The Speckled Band Essay Example for Free

The Speckled Band EssayPhysic bothy, he is described as having a huge stature and a appear marked with e actually kind of evil passion. He is a typical villain and a bully, who, as in all classic murder mysteries, comes to the afoul(ip) end, which he undoubtedly deserves. There are many other ways in which The Speckled Band is a perfect illustration of this genre. The character of principal investigator Holmes is very clever and logical, an imaginative genius. exchangeable a classic detective, he is observant and thorough and has incredible powers of deduction. When the murdered womans sister, Helen muffinr, arrives to meet Holmes, he concludes simply from flavor at a few splatters of mud on her left sleeve that she has come by dog cart, as well as train. Miss Stoner is taken aback by this observation yet cant help being impressed by the mans calm self-confidence. Throughout the story we never mind Holmes suffer from fright, kindleing he is adventurous and courageous in his investigations. This is very typical as it adds suspense for the reader who never knows what frightful situations the great detective whitethorn find himself in.He is cultured and lives the life of a gentleman and bachelor this is expressed in his elegant and precise speech. As far as we know, private investigator Holmes shares no emotional ties and lives alone, satisfied with a life of wealth and solving crimes. We see from the way in which he doesnt ask Miss Stoner for a fee, other than expenses, that money is not the reason he has chosen this lifestyle. He shows great passion and commitment to his work, another classic trait of the murder mystery story detective. As to reward, my profession is its own reward. He is also physically strong, as illustrated when he bends the poker stick back to its original position and remarks, I am not so bulky, but if he had remained I might have shown him that my grip was not very much more feeble than his own. This kind of effect may no t be so evident in modern-day detectives. Holmes is courteous and well mannered, even when being rude to his enemies. His speech is always very articulate, as in the scene where Dr Roylott visits his flat to give an aggressive warning, and Sherlock Holmes simply replies, Your conversation is most entertaining When you go out close the door, for on that point is a decided draught. Conan Doyles detective has become a prototype for classic murder mystery stories, someone whom readers can respect and admire. As already mentioned, much of the atmosphere of a murder mystery derives from how the writer sets the scene and describes the physical nature of the setting. The Speckled Band is certainly a good example of this. On the night of Julias murder the wind was howling outside and the rain was beating and splashing against the windows.This intensifies the mood already created by Miss Stoners early description of the aging manor house with only one inhabited wing. This early impression of the Stoners ancestral house at Stoke Maron is reinforced when Holmes and Watson arrive at the mansion. The suspense builds up as it is gradually conveyed. Our first impression, from a distance, is of a heavily timbered park stretched up in a gentle slope, thickening into a grove at the highest point. From amid the branches there jutted out the gray gables and high roof-tree of a very old mansion. It is only on approaching the building of gray litchen-blotched stone and two curving wings, like the claws of a crab, that we become aware of its sinister nature. This helps to create tension. The picture of ruin described by Conan-Doyle supports the notion of Julias murder. The menacing images suggest there are more horrors to come. As the two enter the scene of the crime/bedroom that night, Holmes whispers gently into Watsons ear that the least sound would be bleak to their plans and they must sit awake in the darkened bedroom, or their lives may depend on it.We are then taken thro ugh the long hours in the absolute darkness, listening to every sound that echoes in the night, until the pitch black is suddenly sliced by a momentary gleam of light. At the equal time there is a smell of burning and the silence is broken by a gentle hissing sound. Like the famous detective and his companion, all our senses are alert as we brace ourselves for some ghastly revelation. We are further held on tenterhooks by Holmess face, deadly pale and filled with horror and loathing, as he lashes out at some invisible foe.This is followed by a blood-curdling cry that carried all the way to the village, raised sleepers from their beds and struck cold in their hearts. Like all classic murder mysteries, the story has reached a thrilling climax, to be followed by the detectives explanation of events, here learned from the account that Holmes gives to Watson. The detective runs through the case, pointing to where he at first went wrong before demonstrating his remarkable powers of deduc tion.For example, he initially came to an entirely erroneous conclusion, showing how dangerous it always is to reason from insufficient data. This is followed by a detailed description of what actually happened. As classic detective, Holmes leaves the reader impressed by his skills and surprised by the truth that is eventually revealed. LUCIA REED extract preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Conan Doyle section.

The texts, Othello by William Shakespeare, Big World by Tim Winton Essay Example for Free

The texts, Othello by William Shakespeare, Big area by Tim Winton EssayThe texts, Othello by William Shakespeare, Big World by Tim Winton and my ocular appropriation, have enriched my brain of the outsider through a variety of language and visual techniques. Through the portrayal of Othello and Roderigo in Othello, the author in Big World and the outsider in my visual appropriation, the authors have conveyed the notion that outsiders willing forever and always be outsiders. No matter how hard the outsider tries to contain in or deny their otherness, at times seemingly part of the group, they will, in the end, still be considered an outsider. In Othello, Othello denies his otherness in order to conform to ordering however he is never truly accept by society or himself. At the start of the play, Othello strongly disputes Brabantios claims of him using some severalise of magic to seduce Desdemona, declaring he won her love like anyone else would. Of my whole course of love what drugs, what charms,/ What conjuration and what mighty magic the repetition of the word what illustrates Othellos intense dissent regarding him possessing any sort of other worldly attributes which would make him an outsider.However by the end of the play, even Othello himself, stated that he used magic. thithers magic in the web of it the use of metaphor when referring to the handkerchief, that Othello gave Desdemona as a token of their love, portrays Othellos inability to even accept himself. Used with other words such as charmer, fancies, perdition and sibyl which have negative magical connotations, Othello himself reiterates his otherness which at the start he was denying.This shows that despite Othello trying to gybe in to society, he is always considered an outsider by both society and himself. Similarly, Roderigo believes he has a close relationship with Iago but he is actually existence military macrocosmipulated and not legitimate at all by Iago. Roderigo listens to Iago and gives him all his money in the hopes of being able to have Desdemona. The repetition of Roderigos questioning tone, what will I do, what should I do? , what say you? , portrays Roderigos trust in Iago and the idea that he is seemingly lost without Iagos guidance.It gives the impression that Roderigo thinks he has a close connection with Iago through his confiding of his thoughts and request for advice. Towards the end of the play though, Roderigo step ups out of nowhere, apparently awoken from his trance, and accuses Iago of using him for his money. Very well, go to