Brief Encounters :: essays papers

Brief Encounters Brief encounters do seem to be accidental, but I also think that they are part of a plan that nobody understands. Like in the short story "Pen of My Aunt," the man just shows up at her door and she seems to know what to do about it. All the lies just come to her, and that encounter changed him and her for the rest of their lives. She probably saved his life by giving him the names of safehouses down the road a ways. Brief encounters can break down barriers not only between people, but also between people and animals. Maude Martha shows this when she finally traps the mouse in the trap. They seem to be communicating to each other about who won and what to do about it. She sees how the mouse is in acceptance about being caught, and the mouse is supposed to be her enemy. She then feels dirty in the fact that it is helpless and decides to let it go. That shows that a brief encounter like that broke down the wall between Maude Martha and the mouse. There do lie hidden qualities in each of us that a brief encounter will bring out and show to the world. The story that proves this is "The Grains of Paradise." I picked this because Pete Hoyle is in a pepper-eating contest with the Indians and they have all their money on the table that they probably own. Pete knows that he can beat the Indian and also realizes that if they loose, they will become even lower in the town. He gives up when he almost won and this shows that he has compassion for the people who are less fortunate than he is. A brief encounter can change somebody's life forever. This is true in the short story "The Good Samaritan." In this story there is a man who got severely beat and all his money got stolen. Brief Encounters :: essays papers Brief Encounters Brief encounters do seem to be accidental, but I also think that they are part of a plan that nobody understands. Like in the short story "Pen of My Aunt," the man just shows up at her door and she seems to know what to do about it. All the lies just come to her, and that encounter changed him and her for the rest of their lives. She probably saved his life by giving him the names of safehouses down the road a ways. Brief encounters can break down barriers not only between people, but also between people and animals. Maude Martha shows this when she finally traps the mouse in the trap. They seem to be communicating to each other about who won and what to do about it. She sees how the mouse is in acceptance about being caught, and the mouse is supposed to be her enemy. She then feels dirty in the fact that it is helpless and decides to let it go. That shows that a brief encounter like that broke down the wall between Maude Martha and the mouse. There do lie hidden qualities in each of us that a brief encounter will bring out and show to the world. The story that proves this is "The Grains of Paradise." I picked this because Pete Hoyle is in a pepper-eating contest with the Indians and they have all their money on the table that they probably own. Pete knows that he can beat the Indian and also realizes that if they loose, they will become even lower in the town. He gives up when he almost won and this shows that he has compassion for the people who are less fortunate than he is. A brief encounter can change somebody's life forever. This is true in the short story "The Good Samaritan." In this story there is a man who got severely beat and all his money got stolen.

