what essays

what essays Winter can be very brutal at times. The cold harsh winds and freezing rain can put anyone in a bad mood. Sometimes, cold weather can cause us to be just as cold in personality as it is cold The poem's words are what really make me "feel" this piece. The use of cacophony in the poem makes me feel like I am back at home with my own parents during the wintertime. When the speaker says, "blueblack cold," and "cracked hands that ached..." I shiver just a little. Even when he goes on to say, "No one ever thanked him", it takes me even further back to those days of being home with my father. I remember very well, waking up and waiting for the house to warm up. My father had usually gotten up at around 4:30 a.m., lit the heater and made his coffee while watching the morning news. It would be dreadfully cold in our rooms so we didn't get out of bed until we could feel the heat coming slowly down the hallway like a ghost. We knew it was coming and could not wait until it got there. -angers" of the house that Hayden spoke about. Although we saw him everyday, we did not really talk to him much unless we wanted something. You kids can be, because if we wanted something he would give to us and we hardly ever said, "Thank You" and meant it. The speaker seems to voice my thoughts exactly at the end, "What did I know, what did I know of love's austere and lonely offices?" Back at home, we always thought that my dad just did those things for us so that he would get some recognition. Although recognition is nice, I realize now that he did all of those things for us a parent. She is the one that has to tiptoe around the house when she knows that after having a hard day, I don't want to hear a sound. The tables have turned and now I am my parents went through with us. Mr. Hayden was right, who knows unless they go through themselves. ...

Geography at Harvard

Geography at Harvard In the latter half of the 20th century, geography as an academic discipline suffered greatly, especially in American higher education. The reasons for this are undoubtedly many, but the biggest contributor was arguably a decision made at Harvard University in 1948 in which university President James Conant declared geography to be not a university subject. In the ensuing decades, universities began dropping geography as an academic discipline until it was no longer found in the nations top schools. But American Geographer, Carl Sauer, wrote in the opening paragraph of Education of a Geographer that the interest [in geography] is immemorial and universal; should we [geographers] disappear, the field will remain and not become vacant. Such a prediction is bold to say the very least. But, is Sauers assertion true? Could geography, with all its historical and contemporary importance, withstand an academic hit like it took at Harvard? What Happened At Harvard? Several key figures emerge in this debate. The first was President James Conant. He was a physical scientist, used to the rigorous nature of research and the employment of a distinct scientific methodology, something which geography was accused of lacking at that time. His charge as the president was to guide the university through the financially lean times in the post-World War II years. The second key figure is Derwent Whittlesey, the chair of the geography department. Whittlesey was a human geographer, for which he was heavily criticized. Physical scientists at Harvard, including many geographers and geologists, felt that human geography was unscientific, lacked rigor, and was not deserving of a place at Harvard. Whittlesey also had a sexual preference which was not as widely accepted in 1948. He hired his live-in partner, Harold Kemp, as a geography lecturer for the department. Kemp was considered by many a mediocre scholar which lent support to geographys critics. Alexander Hamilton Rice, another figure in the Harvard geography affair, founded the Institute for Geographical Exploration at the university. He was considered by many to be a charlatan and would often leave on an expedition while he was supposed to be teaching classes. This made him an annoyance to President Conant and the Harvard administration and did not help geographys reputation. Also, prior to founding the institute, Rice and his wealthy wife tried buying the presidency of the American Geographical Society, contingent on Isaiah Bowman, chair of the geography department at Johns Hopkins University, being removed from the position. Ultimately the plan did not work but the incident did create tension between Rice and Bowman. Isaiah Bowman was a graduate of the geography program at Harvard and was a promoter of geography, just not at his alma mater. Years earlier, a work of Bowmans had been rejected by Whittlesey for use as a geography textbook. The rejection led to an exchange of letters which strained relations between them. Bowman was also described as puritanical and it is supposed that he did not like Whittleseys sexual preference. He also did not like Whittleseys partner, a mediocre scholar, being associated with his alma mater. As a distinguished alumnus, Bowman was part of the committee to evaluate geography at Harvard. It is widely considered that his actions on the geography evaluation committee effectively ended the department at Harvard. Geographer Neil Smith wrote in 1987 that Bowmans silence condemned Harvard Geography and later, when he tried to resuscitate it, his words put nails in the coffin. But, Is Geography Still Being Taught At Harvard? Four Traditions of Geography Earth Science Tradition - earth, water, atmosphere, and relationship to the sunMan-land Tradition - humans and the environment, natural hazards, population, and environmentalismArea Studies Tradition - world regions, international trends, and global relationshipsSpatial Tradition - spatial analysis, geographic information systems Researching Harvard academics online reveals the degree courses for each program are included to show the geographic nature of material being taught within them. Its also important to note that geography was likely ousted at Harvard because of clashing personalities and budgets cuts, not because it wasnt an important academic subject. One could say that it was up to geographers to defend the reputation of geography at Harvard and they failed. Now it is up to those who believe in the merits of geography to reinvigorate it in American education by encouraging and promoting geographic teaching and literacy and supporting rigorous geography standards in schools. This article is adapted from a paper, Geography at Harvard, Revisited, also by the author. Important References: Annals of the Association of American Geographers Vol. 77 no. 2 155-172. Vol. 77 no. 2 155-172.

