to know that finances shouldn't be a barrier to you attending college. Between grants, scholarships, and possibly loans, a college education should be accessible to you regardless of your financial situation. If your parents are pushing you to go to college or are generally stressing you out about college, you can try to reassure them by letting them know you have a plan (make sure you have a plan first). All of you can read this article and our other articles about college admissions. If possible, try to get your parents involved in your college planning. What Not to Worry About as a Freshman While it’s good to start thinking about how to plan for college in the 9th grade, you should remember that you still have substantial time to prepare yourself for college. Try to avoid stressing about college now. Your education and future are important, but so are your happiness and emotional well-being. Here are some specific aspects of planning for college that you don’t really have to be too concerned with in 9th grade. The SAT or ACT You’ve probably heard of the SAT and the ACT. Most colleges require you to take one of these tests to gain admission. A higher score will increase your chances of getting into selective colleges. In the 9th grade, you don’t have to actively prepare for these tests, but you can start to familiarize yourself with them and the skills you’ll need to acquire. The math section of the SAT and the ACT tests you on algebra, geometry, and trigonometry. Most likely, you’ll need at least a couple of years of high school math before you’ll know enough to be able to maximize your score. Also, your reading and writing skills, which are tested on these standardized tests, will improve with continued reading and the work you’ll be doing in your English classes. On the other hand, if you’re interested in attending a competitive summer program that requires you to submit SAT or ACT scores, then you should spend more time during your freshman year preparing. Even though you don’t have to worry about these standardized tests during your freshman year, it’s not too early to start studying for either the SAT or ACT. You can prepare for and take the PSAT or PreACT. Learn about how to study for the SAT/ACT as a 9th grader. If you start doing some consistentlight test prep early, you'll be more ready and relaxed when you're taking these tests during your junior or senior year when your schoolwork will be more rigorous, and you may be working on your college applications. However, I don't think you should be too concerned with your standardized tests in 9th grade. The Best College for You We get many comments from 8th and 9th graders stating their desire to go to a specific college. While it’s great to have goals and dreams, you don’t need to know where you want to go to college in 9th grade. You have a couple of years before you have to start seriously considering the schools that you want to apply to. Furthermore, as you mature and learn more about different colleges, you may very well change your dream school. You may end up deciding to pursue a different career path or change what you’re looking for in a college. There’s nothing wrong with altering your goals or priorities as you learn more. At this point in your high school career, you should spend the majority of your time developing the skills and qualifications to give yourself as many college options as possible. Perhaps you’re assuming now that you’ll go to your local state college that may not be overly selective. Maybe its incoming students have an average GPA of 3.2. However, if in the summer before your senior year, you decide that you want to go to a more prestigious college in another region of the country, you’ll have many more options if you have a 3.9 GPA. If You Can Afford College While it’s not a bad idea to save for college early, you don’t have to be overly concerned in the 9th grade with thoughts of whether you’ll be able to afford to attend. If you’re worried about college costs, you can start looking for and applying to scholarships, but many scholarships are only open to older students. Again, just realize that cost shouldn’t prevent you from attending college. Most students receive some form of financial aid and don’t pay the listed cost of attendance. Additionally, if you excel in school and end up with good test scores, you’ll be more likely to receive merit scholarships and be admitted to colleges that offer the most generous financial aid. What's Next? Do you want to go to one of the most selective colleges? Find out which classes Ivy League schools require. Learn more about how many extracurriculars you need. Finally, you can learn from our fun infographic about how to apply for college, and everything you should be doing from 9th grade until the end of your senior year. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Reading Aloud Essay Example