I cannot go to, man, nor tis not very well. the angry tone of Roderigo shows he now knows that he has been manipulated and that his relationship with Iago was a false one. This emphasises the idea of Roderigo believing he was accepted by Iago when in actual fact, he was always the outsider.In Big World by Tim Winton, the author gives the feeling that he is part of society and accepted but he continually r efers to the fact that he is an outsider. The author has a best friend named Biggie, who saves the author from bullying and thus how they became best friends. In different him Im not really from here. and the city, Im from there originally. the tone conveys that the author is not from Biggies community and although having lived there for some time, he still considers himself as an outsider, as someone who doesnt belong.Yet in for once Im not faking it. The use of personal pronoun shows that the author ultimately feels accepted and that he is part of Biggies society for real while all the other times he was hardly pretending to fit in. Nonetheless, in the end the author is still deemed an outsider. Biggie will blow me off.. the colloquial language illustrates that even though the author felt like he had finally fit in, it still resulted in Biggie leaving him because he is an outsider.This demonstrates that regardless of outsiders trying to fit in, and at times they do, in the end they are still viewed as different. My visual appropriation also captures the idea that an outsider will remain on the outside no matter how much they try to integrate with society. The use of vividness symbolism shows the mans desire to fit in with the group and feel acknowledged despite being different and an outsider. The vectors of the shutters convey the notion of inviting the man to join the group and give the impression of the group welcoming him.However the leafy gate, which separates the man in the foreground from the group in the background, creates an atmosphere of musical interval conveying the sense of the man still being an outsider. Furthermore the square, in which the group is seen, can be considered a window and when the appropriation is viewed as a whole, it looks like the group of people is enclosed in a room while the man is left on the outside where he can only observe. This gives the feeling that regardless of the closeness the man and group seem to be in , the man is still an outsider.As a result it shows that in spite of the man trying to fit in, to deny his otherness, he incessantly remains an outsider. Through the variety of literary and visual devices encountered in the texts, Othello, Big World and my visual appropriation, it has enriched my understanding of the outsider. The outsider will continually be perceived as the other even with them attempting to join the group or society. At times they may appear to fit in and feel accepted but ultimately the outsiders will be regarded as just that, outsiders.

Teaching Conditional Sentences

Teaching qualified SentencesThe Teaching of Conditional SentencesPart 1 Evaluation of the casebook Treatment of Conditional SentencesI. Introduction Definition of Conditional SentencesIn grammar, qualified sentences refer to the discussion of factual implications or imaginary or supposed(a) patchs and their results. They stockpile something that must happen or be true if an some opposite thing is to happen or be true (Hornby, 2000 Swan, 1996). Gener tout ensembley, qualified sentences consist of two main cla engagements a main ( qualified) cla give containing a verb in a throw with will or would, and a subordinate clause that is introduced by if (Parrott, 2000). The identify of the two clauses flush toilet appear interchangeably. When the if-clause leads the sentence, normally a comma is employ. However, when the qualified sentence takes the lead, no comma is establish after it. In certain cases, the way we use this comma in qualified sentences lies partly on their length and partly on personal preference (Parrott, 2000, p. 231).II. First ConditionalA. underlying FormIn the basic form of the graduation exercise conditional, the verb in the if-clause takes the deport tense, and the verb in the main or conditional clause takes the simple afterlife.If ClauseConditional ClauseIf + impart tense,Future tenseConditional ClauseIf ClauseFuture tenseIf + present tenseB. Meaning and UseGenerally, the first conditional or conditional sentence type one is utilise to express a probable condition and its probable result in the future tense (Soars Liz, 2007 Swan, 1996 Thomson Martinet, 1986). Nonetheless, it does non limit itself unless to this use. Parrott (2000) points out that this type of conditional is employed to show aspects of persuasion such as cajoling and negotiation and for giving warnings and making threats(p. 232), as tail end be seen in the examples below.Examplesa If you agree enough rest, you will tint better.b Ill cook for yo u this evening if you help me with this assignment.c If he procrastinates, hell miss the flight.d Ill kill you if you dont stop your kind with my sister.Apart from these functions, the first conditional sentence lavatory possibly appear in certain transitions. Variations can be present in both the conditional clause and the if-clause. In the conditional clause, a range of other forms, such as may, world power, can, must, should or imperative or some(prenominal) expression of command, request or advice, may be used instead of will, depending on what messages we loss to send (Parrott, 2000 Thomson Martinet, 1986). For example, if we want to show that something is possible, we can use either may or might instead of will, or when want to indicate permission, either may or can is possible. Moreover, when we want to advise or suggest someone to do something, we can use should or had better or imperative form. Examples below show these.Examplesa If you drive fast, you may/might hit others on the road.b If you dont feel well, you may/can leave early today.c If you want to thoroughly enjoy Christmas, you should finish your assignment well before the deadline.c1 If you want to gain weight, you had better eat and sleep much than.c2 If dont feel well with coffee, never drink it again.Interestingly, two present tenses can too appear in both the if-clause and the conditional clause. When it is the case, it is usually used to indicate machinelike or habitual results (Thomson Martinet, 1986). An example below shows this usage. It should be noted here that this kind of use can mostly be seen in the zero conditional, which in the first place discusses factual situation or natural phenomena. Therefore, students at a lower level should not be presented this conflict.ExampleIf in that respect is a shortage of any product, prices of that product go up.Similar to the variations in the conditional clause, we can likewise use a range of present forms in the if-clause, depending on the meaning we want to convey (Parrott, 2000 Thomson Martinet, 1986). For example, we can use present continuous or present perfect instead of present simple to show a present challenge or a future arrangement. When we want to show that something is less likely possible and it may happen only by chance, we can use should because it helps cushion the possibility (Parrott, 2000). All these can be found in the examples below.Examplesa1 If you are coming over next week, Ill bake our traditional cakes for you.a2 If the letter hasnt arrived by the next hour, well produce to phone the post office.b If she should call me at night, I wont answer.Moreover, we can to a fault find the use of will or would in the if-clause when we want to indicate polite requests. However, often will is seen as less polite than would (Swan, 1996). At this point, it should also be noted that should can also be used in replacement of if, usually in more formal, written contexts (ibid, 2000), with out any change of the meaning (Azar, 2002). This kind of use indicates offer or suggestion. Here are the two examplesIf you will/would carry this bag, Ill treat you