Corrections- Strategic Plan Essay Example | Topics and Well Written Essays - 1000 words

Corrections- Strategic Plan - Essay Example The Tasmanian Correction prison institution’s mission is to make a valid contribution towards a safer and better Tasmania. This it aims achieving through the ensuring of a secure and safe containment of inmates and the provision of opportunities to the inmates for rehabilitation community engagement as well as personal development (Taylor, 2009). The Tasmanian Correction Prison’s values are direct. They require that the institution continue committing itself to the best principled leadership as well as embracing sets of core values that are directed at guiding the stakeholders’ behavior. This the institution aims to achieve through: Collaboration: to enhance a communal sense of belonging, everyone at Tasmanian is expected to support a mutual understanding of ideas, an open exploration of all our differences, as well as works together constructively and cooperatively with all the stakeholders alike. Technology: this is aimed at develop and ensuring the best information technology strategy, as well as implement systems that are capable of managing the current and the anticipated growth needs (Richards & Lyneham, 2010). Crime prevention as well as safety: this is aimed at the development of a comprehensive crime prevention program, which aid in the establishment of evidence based. This will then aid in the determination of the impact of offender and related programs within the institutions as well as the community, in order to reduce victimization and criminality (Richards & Lyneham, 2010). Transparency, outreach and partnerships: the institution is open to entering partnerships, as well as the development of meaningful programs alongside the processes of promoting a shared responsibility for the safety of the community (Richards & Lyneham, 2010). Tasmanian institution is known to be a secure facility, in which minors are dedicated as delinquents. The institution’s aim is prepare convicted people for a successful community

Virtual academy in fuction of Long Life Learning Thesis

Virtual academy in fuction of Long Life Learning - Thesis Example The research holds the concept that the time constraints and place are eliminated in virtual academies. Stacy & Riley, in  "Teaching in Virtual Worlds: Opportunities and Challenges", suggested that virtual worlds play an effective role in learning process as learning environment is generalized rather than contextual. A research by Travis & Price, â€Å"Instructional culture and distance learning†, stated that the use of virtual technologies to deliver courses in education has challenged faculty to examine their culture of teaching and faculty must examine the impact of these technologies on different aspects of coaching. An article by Russel, â€Å"Is Virtual Schooling a Virtual Reality?† identified three categories of virtual schools i.e.  Ã¢â‚¬Å"independent, collaborative  and  broadcast†Ã‚  models. It was also discussed in the study that virtual schools aim at expansion of education facilities to those who cannot go to proper schools and help them to ed ucate themselves while being at home. There are some models too that are used in virtual academies in order to better educate the users.