Reading Aloud Essay Example Reading Aloud Paper Reading Aloud Paper I. INTRODUCTION Reading aloud activity is commonly used by teachers all around the world. However,most ELT methodology authors such as Broghton,Brumfit,Flavell,Hill,and Pincas, on the other hand some speacialists suggest its use. The discussion about reading aloud is a perennial one. It has been discussed over thirty years or more,reading aloud is beneficial or just a time filler. In recent years,it is proven to be a useful tool while acquiring vocabulary,developing reading skills and comprehension of context. Reading aloud effects language learning in a positive manner. There will be a comprehensive revision of reading aloud and will be answered the following questions: 1-What are the effects of read-aloud activities? 2-What are the advantages or disadvantages of reading aloud activities? 3-How can teachers use read-aloud activities to enhance student’s ability to read? II. THE CONTROVERSY ABOUT READING ALOUD Reading aloud is regarded as bad practice by EFL/ESL teachers and by EFL/ESL methodology experts(Amer, 1997, 43). For example, Hill and Dobbyn(1979: 69) consider that reading aloud is only a way of filling 45 minutes in classroom and reading aloud is not beneficial for students(cited in Amer, 1997, 43). Other oppositions to reading aloud claim that: It is boring, causing anxiety and it has no noteworthy benefit for the students, particularly for the listeners. Reading aloud is a complicated activity to do well both for native speakers and language learners, so this might cause demotivation of students (Gibson, 2008, 29 30). The pupils might be handicapped by English spelling and make mistakes in the pronunciation of words they know orally (Birch cited in Gibson, 2008, 30). ‘A frequently cited reason for using reading aloud is for the improvement of pronunciation. However, doubt is cast on the effectiveness of this by Celce-Murcia, Brinton, and Goodwin (1996) because of the controlled and therefore slightly unnatural texts that are often used; these do not neccessarily help pronunciation in spontaneous speech(cited in Gibson,2008, 30). These texts usually edit redundancy, fragmentation, and incompleteness which feature in everyday speech(Gibson, 2008, 30). ’ Reading aloud is actually important for the EFL/ESL readers, especially at the beginning of learnig the language. These learners tend to read word by word because of their limited linguistic skill while reading to themselves. They have anxiety to coprehend each word, they tend to seperate sentences into unmeaningful parts when they read. As a result, the sentences lose their totality so they become meaningless (Dhaif cited in Amer, 1997, 43). III. THE EFFECTS OF THE TEACHER’S READING ALOUD ON STUDENTS The role of reading aloud in EFL/ESL learning has not researched very much, but some studies has been made. For example; May (1986: 74) researched the effect of theacher’s reading aloud in English on the reading understanding of native Spanish-speaking children. He found out that the research favours use of reading aloud with EFL students regardless of linguistic level (cited in Amer, 1997, 44). Another study with Spanish-Speaking children has shown that reading aloud has an important positive effect on ESL learners’ reading comprehension, especially their ability to inter-relate, interpret and draw conclusions from the content (Santos cited in Amer, 1997: 44). An experiment made by Amer (1997) in order to find out the effect of the teacher’s read aloud on the reading comprehension of sixth-grade EFL learners reading a narrative text. He divided into two classes the students from an intermediate school in Cairo. The experimental class involves 39 students and the control class involves 36 students. All of the students had been studying EFL for six years. The Perfect Pearl by Osborne(1989) was used in the study. Then, the story was divided into four part and all parts were taught one by one in different days. Different teachers taugt each class. The teacher who taught the experimental class was trained by Amer to read the whole story aloud meaningfully. The key vocabulary in the part was given and it is read in the classroom, it is discussed and explained. To keep learners motivated and interested, they were told to read silently when the teacher read aloud. For keeping learners attention, teacher stopped at random spots in the text and demand them to read the next word. Then teacher asked some questions about the text. The same process was applied with the control class but that students read the text silently with no oral reading. Finally, two tests were used to evaluate the effect of reading aloud. The first test was a multiple choice, the second test was an adapted form of a story frame. The result was that the experimental group outperformed the control group on multiple choice and story frame tests. He concluded that learners had better understand of what they were reading in the teacher reading aloud process than in the silent reading process. Reading aloud by the teacher can aid EFL learners to improve a positive manner towards reading. Besides, reading aloud can stimulate them to read for pleasure. (Amer, 1997, 46). IV. THE POSSIBLE BENEFITS OF READING ALOUD L2 learners face some reading and writing problems because of the opacity of English orthography and the specific skills requires to decode it. Native English speakers produce different strategies to cope with this (Gibson, 2008: 30). L1 readers may not have produced these strategies because their orthographies are different from