LEARNERS AND LEARNING ASSIGNMENT 4 Essay

INTRODUCTION Students learning English as a foreign language are often confronted with the challenge of learning and using English effectively. Some students seem to cope with the difficulties of language learning with great success and neither little effort, while for others the task is neither an enjoyable nor a successful one. What is it that makes learning a new language so easy for some and so difficult for others? One reason is that â€Å"each student has his/her own preferred way of learning that is determined by his/her cultural and educational background and personality† (Shoebottom, 2007). BRIEF LESSON OUTLINE In this assignment I evaluated differences in learners’ responses and considered ways in which the quality of their learning could be improved. The lesson was aimed to help the students understand and use the 2nd Conditional in the context of life survival. I designed a lesson of an escape survival plan at school which consisted in following rules of a fire exit plan in every room. It’s the kind of thing you always see on your hotel door, with a plan of all the exits, staircases, elevators and rooms. I gave them a fun and language rich way to use these plans in a zombie-infested building right here at school, of course, containing plenty of grammar-juice in it. STUDENT’S PROFILE There are 20 students in my class. The learners described are intermediate students whose ages varied from 16’s to 17’s.I have been teaching them for about 9 months. They show great interest in language learning and most of them like my teaching approaches and interact with me well in class. 2/3 of the students are of average level of the class. They like to communicate in class but are weak at the accuracy of language. DIFFERENCES IN LEARNERS’ RESPONSES AND ACHIEVEMENTS Having observed and taught the class, I can figure out that each student has his/her own way of following my teaching stages and activities during the lesson. These different ways seemed to influence how they responded to different teaching methods I applied in each activity and how successful they were in understanding and using the language focus. The differences discussed later include the learners’ age, motivation, personality, and social and cultural background. AGE Compared to motivation, personality, and social and cultural background, age seems to be easier to define and measure. Nevertheless, the relationship between learners’ age and their potential success in foreign or second language acquisition is still a subject of debate. â€Å"Linguists argue that many young learners are capable of communicating successfully in a foreign language, in terms of accent, word choice, or grammatical features because they begin learning a language when they are young† (Lightbown & Spada, 2003). I, therefore, planned and set up activities that helped them understand, practice, and produce the language form gradually in a relaxed atmosphere and a non-threatening way. My group stated that they preferred working in pairs to other options. They were shown to be well balanced in the primary senses; Visual, Auditory or Kinesthetic which people use principally in learning.  This information is in line with my observations of this group in class and I believe is also somewhat representative of their age. Being teenagers, they have still to fully develop their preferred learning styles and learners of this age group often feel self-conscious about being ‘criticized’ or corrected in front of others. Having said this, I found my group to be attentive and well-balanced learners. MOTIVATION My students were very motivated and excited planning their way out of a zombie-infested building. They started acting a little, and they could not wait to start the lesson. They did not mind following my instructions and were willing to do any activities set up in each teaching practice. In order to sustain the pupils’ motivation, I set up a variety of activities, i.e., guessing pictures, role play, listening tasks, team work, highlighting form and pronunciation, mingling speaking activity. By doing these various  activities, I could avoid boredom and increase their interest levels during the one hour lesson. Williams (1999) cites the work of Gardner (1985) and defines motivation as consisting of effort, plus desire to achieve the goal of learning, plus favorable attitudes towards learning the language. A distinction is made between integrative (or intrinsic) orientation, which occurs when the learner wishes to identify with the culture of the target language, and instrument al (extrinsic) orientation, which occurs when motivation arises from external goals, such as passing exams, financial rewards, or furthering a career. Lamb, M. (2012) adds a third category: success in the task, which is a combination of satisfaction and reward.  PERSONALITY One of the challenges I faced teaching this lesson (in the beginning) was the discipline. I made clear right from the start of the lesson what the rules of the classroom were and the consequences of not behaving well, this made the students’ behavior in my classroom much better The personality of the group as a whole was of outgoing teenagers. They were eager to participate and even the shy ones contributed willingly in this lesson. A few of them, the extroverts, were the ones who volunteered more. Usually, these are the most prominent students, and this helped in modeling correctly for their peers. They had no problem in following instructions and started work immediately. I was pleased to see they agreed to work without hesitation. They did prefer to work with a friend, as it often happens when they have been together for at least three years, but still they worked collaboratively. SOCIAL AND CULTURAL BACKGROUND The social background of the students in this Institution is of a well-off family with moral values. The majority of them go abroad for their holidays and own a house and one or two cars. Their parents either own a business or have an executive position in a company. They belong to a club and have lessons in the afternoon of martial arts or practice a sport. During this lesson I noticed an active participation, students also play active roles in developing the knowledge that was to be learned, this in my own way of seeing things is that a student that has a better social status tends to be more organized and more structured this also involves some shifting of roles and responsibilities; teachers become less directive and more facilitative, while students assume increasing responsibility. During this class my students took risks with the language in communicative tasks. They expressed their ideas orally without being afraid of making mistakes. They were more concerned with speaking fluently than speaking accurately. Altogether, I believe a good social and cultural background contributes for a better learning environment. (Shoebotton, 2007) âÅ"” IMPROVING THE QUALITY OF LEARNING FOR THE LEARNERS Having described my students above, I am determined to improve their learning quality through some teaching strategies I elaborate in the following paragraphs. The strategies will be in accordance with their age, motivation, personality, and social and cultural background. During the class I noticed that some students did their best to maintain communication with their peers, but their pronunciation and their structure was not very successful. I was very happy to see that the language was produced but I think it was not good enough for an activity of this magnitude. In the future I will conduct oral productive stages to cater the weak learners. Later, I will also monitor them and give feedback on their erroneous expressions so they will find the communicative activity more meaningful and almost at the same time they will pay more attention to form in a more interesting way. I will maintain highlighting form and pronunciation since they like to pay attention to details of language, es pecially grammar rules. I will set up activities related to language form so that they can be more motivated to show their grammar competence. Afterwards, I will ask them to practice the form in a guided speaking activity so that they will be more ready to enter a freer speaking activity. In relation to the students’ motivation, besides setting up activities that suit their learning characteristics, I will also keep setting up various activities ranging from initial to main activities and from receptive skill to productive skill stages. By doing so, I can avoid teaching patterns that potentially create boredom and gradually demotivate their learning spirit. Instead, I will conduct different activities in each stage that can optimally increase their motivation. CONCLUSION Having stated the learners and learning issues above, I believe that varying classroom activities, teachers will make sure to cater learners with different learning styles at least some of the time. If we balance the activities to suit the learning styles, it is quite probable that the outcome will be the result of a well-planned lesson. Timing also plays an important role in planning lessons. While some activities like completing a task in a limited time proves to set pressure upon the learners. This assignment makes me really reflect on my teaching experiences. I believe this assignment contributes a great deal towards my teaching skills and in turn potentially develop my understanding towards my students’ learning styles, responses, and achievements. References: Shoebottom, P. 2007. Language learning styles. Retrieved on November 23, 2007 from http://esl.fis.edu/parents/advice/styles.htm Lightbown, P.M. & Spada, N. 2003. How Languages Are Learned. UK: Oxford University Press Williams, M., & Burden, L. R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press. Gardner, R. C. (2006). The socio-educational model of second language acquisition: A research paradigm. EUROSLA Yearbook, 6, 237-260. Lamb, M. (2012). A self-system perspective on young adolescents’ motivation to learn English in rural and urban settings. Language Learning, 62, 997-1023.