Puritan Essay Example for Free

Puritan Essay During the 1630s to 1660s, Puritans to a vast extent powered the ideas and values on the New England colonies through the political, economical and social development with their belief in religion. Politcally, the did not divide the difference between the government and church. Economically, obtained a work ethic that allowed them to grow, and socially they expanded the knowledge of their religion and education. The Puritans had migrated to New England because they were unsatisfied with the Anglican Church in England and the forming of the Protestant religion. After immigrating to New England a majority settled in Massachusetts forming the Massachusetts Bay Colony along with many other Puritan colonies. They came here in hopes of creating a theocracy, a way to have a new form of government and society. They wanted to escape the Catholic influence they had in Great Britain. They did have some political involvement with town meetings for the townspeople which they did not have in England. The line between church and state was unclear. Many of the colony’s laws were based on the people’s behavior and the Puritan values. As Nathaniel Ward believed state laws should go together with the morals of the church. In the views of Puritans, the government should not have all the power because tribulations will occur and all order should be under the church. As Reverend John Cotton explicated, giving more power to man than is needed will only allow them to misuse it; therefore, they should only allow as much power that God gives to them by his word. God is seen to be the leader, so the church displayed religious rules of the church which the colonies willingly followed. They would not accept anything less from the people other than to serve God and be under his obedience for they lived life for Him. Puritans did not like the idea of freedom of religion. They wanted to be seen as only one religion because they believed having more than one religion would only cause conflict and disagreement. Puritans did not like the idea of freedom of religion; however, Roger Williams saw flaws in the Puritan views of the relationship with church and state. He believed that they should be separate which caused him to be expelled from the church. They did not accept anything other than the belief that church was more important. Politically, Puritans carried their faithful obedience to God and brought government under the church. As they began to settle, their towns began to grow. Churches and schools sprang up to expand the knowledge of their religion. Schools were built to teach the children about the Bible and the importance of it in their lives. The people promised to put all their knowledge of God into the children and servants to the best of their ability (Doc C). With the churches they wanted to expand their theocracy. John Winthrop, the leader in the Massachusetts Bay Colony, wrote that they must all work together as one and help each other so that the could be led to the right path by God. Winthrop says that they are the â€Å"city upon a hill. † With everyone eyes on them they needed to demonstrate the level of their Christianity. If they all have faith together and rejoice together, with the will to better their community God will present help for them. Puritans believed everyone should believe in God. They looked to advance the education in New England with learning because of the effect it would have. They wanted to educate their ministers to stress religion so they built Harvard, the first college. They wanted to stress religion so they tried to teach it to those in school. The Puritans used the educational level of society to influence others of their strong religious beliefs. Puritans believed that a greater outcome will come if they worked hard. They thought prosperity and success would only come if this was done. A hard working ethic was established due to this view and many gained determination. This allowed them to establish a strong commercial economy. They worked mostly on farms, which many were established in the colonies, and traded goods for other goods they did not obtain. Winthrop did fear that his people would have more satisfaction for the wealth rather than the â€Å"piety† that was presumed to bring financial plunder. Many built their economy with the trade of their goods and the farming techniques. Farming took months due to the hard work that came with it and the short growing season. The Puritan commercial economy grew and many gained wealth from this, but they still looked to work hard and for piety for their success. The ideas and values of the Puritans separated them from other forms of people. Their way of thinking and views set up for a religious society was drastically diverse. The political, social, and economical development structured their way of living and their prosperity.

Essay --

Western philosophy has been around since before the time of Jesus. Few philosophers have had as much influence on the world as Plato in western philosophy. Born over 400 years before Jesus, Plato’s influence may be second only to Christianity in this day and age (outside of eastern philosophy). One of Plato’s greatest works, and considered by many his masterpiece, is The Republic, which is widely read today and covers many topics. In The Republic, Plato presents many interesting ideas and thoughts that look to expand one’s wisdom and knowledge of the world. Plato uses a unique style of writing and welcomes controversy and opposing opinions. Some of the main concepts covered are justice, both on an individual and societal level, what is the nature of a man’s soul, the order and character of a just city-state, the forms of government, and theories of universals such as the Forms, and virtue. However, this book is mainly thought of as a philosophical treatise on politics. The main character in the Republic is Socrates, while other characters like Cephalus, Polemarchus, Thrasymachus, Glaucon, and Adeimantus help Socrates navigate through the problems presented by conventional wisdom, while displaying Plato’s thoughts and wisdom. Each of these characters play a key role in setting up Plato’s ideas and thoughts, while bringing to the story their own perspective and intellect. While Plato was an understudy of Socrates, and became the philosopher he is because of Socrates, Plato uses Socrates as a fictional character in his writing and expels his knowledge mainly through him and the conversations he has with the other characters. Plato is a very interesting philosopher, beyond the wisdom he has passed on to others; he writes in a unique ... ...nd forms previously mentioned. Plato presents that particulars participate in forms and give their common quality, which the quality is a reflection of his idea. Plato finally concludes with an argument for the immorality of the soul. The soul’s illness is ultimately injustice. A man can ultimately overcome injustice by harmonizing reason, spirit, and appetite (desire), which will lead to a healthy life and soul.4 Although Plato uses circular reasoning in many of his arguments, he embraces resistance and argument towards his ideas and philosophy. Plato embraces this because this is what dialectic is, refuting one’s views to progress towards a true knowledge. Dialectic is held very dearly to Plato and this is how Plato became so knowledgeable and wise. Plato is one of the greatest philosophers of all time, and The Republic is a prominent figure in today’s society.