lunch.Should you need more help, you can call me any magazine.III. Second ConditionalA. Basic FormIn general, the basic form of grapheme 2 conditional uses the departed tense in the if-clause, and would + bare infinitive or the conditional tense in the conditional clause to distance our language from trustworthyity (Swan, 1996 Thomson Martinet, 1986).If ClauseConditional ClauseIf + past tense,would + bare infinitiveConditional ClauseIf Clausewould + bare infinitiveIf + past tenseB. Meaning and UseThe second conditional is used to talk active an unreal situation and its probable results presently or in the future. The situation or condition is supposed(prenominal), impossible, untrue, imaginary or contrary to k in a flash facts (Azar, 2002 Parrott, 2000 Soars Liz, 2007 Swan, 1996 Thomson Martinet, 1986). It is im portant to note that there is no time difference between Type 1 and 2 conditionals, and the past tense in the if-clause of Type 2 conditional is not a true past, but a subjunctive (Parrott, 2000 Thomson Martinet, 1986). However, while Type 1 conditional is viewed as a real possibility, Type 2 is not the case. Besides, were instead of was is more often found in the if-clause in more formal sentences, and many people consider it more correct, especially in American English (Parrott, 2000 Swan, 1996 Thomson Martinet, 1986). Examples below show these uses.Examplesa If I had enough saving, Id buy that pace house.b If I were rich, Id be happyc If the plan crashed, Id be terrified.Not different from the first conditional, the second conditional likewise has its possible variations, in both the if-clause and the conditional clause. For the variation in the conditional clause, we can use, for example, might or could or the past tense in place of would to talk about several other things. T his ranges from ability or permission to the past automatic or habitual actions. Below examples show this use.Examplesa1 If she applied for that position again, she might get it.a2 If they had tickets, they could enter the theater.b If he got home late, his wife slept first.In the if-clause, instead of using if with a simple past, it is possible to have if with a past continuous, indicating a wish for a difference for a temporary situation. Moreover, sometimes were + infinitive, in placement of a past tense form in the if-clause, is used to make the situation more hypothetical or polite. At other times, the inversion of the if-subject and were can be seen, and when were takes the if-subjects place, if is then left out. The meaning is still the same. Here are the examplesExamplesa She doesnt like the children but straightaway they are going to her home. If they were not going there, shed be a lot fine.b If they were to study harder, their instructor would be much happier to help th em.b1 Were they to study harder, their teacher would be much happier to help them.IV. Third ConditionalA. Basic FormThe basic form of the thirdly conditional takes the past perfect in the if-clause, and would with have plus past participle, or the perfect conditional in the conditional clause.If ClauseConditional ClauseIf + past perfect,would + have + past participleConditional ClauseIf Clausewould + have + past participleIf + past perfectB. Meaning and UseThe third conditional is generally used to speculate about the past events, which are unreal or imaginary, and about the ways things might have been affected just because how other things happened or did not happen. This conditional is also used to talk about regret, criticism or excuse (Parrott, 2000 Thomson Martinet, 1986 Vince Emmerson, 2003).Examplesa Kate would have been nice if Peter had treated her equally.b If she hadnt gone out late at night, she wouldnt have been rapped.c If my car hadnt broken down, Id have been able to catch you up.The same as the first and second conditional, the third conditional has its possible variations, in both the if-clause and the conditional clause. In the conditional clause, in place of would, we can use, for example, might or could to discuss ability, possibility or permission.Examplesa1 If we had found him earlier, we could have saved his lifea2 If we had found him earlier, we might have saved him.a3 If our documents had been in order, we could have left at once.In the if-clause, had can be used in the form of inversion. When had is used, then if is to be deleted. No meaning is changed in such usage.If you had asked for his permission, he wouldnt have been that mad at you=Had you asked for his permission, he wouldnt have been that mad at you.V. Unless in conditional sentencesIn conditional sentences we can use a wide range of conjunctions, such as supposing, as long as, provided, unless, etc., instead of if. Here, however, only unless is discussed.Unless is usuall y perceived as sharing similar meaning with ifnot (Swan, 1996 Thomson Martinet, 1986). However, as Parrott (2000) argues unless has a strong degree of reservation compared to ifnot.ExamplesI wont go with you unless you pick me up.Ill go with you only if you pick me up.There is an exceptional case when unless cannot be used in replacement to ifnot. We would rather use ifnot instead of unless if it refers to something ban that would be the main cause of the situation we are talking about (Swan, 1996). Instead of saying, My wife will be very upset unless I get cover song tomorrow, we say, My wife will be very upset if I dont get back tomorrow. This being so because the root cause of the wifes unhappiness is if the speaker does not go back.VI. Implications for dogma conditional sentencesDifferent types of conditional sentences are taught at different levels. A general suggestion given by Parrott (2000) is that the first conditional should be introduced at an elementary or median(a) level the second at a lower intermediate and the third at an upper intermediate level.As for the Secondary 3, Band 2 students who are seen as pre-intermediate level, they should be introduced to all the four types of conditional. However, the introduction of details or variations of each type should be business organisationfully considered. As can be seen from the detailed explanation of the three types above, there are many variations in each type, in both the if-clause and the conditional clause. The Secondary 3 students at this level should therefore not be taught all these variations. Otherwise, this will become a very good confusion for them. However, if there are some strong students in the class and if the teacher is ambitious, he or she can introduce his or students to some kind of the variations of the conditional clause Type 1 and 2. These variations could be the use of might or may instead of will in the first conditional, and might or could instead of would in the seco nd conditional. The third conditional is already very difficult and the students should not be made confused because of these variations.It should be noted that before all these variations can be introduced, teachers should make sure that the students are made tidy with the basic forms of the four types. Furthermore, the way how the conditionals are punctuated should also be ensured since for most Chinese students, recognizing the order of conditional sentences is difficult for them. This being so because the order of clauses does not go with the order in their language (Parrott, 2000).VII. Treatment of a Hong Kong textbook on conditionalsThe aliveness English 3B by Nancarrow, Thomas and Yuen (2005) used for Secondary 3 blusters all the four types of conditionals. Type 0, 1 and 2 are introduced mainly in name of revision and of some forms of variations. Type 3 is presented virtually exclusively in form of basic rule and usage. However, there is no introduction of conjunctions wh ich can be used in place of if. Perhaps this may be helpful for the students instead, for they are not overwhelmed with too many things at this level.The presentation of the use of the first conditional is simple and well enough for the students to understand. Nevertheless, there seems a bit vague for