Gentlemen, Choose Your Weapons

Gentlemen, Choose Your Weapons Gentlemen, Choose Your Weapons Gentlemen, Choose Your Weapons By Hugh Ashton Writing tools can affect your style. In the days of quill and dip pens, the length of sentences (or at least, phrases) was apparently determined by the amount of ink held by the pen, and prose rhythm was dictated by this simple physical constraint. Fountain pens extended the scope of the writer. No longer did (s)he have to pause in the composition of the sentence, reach over to the inkwell and use those few seconds to determine what to write next. Sentences could flow for ever, like those of Henry James. But even with a fountain pen, revisions don’t come easily. In Lamb House, Rye, where James lived for many years, some galley proofs of his works are on display, covered with major handwritten amendments. Whole paragraphs deleted and added, sentences turned on their heads, etc. No publisher today, even with modern technology, would accept such major revisions to a book at galley stage. It would appear, though, that typesetting really does crystallize a writer’s thoughts, and give a firm foundation for the next stage in the writing process. Of course, many authors used typewriters when they became available. Mark Twain, a neophile and early adopter, wrote: The machine has several virtues. I believe it will print faster than I can write. One may lean back in his chair work it. It piles an awful stack of words on one page. It don’t muss things or scatter ink blots around. Of course it saves paper. And as someone who grew up doing a lot of writing (books, articles, etc.) on a typewriter (manual Olivetti portable, and later an electric Facit golfball), I have to agree with Samuel Clemens. Mind you, corrections were tricky. I used a lot of correction fluid and paper, and rewriting a whole sentence often meant starting again from scratch on a new page. The sheer drudgery and physical labor involved in hitting typewriter keys (less with electric than a manual, of course) meant you had to think carefully about what you wrote. Planning a whole page in advance (or at least a paragraph) wasn’t uncommon. Certainly you tended to write a sentence before putting it down on paper, because it was too much trouble to recast it once it had been typed. Of course, all this refers to the first draft. Creating a second draft was often a question of starting again from scratch, or a literal â€Å"cut and paste† job. Another way of writing books was (still is for some) dictation to a shorthand secretary or a dictation machine. Dictation can produce long flowing streams of consciousness, poor style, and very clumsy or sloppy plotting in the worst cases, not to mention novels that are parodies of the author’s own style. But then came word-processors. But that’s for another week. In the meantime, your exercise for the week is to look at some older pieces of writing, and see if you can reconstruct how the authors got the words out of their heads onto paper. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:100 Beautiful and Ugly Words50 Latin Phrases You Should KnowThe Uses of â€Å"The†

Free Essays on Mayo And Roth.