A Fear of Looking Foolish

Humor is a read way to scatter the feeling of being foolish. Keep in mind that who you are being foolish in front of are humans and there isn't one of them who hasn't been foolish themselves. I agree in this quote â€Å"Our wisdom comes from our experience, and our experience comes from our foolishness† from Sac Guitar, it symbolized that being foolish is not bad as we know, it is the experience that made us more brave from our mistakes. One more quote that eve found on Google â€Å"Its always the fear of looking stupid that stops you from being awesome† fromKier Sacs, just remember that quote and try to relaxed and have faith on yourself when you are doing something–then you'll just find that you made it through. The root cause of all our excellence, all our ability, is fear.. We are afraid afraid to look bad, afraid to make a mistake, afraid to look like a fool in front of others. So we make sure that we are prepared. We make sure we are in control. We like to do well at anything that we do, it is never a pleasure to be bad at anything.But it is fear, a deep fear that motivates us more than anything else. It's always the fear of looking foolish that stops you from being awesome so release yourself from the fear of being foolish. Know that there are times when it will happen. Deal with it with humor and move on. Whatever you do don't let the fear of looking foolish stop you from doing what you want to do. As far as I know, no one has ever died from looking foolish. Yes, it hurts on the ego, but does little other damage if we don't let it get to us.Always remember that looking foolish is all part of being human so onto be scared of looking foolish just be who you are don't mind what people might think to you. There is a lot to be learned from taking risk and not being perfect. Don't let the fear of making mistakes and looking awkward stop you from taking risks and living life to the fullest. We're going to mess up. We're going to make mista kes. We're going to break things. While we try hard not to do that, the glory, the hero within us comes to play not when we're perfect, but when we recover. Mistakes will be made, accidents happen, and you will screw up.

Osmosis Lab Report Essay

Abstract: The objectives of this lab was to be able to create models of cells with the dialysis tubing to show us how the plasma membrane is selectively permeable, to study the effects of osmosis on a model cell, and to foresee the effect of solute concentration on osmosis. In order to achieve these objectives, we had to fill the dialysis tubing with either water, or different amounts of sucrose. We then tied off the tubes and put them into beakers of distilled water to see how the color changed in the bag/beaker. The result was that the more sucrose in the bag, the greater the final mass. Introduction: The reasons for doing this lab are so that we can learn about osmosis with a model similar to a cell and so that we can have a better understanding of the process and nature of osmosis. Osmosis is diffusion but with water molecules. A concentration gradient exists and because of this, diffusion of solutes can’t happen. Very select things can pass in and out, such as water, oxygen, and carbon dioxide. In this situation, a large molecule of starch would be dissolved in water because the molecule is too big to fit through the membranes pores. Since the membrane in permeable to water molecules, it causes the water molecules to diffuse from an area of high water concentration to an area of low water concentration. This movement itself is osmosis. To determine if the concentration of solutions is isotonic (solute is equal to the cell), hypotonic (solute is lower outside of the cell), or hypertonic (solute is higher outside of the cell), you measure the total amount of particles in the solution. My hypothesis is: if the dialysis tubing that is filled with sucrose solution and fully emerged in a beaker of distilled water, then the water will seep into the dialysis tubing and the tubing will become a greater mass. The independent variables in this lab are the beakers of distilled water, and the amount of sucrose (0.2-1.0M). The dependent variables are the final mass of the bag, the change in the mass of the bag, and % change in the mass of the bag. The control is the amount of sucrose solution and distilled water (10ml). * Rinse out the medicine cup between solution uses. Don’t forget to gently squeeze out the excess air in bags. * Tie off the other end of all dialysis tubing with a piece of string. Run the bag under water for just a moment. After, gently squeeze the bag to check if it is leaking. If there’s a leak, be sure to retie it tightly/tighter. * Dry the outside of the tubing with a paper towel and use the balance to measure the mass of all 6 bags separately. Record the masses. * Place the bags into their corresponding beakers and fill the beakers with distilled water enough that the dialysis tubing is completely submerged in the distilled water. Wait 30 minutes to let osmosis happen. * After the time’s up, remove the bag from the beakers, wipe off excess liquid gently, and record the bags’ masses separately. Record the masses. * For all solutions, subtract the initial mass from the final mass to get the change in mass of the bag. Record the positive or negative results. * For all solutions, take the results from the last step and divide it by the initial mass, then multiply it by 100 to get the percent change in mass for each bag. Record the percentages. * Calculate the class average % change in mass for each solution. Record results. Results: Discussion: The data is stating that the mass has risen after the 30 minute time period. Osmosis has occurred, because the water molecules have diffused into the dialysis tubing. I have concluded that my hypothesis was correct, since the date reinforces that the mass is greater after being put into the beakers of distilled water. Some sources of error could’ve been when we found out that one of our bags was leaking, another would be when the sucrose solution was spilled out of the dialysis tubing and it got all over the outside and we might’ve not wiped off all of the solution off. More errors could be not covering the bags completely with distilled water or not leaving the bags in the beakers for exactly 30 minutes. Some modification that could be made to the lab to improve it could be having the same length of tubing/string, and stopwatches for timing 30 minutes exactly. Also, putting the tubing in at the same time so the timing is all on point could help with accuracy. Questions that came to mind during this lab were; Is the timing correct and how much will it affect the results? Are the solutions of sucrose sitting in the bags waiting while we fill the others going to change/be affected? Are any of the bags leaking or have any excess solution outside of the bag? Further research could be why the sucrose solution doesn’t diffuse through the membrane and what other solutions would have a similar effect as the sucrose solution. Acknowledgements: Thank you to all of my sources including; my lab partners: Emily Bartholet, Emily Shephard, and Juliana Hartlove, the AP Biology Lab paper, Ms. Bell, and biology.arizona.edu for all of your help and assistance. Sources: AP, C. B. (2008). AP Biology Lab 1: Diffusion & Osmosis Activity 1b: Osmosis. â€Å"Student Background Information.† The Biology Project. N.p., n.d. Web. 25 Oct. 2012.