English, they have to get them so that they can read fluently in English. They tend to trust their L1 reading strateies when reading in English(Gibson, 2008: 30) So as to accelerate word recognition and to aid pronounce and learn new words it is very important making accurate connections between graphemes and phonemes (Stanovich cited in Gibson, 2008: 30). Reading aloud supplies readers to make and practise these connections. Birch proposes reading aloud as practice so that the pupils have as much feedback as possible on their decoding abilities. Reading aloud can also aid to improve reading fluency; Grabe and Stoller reccomend paired re-reading activities, where students try to accelerate their reading aloud via re-reading the same passage to each other for one minute and try to speed up each time (cited in Gibson, 2008, 31 ). Reading aloud might be a very useful diagnostic device. The intonation the student uses can show that where comprehension is not accurate (Underhill, cited in Gibson, 2008: 31 ). For instance, a teacher listening to a student’s reading aloud can specify the problems such as pronunciation, comprehension of graphemic-phonemic connections and so on. Some expert books on pronunciation are likely to focus on segmental and the accurate production of particular sounds or at most, single sentences are read aloud or spoken. Reading aloud is used for rehearsed speaking activities and to make new learnt speech patterns permanent by Chun (2002). This can supply students reading aloud each other. She advocates that listening and imitating should be used rarely because students quickly tire of it (cited in Gibson, 2008). Dictation by a student to a classmate or group is suggested for pronunciation practice as well ( Davis and Rinvolucri cited in Gibson 2008: 32). Foss and Reitzel (1988) suggest that reading aloud is a way of cutting down communication anxiety, however it is seen as anxiety-provoking by some students (cited in Gibson, 2008: 32). Willis(2008: 59) uses choral reading in order to reduce students’ stress of reading alone. The process of reading aloud together strenghten patterns. (Willis ibid. ) Reading aloud activities can be the only speaking opportunity that timid students have, so reading aloud aid timid and unconfident students with speaking exercise for a limited time until they feel themselves capable of speaking spontaneously (Gibson, 2008: 32). Reading aloud has an indirect mission in writing, however it is connected to writing with intonation. Chafe (1986, cited by Tench 1996) advocates that while wirting has no intonation, stress or pauses, both readers and writers tend to assign these elements to whatever they are reading and writing, in this way intonation might affect what is written, whether it is informal or formal formulaic letter (Gibson, 2008, 32). Earl Stevick (1989) interviewed seven particularly successful language learners and found that most of them, involving himself, used reading aloud as a learning technique outside the classroom. One learner chose to read aloud,rather than silently, to practise intonation and get the sound and flow of the language, particularly in the early stages of learning. He said it aided his comprehension-it is likely that reading aloud aided him to chunk the text into sense groups,even though he said he did not understand all the words-and to learn by heart new words. Another student found reading aloud was particularly beneficial for the improvement of his pronunciation. Others spoke of reliance, primarily in the beginning stages of language learning, on visual information to help access meaning, and then repeating it aloud to themselves. Stevick himself also liked to link what he was seeing with his articulatory processes and audotoriy feedback, and realized that he remembered things better if he said them aloud. ’Macaro (2001) suggests subvocalization as a technique for memorization. It seems that Stevick’s students were repeating words and phrases louder than in subvo calization for this and other aims (Gibson,2008, 32-33 ) ‘ V. VOCABULARY DEVELOPMENT DURING READING ALOUD Reading aloud can give the opportunity to children to gain vocabulary and it affects the cildren by enhancing their vocabulary (Rosenhouse et al cited in Terblanche, 2002: 6). Reding aloud to children gives a strong context for building vocabulary as well (Biemiller Boote 2006,Bravo et al. 2007 cited in Kindle,2009 : 202). Besides,children are exposed to a more discriptive flow of language than of their daily language and conversation,their vocabulary enrichs with each story (Terblanche,202: 6). However, the book chosen for read alouds should be appealing,thus read aloud increase the children’s motivation and interest (Fisher et al. cited in Kindle,2009: 202) and the probability of novel words learning (Bloom cited in Kindle ibid). Smith and Elley pointed out that vocabulary acquisition are expanded while the teacher or adult reading aloud demonstrates or gives information about the targeted words (cited in Terblanche,2002: 6). Even brief explanation of one or two sentences, while presenting the text,can be beneficial for children to make beginning links between novel words and their meaning (Biemiller Boote cited in Kindle,2009 : 