weaker students to fully recognize the changing of the order of the clauses, explained in the note on page 43. The students should be drawn to the fact that there is no change in meaning even if the position of the two clauses is changed. Another thing is that there is an explanation of variation of this conditional in the Teachers Book (TB), which requires teachers to rate their students but which is generally not incumbent at this level.There are two problems in the explanation of the first conditional. The first one is with its description of usage. The explanation tells that this type of conditional is used to describe the future consequences of a situation that is true now (Nanc arrow, et al., 2005, p. 43). The rule booking here looks easy but it may not be the case for the students to grasp the whole picture, and thus needs revision. The second problem concerns with the variation of this type. The book explains that it is possible to use can or may instead of will. However, in the Students Book (SB), it does not give any example of this possibility, nor does it indicate what it content when they are used. A short explanation is available only in TB, though. For the second conditional, it carries only the last problem of the first conditional. In other words, SB gives the same explanation that variation is possible for the second conditional, but fails to show the usage and meaning. Again, only TB explains this variation in more details.The presentation of the third conditional in this book is very well structured. It introduces the students to the most basic use of this conditional through clear explanation and examples. It suits the students level quite well. matchless last note is that the textbook should not introduce the variations of the first three types of conditional. Ironically, the title is devoted only to revising, yet the students are also presented with variations. At this level, the students should take heed mainly the basic or general forms and usage. Variations should be presented in the next levels. However, one good thing is that there is no presentation of conjunctions, which can be used to replace if. It is good to make sure that the students can understand the basic first.Part Two Critique and ReflectionI. Critique on Ms Leungs teachingMs Leung is revising conditional sentences Type 1 and 2 and try to introduce Type 3 and conjunction unless to her Secondary 3 students. real problems appear as she handles these grammatical aspects in each draw out. Among all problems, her inadequacy of knowledge of the underlying system of language is the central one and in bid affects the ways she handles her teaching.In e xcerpt 1, in which she revises the first and second conditionals, Ms Leung generally appears unclear herself in what she explains to her students. She asks her students to remember that with Type 1 conditional, it has to be future in the main clause. She yet does not point out specifically what kind of future tense it is to which she is referring since there are many future tenses. Although this is seemingly clear that she is referring to the simple future will, being a well-language aware teacher, she should present it to the students to clear confusion it may have. Concerning her explanation of the use of this conditional, I feel the word choice is rather ambiguous. She tells her students that conditional Type 1 is for a prediction. Even though the form of will here is used as the normal future form in general, there is a significant difference between the use of will in conditional sentences and in general sentences. In a general sentence, will is used for unplanned future event s, or to make predictions that arent based on present or past evidence (Parrott, 2000, p. 170). However, in a Type 1 conditional sentence, the use of will in the main or conditional clause is to indicate a probable result, not a prediction of it. This can be implied that the teacher is not truly well aware of the content subject.When Ms Leung revises the second conditional in the same excerpt, she seems to execute similar problems as when she handles the first conditional. The first problem concerns with the relationship between her own explanation of the use of the second conditional and her examples. She gives two examples to her students and informs the students that the second conditional is used to talk about things which are not so probable, they are possible but not very probable. To some degree, the examples do carry an improbable meaning. However, the two are just contrary to known fact, with the first example indicates an imaginary future situation, and the second an imag inary present situation. The second example also indicates clearly that it is advice, which the teacher misses to convey to her students. The second problem is the extent of her explanation, in addition to the first problem. She does not make it clear to her students whether the past tense used in the if-clause refers to the real past, or present or future speculation. Some students may be still doubtful about this tense, though they have already gone through it. This implies that the teacher is not well aware of the students difficulties or that she is not thinking about the language content from the viewpoint of the learners (Andrews, 2007).In excerpt 2, she introduces the third conditional, and here two critical problems come about. The first one is about overgeneralization of the conditional form in both the if-clause and the main clause. Ms Leung presents to her students that all the third conditionals begin with if plus Past Perfect. To say that all the third conditionals star t with if is already too exaggerated. She seems not to take into consideration the variation of this form. It is enigmatic in her explanation whether it is still called Type 3 conditional when had is used instead of if in the case of inversion.As she goes on to explain the form in the main clause, Ms Leung makes the same overgeneralized mistake. She mentions that would have done is always used in the main clause. This rule again ignores the fact that there are variations in the third conditional too. In addition, it creates confusion in the use of have done. As can be seen from her example, done is not used with have. Instead, it is woken that is being used with have. The example and the rule then do not match, and so another question arrives whether this is a conditional sentence or not.The second problem in her presentation of this Type 3 conditional is the fact that there is no explanation of when it is used at all. She presents to her students only the form and a single example . wherefore or when the third conditional is used is not explained. Although the students may know how to structure this conditional, they surely do not know when to use it. This seems like it is zipper for the students to learn because how useful it is to use this conditional they are not aware of. One last note is that the teacher seems not willing to give more examples to help with her explanation. This insufficient example would mean to limit the general reasonableness of the students, and so they will not learn.Ms Leung finally finishes her class by trying to introduce another language point. She teaches her students how to use unless in place of ifnot. Even though she can manage to tell her students relatively well that unless can be used instead of ifnot when the if-clause is negative, she perhaps may not be well aware that meaning of the two sentences is not exactly the same as she has claimed. According to Parrott (2000) unless carters a stronger degree of reservation co mpared to ifnot. This shows that the teachers knowledge of the subject-matter is insufficient enough. Besides, Ms Leung is unable to clarify when to use unless instead of ifnot. From the beginning of this introduction, she tries to tell her students that they can use unless sometimes. Nonetheless, she ends up not explaining when exactly, and so abruptly changes the way she presents to the students. This perhaps indicates also