English Proficiency in the Philippines Essays

English Proficiency in the Philippines Essays English Proficiency in the Philippines Essay English Proficiency in the Philippines Essay Introduction Because English is so widely spoken, it has often been referred to as a world language, the lingua franca of the modern era, and while it is not an official language in most countries, it is currently the language most often taught as a foreign language. The history of the English language really started with the arrival of three Germanic tribes who invaded Britain during the 5th century AD. These tribes, the Angles, the Saxons and the Jutes, crossed the North Sea from what today is Denmark and northern Germany. At that time the inhabitants of Britain spoke a Celtic language. But most of the Celtic speakers were pushed west and north by the invaders mainly into what is now Wales, Scotland and Ireland. The Angles came from England and their language was called Englisc from which the words England and English are derived. Approximately 375 million people speak English as their first language. English today is probably the third largest language by number of native speakers, after Mandarin Chinese and Spanish. However, when combining native and non-native speakers it is probably the most commonly spoken language in the world, though possibly second to a combination of the Chinese languages (depending on whether or not distinctions in the latter are classified as languages or dialects). Countries such as the Philippines, Jamaica and Nigeria also have millions of native speakers of dialect continua ranging from an English-based creole to a more standard version of English. The Philippine-American connection has undergone considerable changes since then. Today, English the means the Americans used to teach us via the mass media, the arts, social, business and political interaction continues to be a strong thread that binds the two nations. The Spanish language, meanwhile, has been relegated to a college elective and to private gatherings of wealthy clans of Spanish descent. Why has English become so easy to learn and so easy to use in the Philippines? A major reason is that the Americans were once our colonizers and continue to influence our everyday lives in many ways. Another reason is that for most Filipinos, English is not seen as a foreign language. In a country of 60 million people who speak no less than 8 languages, English is a second language. In some areas, English is more popular than our official national language. For a select few, it is even a first language. It is not unusual to see Filipino children responding to and speaking English words long before they learn these in school According to Philippine statistics data released on March 18, 2005-six out of ten persons aged 5 years and over can speak English. Among household population 5 years old and over, 63. 71 percent of them can speak English. NCR (81. 75 percent) was the highest across regions followed by Ilocos Region (73. 75 percent), CAR (70. 99 percent), and Central Luzon (70. 12 percent). The lowest was ARMM (29. 44 percent). On the other hand, there was a relatively higher proportion among females (7. 39 percent) than males (5. 61 percent) with academic degree holder who can speak English. Body Usually, by the time the child enters elementary school, he or she has built a vocabulary of English that includes body parts, names of animals and objects, action verbs, simple adjectives (dirty, good, bad), polite expressions (please, thank you, Im sorry), nursery rhymes, and simple questions (Whats your name? How old are you? ) For most middle and upper class Filipino children, English begins at home with adults who use English or through snatches of English words and phrases heard over the radio and on TV. To the Filipino child or, at least, one who has grown up in a home where English is often heard and spoken, English is not an alien tongue. Filipino children may not understand the nuances of the English language, but its there and its theirs to manipulate. English is familiar and, better yet, user-friendly. Anybody can use it and once you get the hang of it, theres really nothing to it. The fact that the Philippine education system has been using English as a medium of instruction from elementary to university level for decades has also reinforced the notion that English is easy even a child can do it and available. It is a tool for learning and a medium of communication. More than this, English is the language of power and progress. In the Philippines, it is highly valued not only because it is functional and practical and washes over us constantly, but more importantly, because it is an affordable item, a skill that can be used to increase ones position, respectability and marketability. In most cases, the better ones ability to understand and use English, the better ones chances of career advancement. This is true for both extremes of the socio-economic ladder. English is as important to the Harvard-educated Filipino working in Manilas cosmopolitan business district as it is to the overseas contract worker working as a domestic helper in Saudi Arabia. In fact, now, more than ever, English is important to the Filipino masses seeking employment abroad. The Filipinos skill and cheap labor are in demand, yes, but so is their command and comprehension of English which makes it easy for foreign employers to tell them what to do. English, after all, is a global language and, luckily some say unluckily Filipinos managed to unravel this code quite early and easily. In recent years, serious questions have been asked about the appropriateness of English as a medium of communication for a people searching for a clear-cut identity. Filipinos are not Americans, our nationalists cried. Why then do we continue to dream their dreams and speak their language? Much as our purists and nationalists wanted to erase all traces of American colonial influence, they knew that the language, rather than the dreams, was less difficult to delete. Or so, they thought. Like the US military bases in the Philippines, English had become a symbol of the subtle but strong dominance of America. It took a strong-willed Philippine Senate and the eruption of Mount Pinatubo to figuratively and literally bury the US bases in