Roth. & Mayo Paper Fritz Roethlisberger and Elton Mayo are considered the fathers of â€Å"Human Relations† (and put the Harvard Business School on the map). Plagued with similar insecurities, they were opposites who had the same ideals concerning scientific management philosophy. This paper will briefly describe what studies these men used based on their philosophy, the responsibility of management, what criticisms their philosophy has endured over the years and modern practices based on Roethlisberger and Elton Mayo’s â€Å"Human Relations School†. Roth. and Mayo; specifically Mayo, wanted to find out what effect fatigue and monotony had on job productivity and hoe to control these through variables such as breaks, work hours, temperature and humidity. In the process, he stumbled upon a principal of human motivation that revolutionized the theory and practice of management. As managers played a bigger role, informal norms were created where social factors such as cooperation, Mgt. supervision, working conditions and informal groups became important. Every one of these factors had a new concern for â€Å"Human Element†. As a concern for the â€Å"Human Element† became especially important, the roles of managers grew to be more widely ranged with greater responsibility. Prior to Roethlisberger and Mayo’s findings, entrepreneurs took a â€Å"Tayloristic† approach to meet maximum output. Managers were told what was expected of the workforce and without any concern for the workers well being, managers were expected to achieve results with only an increase in pay for toughs who met the labor quotas. The problem was that many of these quotas were so outrageous, that even the men who could meet them did not because of the toll it took on there bodies and moral. Roth. and Mayo concluded that the working class is more productive not only when their tangible surroundings improved, but when their lives outside of the work place were soun... Free Essays on Mayo And Roth. Free Essays on Mayo And Roth. Roth. & Mayo Paper Fritz Roethlisberger and Elton Mayo are considered the fathers of â€Å"Human Relations† (and put the Harvard Business School on the map). Plagued with similar insecurities, they were opposites who had the same ideals concerning scientific management philosophy. This paper will briefly describe what studies these men used based on their philosophy, the responsibility of management, what criticisms their philosophy has endured over the years and modern practices based on Roethlisberger and Elton Mayo’s â€Å"Human Relations School†. Roth. and Mayo; specifically Mayo, wanted to find out what effect fatigue and monotony had on job productivity and hoe to control these through variables such as breaks, work hours, temperature and humidity. In the process, he stumbled upon a principal of human motivation that revolutionized the theory and practice of management. As managers played a bigger role, informal norms were created where social factors such as cooperation, Mgt. supervision, working conditions and informal groups became important. Every one of these factors had a new concern for â€Å"Human Element†. As a concern for the â€Å"Human Element† became especially important, the roles of managers grew to be more widely ranged with greater responsibility. Prior to Roethlisberger and Mayo’s findings, entrepreneurs took a â€Å"Tayloristic† approach to meet maximum output. Managers were told what was expected of the workforce and without any concern for the workers well being, managers were expected to achieve results with only an increase in pay for toughs who met the labor quotas. The problem was that many of these quotas were so outrageous, that even the men who could meet them did not because of the toll it took on there bodies and moral. Roth. and Mayo concluded that the working class is more productive not only when their tangible surroundings improved, but when their lives outside of the work place were soun...