that she lacks strategic competence (Bachman, 1990).Through her teaching of all the language points, it is obviously clear that Ms Leung does not check with her students whether or not they have understood what has been taught. Instead, she seems to rush from one language point to another very quickly. This seems that she does not care about the students learning or that she wants to escape from the students questions. An implication from this behavior and her so far inability to clarify each language point is that she is short of necessary subject-matter knowl edge as well as language competency. These inadequacies will in turn impact the way the teacher handles the teaching in a negative way. According to Andrews (2007), professional factors of teacher affect the teachers attitudes in a way that the teacher is afraid of giving serious attention to language-related issues. Because of this, the learners cannot get a purposeful learning from the teacher.II. Reflection of what can be done differently betterIf I were Ms Leung, I would adopt a different approach to teaching this language point to the students in this target group. As can be seen from her teaching, she is trying both to revise two conditional types and to introduce two other major language points at the same time. This teaching is already too much with the time available and the target group, and therefore can be unfruitful. At different levels of language learning students will need to be shown different aspects of grammar and teachers will need to decide how detailed their a pproach to grammar will be (Joyce Burns, 1999, p. 66).If I were the teacher myself, I would not introduce conjunction unless to the students. At this level, the students should be taught only the basic form or marked feature, that is, ifnot first. The unmarked feature such as unless should be left for the students to learn by themselves naturally before the right time comes (Ellis, 2006). I would therefore use the available time for teaching this conjunction to focus more on the revising of Type 1 and 2 conditionals and on the elaboration of Type 3, for I believe this intensive teaching will help them progress through the sequence of stages involved in the acquisition of that structure (ibid, 2006). For the explanation of Type 1, I would simplify the wording that the teacher uses to discuss when this conditional is used. Instead of telling the students that this conditional is used for predictions, I would say it is used to show a possible condition and its probable result in the future. In the same way for Type 2, I would tell the students that it is used to talk about an unreal situation and its probable results now or in the future, or to give advice to someone. I would also draw their attention to the fact that the past tense used in the if-clause is not the real past, but a subjunctive which indicates unreality or improbability. In addition, I would give the examples that truly reflect its usage, so that the examples can help facilitate the students understanding in a better way.For Type 3 conditional, I would first change the extreme generalization the teacher makes in both clauses. I would tell the students that in the if-clause, we usually use the Past Perfect, and would plus Past Participle in the main clause. Then I would give them 3 examples. From this, I would present to them when we use this third conditional. The students will find it easier to understand the central meaning with the facilitation of the examples on the board. If I had some time left, I would establish connections between form and meaning for them to practice the language point since this is a fundamental aspect of language acquisition (VanPatten, Williams, Rott, 2004, as cited in Ellis, 2006).

Effective Time Management for Success

Effective Time anxiety for SuccessTime management is a vital aspect for college success. By managing your fourth dimension more(prenominal) efficiently you can become less stressed, finish projects and assignments on time, and put an end to procrastination. Time management is non just intimately rearranging your time, its about rearranging your entire thought process.The first step in effective time management is clotheting terminals. Self-discipline is a valuable skill that helps you influence disparate aspects of your carriage whereas a lack of self-discipline keeps you from setting and achieving meaningful goals.(Newman, Floyd) When it comes to making goals there is a method that was created by George Doran, which was published in the November 1981 issue of the Management Review. This method is called the S.M.A.R.T method.(Scott, S.J.) This is an acronym that stands for Specific, Measurable, Attainable, Relevant and Time-bound. Specific goals answer your six W questions w ho, what, where, when, which and why. (Scott, S.J, (p. 12) When you can break down the long term goals into a subset of short term goals, youll be more able to identify exactly what steps you be going to need to take to r from each one your goal. Each short term goal should mother a specific outcome. Once you have a specific outcome you are looking for, you need to ensure it is measurable. Measurable goals are goals with clear possible outcomes. Both long term and short term goals should have some point of reference to see if you are making progress. This means that each goal should have a specific deadline that you are reaching for. The third step in the S.M.A.R.T model is making goals attainable. You should be able to achieve goals, but they should not be so easy that they are easily within reach. You should challenge yourself to reach goals. Make the goal seem a little out of reach, so even if you fail, you still have accomplished something significant. The fourth step is to m ake goals relevant. Make sure that goals are relevant to your life, that they are what you really want or need. If you have goals at school, your career, and your personal life, it is helpful to integrate them. By integrating goals into all aspects of your life, it gives you more drive to reach for them. It lets you know that each component of your life put to works to watchher to help you succeed to the best of your ability. Goals should be in harmony with everything that is serious in your life, from success in your career to happiness with the people you love.(Scott, S.J., pp. 13-14, fuel edition) The final step is time bound. Every goal should have a very clear time line. You can set this time line besides you want, whether you want to be accomplished today, tomorrow, next week, or in a year from now. The key to creating any time line for goals is that you set the time and work backward, marking concise benchmarks along the way. This way you know when the goal needs to be co mplete, and where you should be in the process of success.Now that you know what your goals are, it is important to set priorities. Decide what is important and what is not. Make a list of these priorities and put them in order of what needs to be done first, second, third, and so on. One you understand what your priorities are, it is important to plan out a schedule for the whole semester as a whole.The second step in effective time management is scheduling. Making a schedule for the whole semester will help you understand where your priorities stand, and what should be worked on and when. Calenders are one tool that is imperative to the time management process. You should begin by looking at each class syllabus and block in all school and lab times. Secondly, you should block in all standing commitments much(prenominal) as work, church, meetings and so on. Next it is important to highlight all exams and project due dates. This will help you break down your academic routine for g rooming and claim days. Look at your calendar and work backward from exams and papers. This will help you determine when to start working on your papers or study for exams. Beginning every week, you should spend roughly thirty minutes looking at your calendar and mapping out the week. Remember to ask