ashes. Obliterating English is another matter. Despite presidential orders to require government offices to communicate in our national language, and requiring all schools to use it as a medium of instruction, the campaign to Filipinize our information and communication highways and networks has not met with much enthusiasm or success. Although most Filipinos understand and are literate in the national anguage, it is not their mother tongue. Many of us have little use for it except when travelling to other areas in the country, watching local movies made in Manila, reading comics and tabloids published in Manila, watching local TV programs produced in Manila, and listening to the pronouncements of national officials, most of whom come from the capital region. Filipino, our national language, is 95% Tagalog, a dialect (or language, some scholars insist) spoke n by those who live in Manila and its outlying areas. The rest of the country speak their own dialects or languages and many see the use-Filipino campaign as nothing more than another form of domination by those who reside in the seat of economic and political power. Meanwhile, the education system, long used to English textbooks and instruction, had to scramble for Filipino books and qualified teachers who could speak Filipino. Unfortunately, the government failed to consider the difficulties and the huge amount of money needed in transforming centers of learning from English to Filipino. In a setting where education is one of the lowest budget priorities, where teachers are among the lowest paid professionals, and where the systematic translation of English to Filipino has never been given serious thought or considered important, the shift from English to Filipino ended in confusion and frustration. Perhaps, the best lesson we can learn from that experience is that language grows slowly. It cannot be transplanted and expected to blossom quickly by a mere presidential decree. The English language should be used correctly and proficiently. This does not only include pronouncing the words right but also using the grammar correctly either in speaking or writing. It is true that millions of us Filipinos use the English language, but the question is that are we all using it right? Here in Cagayan de Oro, it could not be denied that the level of education varies from every school. Thus, the degree of learning also differs. The phrase â€Å"nose bleed† has been a subject of ridicule in the city for those who are hesitant to respond in English when conversing. Call center companies have provided jobs for the local Kagayanons and this requires being well versed in the English language. Universities have also produced proficient graduates. But although these factors may seem relevant, it doesn’t conceal the fact that the level of English proficiency in the city is declining. And this is also true to other areas in the country. According to the Philippine Star the findings of a group, which was accredited to administer English proficiency tests that the skill of Filipinos on the language is deteriorating. Deputy presidential spokesperson Lorelei Fajardo was commenting on the report from the IDP Education Pty. Ltd. Philippines that showed the average score of Filipinos who took the International English Language Testing System (IELTS) last year was a poor 6. 69 where 7. 0 is the passing score. A made on how English is taught in schools, explained the poor scores in the IELTS. The level in English proficiency was also â€Å"obviously affected by the standards of resources available, especially the textbooks. † Filipinos are exposed to less and less English as programs in the local language now dominate television. The apparent deteriorating quality of teachers teaching English, error-riddled English textbooks and the decreasing English content in public primetime television were seen as the cause of the declining level of English proficiency in the Philippines. The government should address these causes if the country seeks to retain its image as foremost supplier of workers skilled in speaking the English language. A continuous decline in Filipinos’ English proficiency could affect the growth of the call center industry which is providing employment to hundreds of thousands of workers and the chances of Filipinos getting work in other countries. As many countries are demanding higher English scores (in the IELTS), Filipinos may not be able to meet the English requirement and this will have human and economic consequences for the country,† Conclusion There is still hope that the Kagayanons’ proficiency in English will still improve and that if not all at least the majority will come to realize its importance in all fields especially as they advanced in their careers. While other Asian countries are riding the Third Wave, the Filipinos are paddling in opposite directions because many of them are afraid the wave will engulf them and drown their sense of nationhood. While others keep trying to find ways to increase their English proficiency in the light of international relations, global cooperation and rapid developments in computers and telecommunications, we have been engaged in finding a voice we can truly call our own. One day, we may find that voice and speak in unison, but until then, I believe that English can do it for us, too. That is, if we stop thinking of it as a colonial instrument that broke our spirit, but as the code that helped us break through other worlds. Language, they say, is the key to understanding others. What many Filipinos miss is that English can also be used as a key to understanding ourselves. English, after all, does not belong to America. If we accept it with grace and use it with wisdom, it can belong to the rest of the world. Bibliography Avila, Darcas M. et al. Effective Writing. Malabon City: Mutya Publishing House, 2009. Barrameda, Rosalina O. et al. (Eds) Freshman College Composition. Ateneo De Manila University, 1992. Pacasio, Emy M. et al. Basic English for College. Quezon City, Philippines: Ateneo de Manila University Press, 1999. Robles, Felicidad C. Developing English Proficiency in College, Book 2. Quezon City, Philippines: JMC Press, Inc. Vinuya, Remedios V. Santa C. Buri. College English Composition. Makati, Philippines: Grandwater Publications, 2001. The Philippine Star. May 2009