How Stock Market Prices Are Determined

How Stock Market Prices Are Determined At a very basic level, economists know that stock prices are determined by the supply of and demand for them, and stock prices adjust to keep supply and demand in balance (or equilibrium).  At a deeper level, however, stock prices are set by a combination of factors that no analyst can consistently understand or predict.  A number of economic models assert that stock prices  reflect the long-term earning potential of companies (and, more specifically, the projected growth path of stock dividends). Investors are attracted to stocks of companies they expect will earn substantial profits in the future; because many people wish to buy stocks of such companies, prices of these stocks tend to rise. On the other hand, investors are reluctant to purchase stocks of companies that face bleak earnings prospects; because fewer people wish to buy and more wish to sell these stocks, prices fall. When deciding whether to purchase or sell stocks, investors consider the general business climate and outlook, the financial condition and prospects of the individual companies in which they are considering investing, and whether stock prices relative to earnings already are above or below traditional norms. Interest rate trends also influence stock prices significantly. Rising interest rates tend to depress stock prices - partly because they can foreshadow a general slowdown in economic activity and corporate profits, and partly because they lure investors out of the stock market and into new issues of interest-bearing investments (i.e. bonds of both the corporate and Treasury varieties). Falling rates, conversely, often lead to higher stock prices, both because they suggest easier borrowing and faster growth and because they make new interest-paying investments less attractive to investors. Other Factors That Determine Prices A number of other factors complicate matters, however. For one thing, investors generally buy stocks according to their expectations about the unpredictable future, not according to current earnings. Expectations can be influenced by a variety of factors, many of them not necessarily rational or justified. As a result, the short-term connection between prices and earnings can be tenuous. Momentum also can distort stock prices. Rising prices typically woo more buyers into the market, and the increased demand, in turn, drives prices higher still. Speculators often add to this upward pressure by purchasing shares in the expectation they will be able to sell them later to other buyers at even higher prices. Analysts describe a continuous rise in stock prices as a bull market. When speculative fever can no longer be sustained, prices start to fall. If enough investors become worried about falling prices, they may rush to sell their shares, adding to downward momentum. This is called a bear market. This article is adapted from the book Outline of the U.S. Economy by Conte and Carr and has been adapted with permission from the U.S. Department of State.

Leading and Managing in Nursing Case Study Example | Topics and Well Written Essays - 500 words - 41

Leading and Managing in Nursing - Case Study Example According to the research findings, it can, therefore, be said that Ryan is not a shy nurse and is a risk taker as is evident from his move from a large hospital to a small one and the fact that he has not yet given up on his graduate studies simply because the rest of the nurses are dissuading him to do so. He can use his courage and relentlessness and approach the Chief Nursing Officer on the position and pledge to work hard. The Chief Nursing Officer is also new to the hospital just like Ryan is and hence this is another resource he can exploit and put in his own advantage as the two are new and share knowledge, experience, and vision the rest of the staff does not have. This might gain him not only entry into the governance structure but a good position in shared governance the structure as well. Ryan can use his previous job as a resource to grant him entry into another job with a positive work environment. The fact that he worked for over a year in a big renowned hospital immed iately after completion of his undergraduate course indicates that he is an exemplary student who deserves to be in any good hospital. He can also use his political influence as a practice council member in Magnet Hospital to indicate that he has big dreams and is a visionary leader who is not only lazy and contented at being on the hospital bedside but would like to join the leadership and bring more changes in the nursing world. This should be corroborated by his almost immediate entry into a graduate program which many people delay until they are older and have gained several years of experience. Ryan should inform them about individual rights each nurse has on how to run his or her life. His rights permit him to advance his education to whatever level he wants and no one can question him or dissuade him from doing that. Since the negative comments are likely to lead to conflict most of the time, Ryan should employ conflict resolution skills as well as collective bargain methods to redirect their comments.

Final self-assessment Essay Example | Topics and Well Written Essays - 750 words

Final self-assessment - Essay Example 1. How does your enthymeme help determine the organization of your essay? Choose one of the essay cycles from the quarter and explain how and where the essays enthymeme drives its organization. Directly quote or paraphrase from the essay to support your answer, and provide citation for all quotations and paraphrases. The essay virtue and trust was based on the enthymeme that the rich people in the society are the most morally corrupt based on the depictions in most entertainment media. Therefore, the organization of the essay relied on the ability to draw references form the various depictions of the rich people in the media and the actual perception of the people in the society. The essay is divided into various sections, which are aimed at independently expounding on the issue of virtue and trust. The first section of the essay is the introduction, which briefly highlights the topic in order to engage the reader on what the essay will entail. In the essay, the line â€Å"The entertainment media has continuously brought out the working class as uncouth, un-nurtured, unlettered, undesirable and less moral than the middle and upper classes in the society† (2.2, 1) provides the enthymeme which is aimed at provoking the reader to establish whether the statement is true. In order to establish the validity of this statement the introduction offers a thesis statement â€Å". Is it true that the working class lack virtue due to their physical appearance and outward presentation? Is it true that speech, grooming, and association define virtue?† (2.2, 1). Therefore, the rest of the essay uses a thirteen-paragraph structure, which expounds the validity or invalidity of the claim. For instance, the observation that â€Å"The society judges people mostly based on the outcomes of their actions and not on the contributions that they make to society† proves that the depiction of the wealthy people in the society is not based on their wealth but due to how they treat other