yourself questions about the week. What are your expectations? What do you plan to accomplish during the week? What tasks are more important than others? What will you have to do to reach your goals? How much time will each activity take? When will I do each activity? Remember to keep goals realistic, theres only twenty-four hours in a day, and you need to suspire some of that time. It is similarly thought that if you study at the same time each day, you condition your brain to know that it is study time, this makes studying a habit. It is also thought that dividing study time into fifty minute blocks, followed by a ten minute break, helps you retain information better, and sets you up for higher success. As recess of the scheduling process it is important to revisit and revise your schedule. Take an livestock of how you are choosing to spend your time. Was there any time that was wasted? What did you accomplish? What didnt get done? What changes need to be made to your weekly schedule to help you succeed? Are you sticking to your plans and goals? Is procrastination an issue? These questions can aid you in understanding where your time is being spent, what changes do or do not need to be changed, and help you take an inventory of your self. Once you take an inventory of how your schedule is going, it will help you to be able to understand more of what you have to do to be successful in your goals.Procrastination is arguably productivitys material body one enemy. (Newman, Floyd. Time Management The Art Of Being Productive (Increase Productivity, Get Organized And Get Things Done) (Increase Productivity Reduce Stress Save Time mass 1) (Kindle Locations 219- 220). Kindle Edition.) It is hard to fight procrastination because it is a mental battle that one must fight. You have to dedicate yourself to be on time and to kibosh doing what ever you are using as an excuse not to complete your work. One of the best tools you can use to help you conquer procrastination is to disunite a big job into smaller parts. When you break them down to smaller chunks, you avoid being discouraged or the temptation to procrastinate.(Taylor, Dane. Time Management The final Productivity Bundle Become Organized, Productive Get Clear Focus (Time Management Tips, Time Management Skills, Productivity Hacks) (Kindle Location 1203). UNKNOWN. Kindle Edition.) This makes the goal more attainable and helps you feel accomplished along the way. When you break them down to smaller chunks, you avoid being discouraged or the temptation to procrastinate.

Innovation marketing proposal for jcu food court

Innovation hitet place placeing proposal for jcu nutrient administrationTo establish a provender court on T give birthsville campus, James repair University is in quest of collaboration with takeaway restaurant chains. The restaurants that give be engrossed with the well known university provide have a large authorisationity market which would function in atomic number 18as like brand recognition, brand loyalty and carrying consumer relations. These aras serve as key to the marketing strategy which in turn drives the restaurants to maintain stability of revenue resulting in making improvement for the intellectual nourishment court. cod to a saturated market, competition is stern. However, competition can arise in the agile area. in that locationfore, there entrust be a quick growth in the market.It is well peg downd from jampack analysis that weaknesses and threats of the food court are subdue by its internal strengths and the external opportunities and hence the impending business prospect for the restaurants. In addition, there have been positive estimations that will be achieved with a profit increment of 10% in three familys in terms of financial controls, such as advertising bud foreshortens, contracts, expense and rental in start etc. at that placefore, the JCU regimen coquette seeks to grow as a potential market and is a sound investment.IntroductionJames Cook University has approximately 11,000 students including 1,300 international students studying at the Townsville campus (JCU Townsville, 2009). The 386-hectare Townsville campus consists of 364 buildings that entangles housing units, student mall, library, fitness centres and excludes refectory and cafes that opens in week days for limited time (JCU Townsville, 2009). Adjacent to the University is Townsville General Hospital which is situated on the outskirts of town, approximately 11 kilometres from the city centre. Despite of creation a favourable environment for educa tion, its remoteness to food outlets and entertainment creates a logistical challenge for students. The food facilities provided to the students is limited and limit to Western styles that ultimately offer fewer options for the vegetarians.Situation AnalysisThe proposal of JCU food court is new to the market and lies in the introductory phase. Although there is a large competitive market of takeaway restaurants but there will no close competition in the vicinity area. However the few exceptions being the Refectory and Rococos bar Restaurant. There will be a significant growth in the development of food court and gain in substantial business. Hence, the food court will enter the market with rapid growth and will emerge as a juicy business.mart SummaryAs describe earlier, there are no close competitors in the immediate area of the food court so the market to be bunsed would be the vast market of fast-food and takeaway restaurants.Target MarketFast-food / Takeaway restaurant chains Market DemographicsA typical guest profile consists of geographic, demographic, and behaviour factors.GeographicsThe geographic target area inculcates local (e.g. Eagle boys, real pizzas), national (e.g. Noodle box) and global (McDonalds, KFC etc.) restaurant chains.DemographicsThe food court is not limited to any type of consumer/customer and is likely to favour all the students studying at Townville campus. Another factor is the approach of meals under $12.Behavioural FactorsThe food court would serve the university, hospital and touch residential areas. The market can be nailed to the restaurant chains who see a potential market within JCU.Market NeedsThe market needs would be fulfilled by university students, staff, hospital visitors and batch residing in residential areas. The JCU food court will offer a convenient and scotch consumption. The restaurants that tend to be interested will have a large potential market within the grounds of the university. The food court will come up with the following market attributes Convenience JCU food court will serve as a convenient option for consumers making easy for them to get to the restaurants and will be an economical place.Maintenance The food court will be well maintained taking care of the surroundings areas too. guest keeping As there is little competition in the immediate area, customers are likely to retain and welcome to a place that provides gauge food and dish out at sightly prices.Brand credit While off campus, customers will recognize the brand they know from JCU Food Court, which promotes the business.Market TrendsJCU is situated in a heavy passage environment/area with students studying both onshore and offshore, hospital visitors, the army base, and residential areas. The leasing billet to five different takeaway restaurants will appeal to the needs of a market that has not been presently met. JCU being a well-known university, the restaurants will tend to let on JCU possessions. Wit h advent of food court, people would seek a fair attribute and convenient meals at reasonable prices.Market GrowthDue to market saturation, there is a fast competition in the restaurant/takeaway business. Statistics reveals that by June 2007, there were 15,423 restaurant businesses in Australia, and takeaway rates growing 18.3% respectively, making approximately $646.1m (Statistics, 2008). There will be slight competition in vicinity of the food court at which puts the business on to an advantage of being profitable and will mark a rapid