Free Essays on Beothuks

The article chosen for review by myself was â€Å"The Collapse of the Beothuk World† written by Ralph Pastore and printed in the Acadiensis Reader volume #1 third edition. This author speaks of the demise of the Beothuk people in the now province of Newfoundland from the time of first contact with European settlers until their withdrawal to central portions of the province. The main argument the author establishes is that the reason for the extinction of the Beothuks was their withdrawal from the coastal regions into the interior portion of the island of Newfoundland. Mr. Pastore backs up his argument mainly using archeological evidence. He states that during the time of Beothuk-European co-existence there was very little documented on paper. Mr. Pastore uses evidence unearthed at Beothuk camps such as scavenged European irons1 from seasonally abandoned fishing villages to substantiate his writings. The author states in his article that the Beothuk people were a coastal based unit. Again evidence of this has been unearthed at various archeological sites in Notre Dame bay and Trinity bay. The author believes that the Beothuk people relied on seasonal stocks such as salmon, caribou and seals to meet the necessities of life. The problem that arises from this â€Å"bond† to the sea is that what happens when this â€Å" bond† is broken. Well, the author states that the early Europeans broke this bond and drove the Beothuk inland or away from them. The Europeans were settling in the coastal area therefore for the Beothuk to remain away fr om them they had to go inland. Inland to a region that was harsh and could not provide the food and necessities that the Beothuk people were used to. Mr. Pastore again backs this up with evidence of archeological sites where spruce root was used instead of caribou sinew was used to repair clothing. This showing a group of people that was desperate for supplies.2 Another factor, which this article does not ... Free Essays on Beothuks Free Essays on Beothuks The article chosen for review by myself was â€Å"The Collapse of the Beothuk World† written by Ralph Pastore and printed in the Acadiensis Reader volume #1 third edition. This author speaks of the demise of the Beothuk people in the now province of Newfoundland from the time of first contact with European settlers until their withdrawal to central portions of the province. The main argument the author establishes is that the reason for the extinction of the Beothuks was their withdrawal from the coastal regions into the interior portion of the island of Newfoundland. Mr. Pastore backs up his argument mainly using archeological evidence. He states that during the time of Beothuk-European co-existence there was very little documented on paper. Mr. Pastore uses evidence unearthed at Beothuk camps such as scavenged European irons1 from seasonally abandoned fishing villages to substantiate his writings. The author states in his article that the Beothuk people were a coastal based unit. Again evidence of this has been unearthed at various archeological sites in Notre Dame bay and Trinity bay. The author believes that the Beothuk people relied on seasonal stocks such as salmon, caribou and seals to meet the necessities of life. The problem that arises from this â€Å"bond† to the sea is that what happens when this â€Å" bond† is broken. Well, the author states that the early Europeans broke this bond and drove the Beothuk inland or away from them. The Europeans were settling in the coastal area therefore for the Beothuk to remain away fr om them they had to go inland. Inland to a region that was harsh and could not provide the food and necessities that the Beothuk people were used to. Mr. Pastore again backs this up with evidence of archeological sites where spruce root was used instead of caribou sinew was used to repair clothing. This showing a group of people that was desperate for supplies.2 Another factor, which this article does not ...

Green Sea Urchin Fact Sheet

Green Sea Urchin Fact Sheet With its sharp-looking spines, the green sea urchin may look frightful, but to us, it is mostly harmless. Sea urchins arent poisonous, although you might get poked by a spine if youre not careful. In fact, green sea urchins can even be eaten. Here you can learn some facts about this common marine invertebrate. Sea Urchin Identification Green sea urchins can grow to about 3 across, and 1.5 high. They are covered in thin, short spines. The sea urchins mouth (called Aristotles lantern) is located on its underside, and its anus is on its top side, in a spot that is not covered with spines. Despite their immobile appearance, sea urchins can move relatively quickly, like a sea star, using their long, thin water-filled tube feet and suction. Where to Find Sea Urchins If youre tide pooling, you might find sea urchins underneath rocks. Look closely - sea urchins may camouflage themselves by attaching algae, rocks, and detritus to their spines. Classification Kingdom: AnimaliaPhylum: EchinodermataClass: Echinoidea Order: CamarodontaFamily: StrongylocentrotidaeGenus: StronglyocentrotusSpecies: droebachiensis Feeding Sea urchins feed on algae, scraping it off of rocks with their mouth, which is made up of 5 teeth collectively called Aristotles lantern. In addition to his work and writings on philosophy, Aristotle wrote about science, and sea urchins - he described the sea urchins teeth by saying they resembled a lantern made of horn that had 5 sides. Thus the urchins teeth came to be known as Aristotles lantern. Habitat and Distribution Green sea urchins are found in tide pools, kelp beds, and on rocky ocean bottoms, to areas as deep as 3,800 feet. Reproduction Green sea urchins have separate sexes, although it is difficult to tell males and females apart. They reproduce by releasing gametes (sperm and eggs) into the water, where fertilization takes place. A larva forms and lives in the plankton for up to several months before it settles on the sea floor and eventually turns into an adult form. Conservation and Human Uses Sea urchin roe (eggs), called uni in Japan, are considered a delicacy. Maine fishermen became huge suppliers of green sea urchins in the 1980s and 1990s, when the ability to fly urchins overnight to Japan opened an international market for urchins, creating a Green Gold Rush, in which millions of pounds of urchins were harvested for their roe. Overharvesting amid a lack of regulation caused the urchin population to bust. Regulations now prevent overharvesting of urchins, but populations have been slow to recover. The lack of grazing urchins has caused kelp and algae beds to flourish, which in turn has increased crab populations. Crabs love to eat baby urchins, which has contributed to the lack of recovery of urchin populations. Sources Clark, Jeff. 2008. After the Gold Rush (Online) Downeast Magazine. Accessed Online June 14, 2011.Coulombe, Deborah A. 1984. The Seaside Naturalist. Simon Schuster.Daigle, Cheryl and Tim Dow. 2000. Sea Urchins: Movers and Shakers of the Subtidal Community (Online). The Quoddy Tides. Accessed June 14, 2011.Ganong, Rachel. 2009. Return of the Urchin?(Online). Times Record. Accessed June 14, 2011 - no longer online as of 5/1/12.Kiley Mack, Sharon. 2009. Maine Sea Urchins Making a Slow Recovery (Online) Bangor Daily News. Accessed June 14, 2011.Maine Department of Marine Resources. Green Sea Urchins (Strongylocentrotus drobachiensis) in Maine - Fishery, Monitoring, and Research Information. (Online) Maine DMR. Accessed June 14, 2011.Martinez, Andrew J. 2003. Marine Life of the North Atlantic. Aqua Quest Publications, Inc.: New York.Meinkoth, N.A. 1981. National Audubon Society Field Guide to North American Seashore Creatures. Alfred A. Knopf, New York.