Definition and Examples of Hypocoristic Names

Definition and Examples of Hypocoristic Names A hypocorism is a  pet name, nickname,  or term of endearment - often a shortened form of a word or name. Adjective: hypocoristic. It derives from the Greek word meaning to use child-talk. Robert Kennedy notes that many hypocorisms are ​monosyllabic or disyllabic, with the second syllable bearing no stress (The Oxford Handbook of the Word, 2015). Examples and Observations Mikey, Mikey, come on. Our parents are worried. Its dinnertime. Why dont we go home?(Chunk to his friend Michael Mikey Walsh in The Goonies, 1985)Oh, Slothy. I may have been bad. I may have kept you chained up in that room, but it was for your own good.(Mama Fratelli to her son Lotney Sloth Fratelli in The Goonies, 1985)If you call your granddaughter Toots, you are being hypocoristic.(Roy Blount, Jr., Alphabet Juice. Farrar, Straus and Giroux, 2008)Now, children, I want you to tell me your names again, and I want you to speak just as distinctly as Mary Chapman did. And I want you to speak your real names. You must not say your baby-names, such as Jimmie, for James; Lizzie, for Elizabeth; Johnny, for John. The first row, stand!(Teacher in The National Music Teacher by Luther Whiting Mason, 1894)Born a slave on March 15, 1843, on the Gray plantation in Noxubee County, Mississippi, the infant was given a slave name, Richard Gray. Around the plantation, though, the overseers called him D ick, short for Richard.(Juan Williams and Quinton Dixie, This Far by Faith: Stories from the African American Religious Experience. William Morrow, 2003) Kitsy, she encourages, like shes trying to teach a parakeet to ask for a cracker. Its short for Katherine Isabelle. My grandmother is Itsy, short for Isabelle, my mother is Bitsy, short for Elizabeth Isabelle, and my daughter is Mitsy, short for Madeleine Isabelle. Isnt that just adorable?(Wade Rouse, Confessions of a Prep School Mommy Handler: A Memoir. Harmony Books, 2007) Hypocoristic Forms of First Names in the Modern English Period Most first names of any currency had recognized hypocoristic forms. Some names attracted only one or two main forms; others had several; and there was scope for a fair degree of free inventiveness. In the first category, and all dating from the 17th and 18th centuries, were: Di (Diana); Frank and Fanny (Frances); Jim (James); Joe (Joseph); Nell (Helen); and Tony (Anthony). Other names attracted a larger number of hypocoristic forms, mainly because they were commoner names . . .. Examples are Aggie, Nessa, Nesta (Scots) and Nest (Welsh) for Agnes; Doll, Dora, Dodee, Dot and Dolly (modern) for Dorothy or Dorothea; Mey, Peg, Maggie (Scots), Margery, Maisie, May and Madge for Margaret; and above all the many names deriving from Elizabeth. These include Bess, Bessie, Beth, Betsy, Eliza, Elsie, Lisa (modern), Lizbeth, Lizbie, Tetty, and Tissy. It will be noted that all of these are girls names, and they seem to have been far more prone to hypocoristic formations in the post-medieval period than boys names. Some hypocoristic forms became independent names, like Elsie, Fanny and Margery. (Stephen Wilson, The Means of Naming: A Social and Cultural History of Personal Naming in Western Europe. UCL Press, 1998) Hypocoristics in Australian English The use of hypocoristics for common nouns and proper nouns is a notable feature of the speech of many Australians. Occasionally there are pairs. Sometimes one form, usually an /i/ form, is seen as babytalk: [Roswitha] Dabke (1976) notes goody/goodoh, kiddy/kiddo, and compare jarmies-PJs/pyjamas, and kanga (babytalk)-roo/kangaroo. However, sometimes different hypocoristics have different denotations, with the /o/ form more likely to denote a person: herp reptile, herpo herpetologist; chockie chocolate, chocko chocolate soldier (Army reserve); sickie sick leave, sicko psychologically sick person; plazzo plastic nappy, plakky plastic (adjective). But often there are no clear differences: milky-milko/milkman, commy-commo/communist, weirdy-weirdo/weird person, garbie-garbo/garbage collector, kindie-kinder/kindergarten; bottlie-bottlo/bottle merchant, sammie-sandie-sangie-sanger-sambo/sandwich, preggie-preggo-preggers/pregnant, Proddo-Proddy/Protestant, pro-prozzo-prostie-prozzie/prostitute. Speakers who use more than one hypocoristic may assign to them the meanings proposed by [Anna] Wierzbicka. But if a speaker uses only one of the possible hypocoristics, for them the hypocoristic may have a general meaning of informality, and not the proposed fine-grained differences. This remains to be explored. (Jane Simpson, Hypocoristics in Australian English. A Handbook of Varieties of English: A Multimedia Reference Tool, ed. by Bernd Kortmann et al. Mouton de Gruyter, 2004)