growth strength in market.SWOT AnalysisTo evaluate and assess the potency and limitations, opportunities and challenges for foot court on JCU, a SWOT analysis was performed. The analysis revealed some key factors of the internal and external marketing of JCU Food Court. Figure 1 describes the detailed SWOT analysis (Appendix 1).PotenciesThe University has an advantage of own land so there is no land get requirement.The food court will focus on offering varieties of food at cheaper deals.There will be no external competitiveness among the restaurants of the food court.Being a well established university, the restaurants will likely to be interested to be its part.Trading hours will diversify from the on-campus cafes and restaurants.LimitationsThe university has to provide resources for maintenance and other related wait ons.Limited space to accommodate.Less space than regular restaurant.ProspectsThe Townsville campus is likely to have a potential expansion.More students enrolling drives the profitability of food court.Availability of parking and loading area.Growth and development in other JCU campuses.Less expenses on construction and labour.Challenges crunch hire for construction and maintenance.Economic downturn ongoing at present.Future growth and development of nearby shopping centres.CompetitionThere will be less or no competition in the immediate surroundings of the food court. The food court will be situated on To wnsville campus. There will be no opposition for the food court because at present there is only Rococos Bar Restaurant and refectory offered to the students in student mall. Due to limited opening hours, they are not open on weekends. There is a limited range of restaurants in the hospital and the nearest food courts are in Willows and Stockland. Thus, the students and staff would be more directed to the JCU food court. It will be more convenient for people to walk to the food court to purchase quality meals at cheaper prices which will be economical for them. Therefore, competition will not be a major concern for businesses interested in leasing space with JCU Food Court.Product OfferingJCU will offer quality food at reasonable prices. The food court will serve as a convenient option for people to get their meals from there. Also, it will open for business to restaurants to make for space in the food court. The space will accommodate a counter and kitchen. In addition, the unive rsity will provide maintenance and other janitorial service.Keys to successThe keys to success would be offering quality food, reasonable deals, and convenience to customers, delivering products that are exploiter friendly and offer customer satisfaction at affordable prices.Critical IssuesSince JCU food court will be new to market the critical issues will be Potential expansion to other campuses of university.Business on a contract basis, lease with the restaurants.Growth and expansion of business through lease gross sales of counter space.Marketing StrategyThe marketing strategy mainly focuses on the services provided meet changing customer needs, while still maintaining the product quality and commitment to excellence. The key marketing strategy will focus on customer satisfaction and loyalty and at the same time maintaining brand quality. More everywhere, the food court will focus on the overall market segments and the associated customers. It will also concentrate on gaining a partnership with the restaurants in direct to expand the business in the market while maintaining the product stability.Vision missionTo provide a means of personal satisfaction by improving its service delivery.To promote and spread the benefits it provides to people.To provide premium customer service by guaranteeing the customers a clean, comfortable and well maintained counter space at reasonable leasing prices.To expand the success of food court to other JCU campuses.Marketing ObjectivesJCU food court is concerned about maintaining the food quality and increasing the services so as to create a brand name, which could encourage and sustain optimistic and steady growth. The food court will be expanding its limit each year and extend the counter spaces depending on demands and needs of the customers. Once established, JCU will introduce loyalty/value cards to offer discounts thereby increasing profit from supererogatory revenue. Therefore, the objective is to establish compet itive superiority in target market, guarantee stable profit to customer and pursue up growth profit.Financial Objectives stress to boost the profit margin by efficient use of strategies and commitment to deliver good services.To increase the profitability to 10% in three years.To requite back the loan at the earliest in order to evade the interest that downgrades the income.To maintain the contacts associated with restaurants on lease.Reduce liability by using less of the loan and using more funds.Target MarketsThe market of restaurant chains and takeaways business is quite outsized with diversity in foods and services they offer. The food court will focus on takeaway business offering food with different varieties and quality. The major target market would be the restaurants in the market that offers quality services and varieties of food at reasonable prices.The bureau of statistics Australia stated that during 2006-07, cafes, restaurants and catering businesses throwd a total i ncome of $13,673.2m, signifying an average of $886,500 per business. The total expenses incurred during the same period were $13,108.3m and the total manufacture value added by these businesses was $5,695m, which represented 0.5% of Australias gross domestic product for 2006-07. During the same year, the operating profit before tax for these businesses was $576.4m and their operating profit margin was 4.2%. steadAs JCU is a well-known and established university, the concept of introducing food court will represent as an innovative and demanding move for the convenience of people who are part of the university. Being a reputed education hub, JCU will perceive great customer retention and will incur a successful business in the market.Overall strategyThe main objective of JCU food Court is to create awareness among customers to recognize food court as an innovator and a potential investment. The overall strategy is to provide people with best possible services and quality thereby mak ing food court as a profitable and stable investment. The beginning phase and the upcoming growth stages will not be supportive without the lease of the potential restaurants (Kotler, Keller, Burton, 2009). Introductory phase is like a start up business (Kotler, Keller, Burton, 2009). Once the initial phase of contracts and leasing agreements are accepted and passed, growth will continue leading to maturity phase.In order to establish the business in market, the main focus will be to maintain customers, their satisfaction and potential expansion of food court to other campuses of university. Market research will be done in terms of sales, promotions, communications, advertisements and brand development. JCU will be looking for specific businesses they feel will provide admixture and quality products at reasonable prices for the consumers. Advertisements in newspapers and over internet will provide a rich source of information and contact details to people thereby creating awarene ss among them and promoting the business.Marketing Mix the CustomerFive Ps of the Marketing MixProduct Restaurants interested to spread their business and take lease with the university.Price Price includes the rent which will be based on square metre of space, restaurant location and other utilities. The food and related services of the restaurant would be charged as own franchise. progress Advertisement will be made in leading newspapers all over Queensland and over internet for lease and contracts. JCU website will incur a link for services offered by the food court.Place The food court will be hardened on the campus with massive free parking areas on campus and