203). According to Carey, word learning is extended via repeated readings of text and this gives opportunities to revise and refine word meaning ( Kindle,2002: 203 ). These repetitions support students to go deeper stages of word reportory from never heard it to sounds familiar,to has something to do with,to well known (Dale cited in Kindle ibid). In addition,talking about the story during and post reading can support informal communication about words,language,opinions and real life experiences ( Terblanche,2002: 6). Reading aloud genarally supported but the most appropriate form is not clear ( Fisher et al. cited in Santoro et al. 2008: 397). Beck and Mckeown (2001) discovered the use of â€Å"text talk† in the first grade classrooms. Their study proposed that text based debates as part of reading aloud can enhance vocabulary gaining and understanding ( Beck el at. cited in Santoro, 2008 : 397). Carey recommended a two-stage model for acquiring word which includes fast and extended mapping. Fast mapping is a tool for incidental word learnig(cited in Kindle 2009: 203 ) Extended mapping is needed to achieve complete word knowledge. The definition is revised and refined to show new information via additional exposures(Carey 1978; Justice el at. ited in Kindle,2009: 203) â€Å" The style of read-aloud interection is significant to vocabulary growth ( Dickinson Smith, 1994; Gren Brabham Lynch-Brown,2002) with reading styles that encourage child participation out-performing verbatim readings. Simply put â€Å"the way boks are shared with children matters† ( McGee Schickedanz,2007,p. 742)† â€Å"High-quality read-alouds are characterized by adult mediation. Effective teachers weave in questions and comm ents as they read,creating a conversation between the children,the text,and the teacher. To facilitate word learning,teachers employ a variety of strategies such as elaboration of student responses,naming,questioning, and labeling (Roberts cited in Kindle,2009: 203)† Analysis of the literature on gaining vocabulary via read alouds comes to two conclusions. Primary,adult mediation help word acquisition ( Justice 2002,Walsh Blewitt cited in Kindle,2009, 203 ). It is pointed out that supporting vocabulary learning in the first grades using repeated reading combined with word meaning explanations work ( Biemiller and Boote cited in Kindle,2009: 203). Second,the connected effectiveness of various forms of mediation persists less clear. Adult explanations are obviously connected to word gaining,however it is not clear which aspects of the explanations are vital elements: the context,a paraphrased sentence,or even the child’s interest in the story (Brett, Rothlein Hurley cited in Kindle,2009: 203 ). It is probable Active participation in debates is more important than the types of questions posed (Walsh Blewitt, 2006 cited in Kindle,2009: 203). Read-aloud can be seen as small elements of balanced instruction. This balance does not base on a prescribed formula,it results from plenty of decisions made by teachers. These instructional decisions affect the balance of direct and incidental instruction. Teachers’ choices of a suitable balance are obvious in their uses of read-alouds, styles of reading, text determination, and in the way vocabulary is improved. (Kindle,2009: 210) The positive effects of read alouds and story telling on literacy improvement and second language learning have been proved many times by different specialists such as Vivas,Elley,Mason and Krashen (Cho Choi,2008: 69). Furthermore,there is consistent evidence that reading outside the classroom is very beneficial both first and secon language acquisition( Krashen cited in Cho Choi). VI. CONCLUSION Reading aloud can be mostly seen as an old fashioned,boring reading around the class. It is seen as part of outdated methodologies,however this does not indicate that it is no longer beneficial and useful in language learning. If reading aloud is used sensitively and appropriately,the objections can be eliminated. It is the mission of the teachers and students to decide how best to use reading aloud. If reading aloud is to be used successfully,it requires to be sparingly,sensitively,with obvious learning purposes and it should not be forgotten that reading aloud is only one of the many tools in a teacher’s kit. References Amer,Aly A. (1997). The Effect of The Teacher’s Reading Aloud on the Reading Comprehension of EFL Students. ELT Journal. 51/1: 43-47 Cho,Kyong Sook and Choi Dong Seop(2008). Are Read-Aloud and Free Reading â€Å"Natural Partners†?. Knowledge Quest. 36/5: 69-73 Gibson,Sally. (2008). Reading Aloud: A Useful Learnig Tool?. ELT Journal. 62/1: 29-37 Kindle,Karen J. 2009). Vocabulary Development During Read-Alouds: Primary Practices. The Reading Teacher. 63/3: 202-211. Santoro,Lana Edwards. Chard,J. David. Howard,Lisa. Baker,Scott K. (2008). Making Very Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary. The Reading Teacher. 61/5: 396-408. Terblanche,Leezil(2002) Read-Alouds: Do They Enhance Students’ Ability to Read?. TE SOL Journal. 14p. Willis,Judy(2008). Teaching the Brain to Read : Strategies for Improving Fluency, Vocabulary, and Comprehension. Alexandria, VA, USA: Association for Supervision Curriculum Development