Independent Research Essay Example | Topics and Well Written Essays - 3500 words

Independent Research - Essay Example . . Before the constitutional monarchy in 1931 (Kiriwat 2001), all theatre Khon, or masked dance drama was for palace performances only. Khon is still part of an elite group of the Thai National Theatre. Their performances are only related to the Rhamakayian. Lakon Nai also dealing with the Rhamakayian, was intended to be danced only by women who can do the complicated hand and finger movement. They are both very much part of the Thai culture. This is a study to present a short history of the origins of Rhamakayian and its importance in Thai Culture. The study will show how the royal family changed Rhamakayian from the original Ramayana developing two distinct dance styles which began centuries ago. King Rama I and King Rama II standardized the dance forms . This classical dance of today still has ancient origins. It style is old fashioned and no longer appeals to modern audience. It will be shown why the perception of the audience is no longer met. An audience is determined by the t ype of performance . Their needs and expectations will be shown in order to how what companies can do today, to bring the universal aspect of Rhamakayian back to the dance and drama without losing this beautiful Thai Epic. To conclude, the study will have shown that the use of an ancient subject is universal and its dance and drama can be brought up to the expectations of today's audience. The Origins of Ramakien from the original Ramayana Ramayana is a "timeless tale", which originated in ancient India. India was considered the centre of the world. The epic consists of 18 books covering every significant and insignificant aspect of human nature and character. The epic, though adapted to each individual country's culture and standards, has traversed all of Asia. It is so ingrained in the culture of the Asian world that it is compulsory in University and some lower education. In Indonesia, students are quoted as saying "Islam is our Religion but Ramayan is our Culture". (Kumar 2007) The Way of the Ram as Ram was a God who left his children , Lav and Kush to travel the world. This epic is universal to all as it covers the nine sentiments known to man. Each and every situation in a person's life is covered in the epic. So that the reader might get an excellent feel of the importance of Ramayana on the development of Rakayian. Expressing feeling are used in movement as they show the power of the sentiments in dramatic art. As it will be explained in the psychology of the audience are the Rasas expressed to the people in the hall? Love: between Sita and Rama Valor : Shiva's bow was broken when it was being restrung Pathos: Kakasura's feelings when he surrendered Suprise: the bridge over the ocean Humour: Shoorpanakha going to Rama Terror and Disgust: battlefield Fury: Killing Ravana Peace: Interaction with the sages. All of Asia was influenced by the story. "Ramanama is for the pure in heart and for those who want to attain purity and remain pure.' Mahatma Gandi". (Kumar 2007,page 4) The progression from Ramahaya to Ramakian was done in stages. The first Ramakian version came to Siam in the 14th century. In the 18th century there was a great fire which destroyed all existing written versions of the epic. The most modern version comes from King Rama I who in the 18th century saw the importance of cataloguing and sequencing the whole epic. He added his own writing where he had to complete the storyline. In Thailand, Ramakien changes in context but the story stays the same; the