short-term free parking near food court for other customers.Packaging JCU Food Court will provide healthy high quality food and a clean atmosphere. Other services include maintenance and janitorial services provided by the university. quartet Cs of the CustomerCustomer Solution The business is in the immediate area of the target market with high number of consumers students and faculty in JCU.Customer cost The prices are cheaper and inexpensive due to size and location. Consumers are offered value/discount cards. The companies are responsible for other costs that include leasing prices, utilities, major renovation, appliances and fittings.Promotion Pros for customer Promotions will be done as advertisements provided across campus at different specified locations which will be a part of rent.Convenience The location will be convenient and suitable for the customers and will offer a large number of employments. Other considerations like maintenance and janitorial services will be provided by JCU food Court.Marketing ResearchMarketing research will focus on consumer retention, stability and satisfaction, market segments and the target markets. Market research would hence include the following Consumer eating habits, student movements. Motivation for the food court began after receiving grievances about the lack of food options within the proximity of the campus.Market taste comprise of local restaurants and cafes. Sampling will determine to gather the leasing space in food court of university.Survey consists of dichotomous, Likert scale and intention to buy questions to vary into quantitative data (Kotler, Keller, Burton, 2009).Preparation and circulation of survey by email with completion online as primary method.Students, faculty, hospital staff and other customers are all inculcated in the sampling procedure.Sampling procedure will take into cover some questions to evaluate behaviour of the customers and their interest in food court. Online surveys will be easy for students and staff to give their feedback on performance and services provided by the food court. Drop box will be set up at conglomerate points within the university area and the hospital so that people can feel free to give their comments and suggestions. Results and percentages assess the interest in J CU Food Court the cost to profit finances how to promote to target market narrow specific target market groups. The information from all the above mentioned sources will be compiled and computed to generate quantitative data which further will strengthen the development of frequency distributions which can be charted in order to clearly view the statistical findings and determine whether it rejects or accepts the hypothesis (Kotler, Keller, Burton, 2009).FinancialsFinancial ControlsThis section will deal with some of the relevant financial situations regarding marketing the food court in the market. This section include Break even analysis, sales forecast, expense forecast and indicate how these activities are related to the marketing strategy of the firm.Break Even AnalysisThe break-even analysis indicates that as to reach break-even point the income required is $ 500,000Figure 1 Break Even AnalysisControls ProceduresJCU Food Court incurs a marketing plan to start up the business as a guide for creating interest from restaurants giving the best performance by providing customers with best quality and quantity.The control procedures will take into account the initial expenses and revenues, cost of maintenance and other janitorial services, lease contract agreements, leasers and customer satisfaction.Contingency PlanningDifficulties and run a risksTurn down of the secondary target marketRisk of entering into saturated marketPromotional misery and lack of awareness among customersClosure of restaurants in the food courtPower outageWorst-Case RisksRisk of business failure due to lack of profits and inability to cover liabilities.Financial instability during the course of growth phase.

Emphysema :: essays research papers

Emphysema is one of several diseases unremarkably labeled collectively as chronic obstructive pulmonary disease (COPD). Its the most common cause of death from respiratory disease in the United States approximately 2 million Americans are afflicted with the disease. Emphysema(COPD) appears to be more prevalent in men than women. Postmortem findings violate few adult lungs without some degree of emphysema. Causes Emphysema(COPD) may be caused by a genetic deficiency of alpha 1 -antitrypsin (AAN) and by cigarette smoking. Genetically, one in 3,000 newborns are found with the disease, and 1% to 3% of all cases of emphysema are due to AAT deficiency. Cigarette smoking is thought to cause 20% of the cases. Other causative factors are unknown. ComplicationsIn emphysema(COPD), complications may allow in recurrent respiratory tract infections, cor pulmonale, and respiratory failure. Peptic ulcer disease strikes 20% to 25% of patients with COPD. Additionally, alveolar blebs and bullae m ay rupture, leading to spontaneous pneumothorax or pneumomediastinum. perspicacity findingsThe patient history may reveal that the patient is a long-time smoker. The patient may report shortness of breath and a chronic cough. The history may alike reveal anorexia with resultant weight loss and a general feeling of malaise. Inspection may show a barrel-chested patient who breathes through pursed lips and also uses accessory muscles. You may notice peripheral cyanosis, clubbed fingers and toes, and tachypnea. Palpation may reveal decreased tactile fremitus and decreased chest expansion. Percussion may detect hyper resonance. On auscultation, you may hear decreased breath sounds, crackles and wheezing during inspiration, a prolonged expiratory phase with grunting respirations, and distant heart sounds.Diagnostic testsChest X-rays in ripe disease may show a flattened diaphragm, reduced vascular markings at the lung periphery, over aeration of the lungs, a vertical heart, enlarged an teroposterior chest diameter, and large retrosternal phone line space. Pulmonary function tests typically indicate increased residual volume and total lung capacity, reduced diffusing capacity, and increased inspiratory flow.Electrocardiography may reveal tall, eymmetrical P waves in leads II, III and aVf vertical QRS axis and signs of right ventricular hypertrophy late in the disease. Red blood cell count usually demonstrates an increased hemoglobin level late in the disease when the patient has persistent severe hypoxia.

Fascism And Communism Essay -- Communism Essays

. Fascism and Communism are two different cooks of government that were very similar. Fascism is a 20th century form of nationalistic, militaristic, totalitarian dictatorship that seeks to create a feasible society through strict regimentation of national and individual lives. Communism is type of government in which there is no private property and the government controls the entire economy. Communism tries to satisfy the basic needs of society by sharing work and benefits. Both theories were dictatorships that at first were loved by the people and soon later hated by them.In October of 1922 Mussolini was named the premier. He used his militia to purge local governments of every opposition to Fascism. Under the worsening conditions when Italy was about to collapse, the Fascists party appealed to the frustrations of soldiers and the middle class. The Fascists offered a return to traditional values, promising to bring Italy back to a position of aureole again. Most importantly, t he Fascists offered to do something about the deteriorating conditions. On October 24, 1917, Bolshevik forces and their allies began seizing essential centers of power. By the next morning, the Bolsheviks informed the still- assembled congress of soviets that they had taken power in the name of the Russian worker and peasant and had established a temporary government. The events of October introduced a single Communist government in Russia for the first time. Non- Bolshev...