How were the American colonies (united states) able to defeat Great Essay

How were the American colonies (united states) able to defeat Great Britain in the war for Independence. How did the leadership of George Washington contribute to this victory - Essay Example This gave the locals the capability of planning sneak raids and to better situate themselves for fighting. Also, the locals were short on funds, as well as military experience. Nevertheless, the French, who were sworn enemies Great Britain, decided to assist the Americans in the warfare (Simmons, 2005). The late president, George Washington, commanded the Continental Army of the United States during the Revolutionary War. He was extremely influential in the warfare, which brought victory to the United States. Washington had a leading political and military task in the American Revolution (Rickard, 2003). Washington’s involvement started as early as 1767. After the warfare erupted with the Battles of Concord and Lexington in April 1775, he was appointed as commanding officer of the Continental Army. Washington, unlike any other American leader, wore military uniforms to work signifying how stern he was in leading the nation. He was critical in uniting France and the Americas, which played a leading role in Americans triumph over Great Britain (Tokar, 2009). Washington was also devoted to republicanism, which puts the citizens of American first. This was one of his mantras when he went into the warfare making him committed to

Human Resource Management Case Study Example | Topics and Well Written Essays - 250 words

Human Resource Management - Case Study Example Even though the goals may be consistent, short-term goals may undermine strategies for achieving long-term goals. Short-term goal and long-term goal for improved profitability illustrate the conflict. Focus on short-term profitability goal through reduced expenses and increased workload is likely to cause lack of motivation among employees and lead to underperformance and employee turnover after a period. These will then lead to low level of production and high cost of personnel recruitment and training. High-level profitability may then be achieved in the short-run but it conflicts with long-term profitability objectives. Short-term profitability objectives may also force managers and employees to use unethical practices either to achieve desired targets or to misrepresent data to create the impression of achieved targets. As a manager in the described situation, I should resign from my position instead of deceiving people or harming the business. This is because of ethical values of integrity, honesty, and beneficence, and ethical theories of utilitarianism and deontology that requires operations to be consistent with existing regulations and to avoid harm (Bredenson,

Death of a Salesman Willy Lomans Mental Breakdwon Essay Example for Free

Death of a Salesman Willy Lomans Mental Breakdwon Essay In Death of a Salesman Willy Loman was a man made of false dreams. Willy Loman was a man who destroyed himself with his false hopes and dreams. Throughout his whole life he was trying to become a Salesman like his father and he thought he would die a rich and successful man. Willy Loman was a man who tried so hard to achieve the American dream but failed to do so due to the multiple circumstances throughout his life. Environment around Willy Loman has had a huge affect on him which is causing him to be instable. Willy is not only destroyed by his own ideals but destroyed by his own two children Biff and Happy and Howard firing him also broke him down even more. Willy Loman is destroying himself trying to achieve the American Dream and trying to become a salesman like his own father but is failing to do so. He wants to own his own business. Willy also wants to be â€Å"bigger† then Uncle Charlie and that is why he never takes a job under Uncle Charlie even after getting fired. He wishes to die the â€Å"Death of a Salesmman† where many people to mourn for him and remember him as a great salesman. Willy has spent his whole life trying to achieve all these dreams of his but he still hasn’t really achieved any of them which is causing him to have a mental breakdown. However Willy aims in life have been useless as he hasn’t really achieved anything. Willy Loman is constantly lying to himself and his family to escape from being a failure. He is constantly trying to achieve his dream of becoming a great salesman but is lost in reality and is running out of time. In the play Charlie said to Willy â€Å"When are you going to grow up. † Even though Charlie was made fun of by Willy he still is his only friend and cares for him and even offers him a job after Willy gets fired by Howard but Willy refuses to take the job because of his high standards and his dreams which he hasn’t be able to accomplish yet. Willy knows he hasn’t accomplished anything yet and that is why he is guilty and starts lying to himself and to his family and even goes on and has an affair with another woman. He has the affair with the other woman to give himself a â€Å"boost† or to go into another world because he feels he has been a failure at not achieving the â€Å"American Dream. † Having an affair also caused Willy to breakdown because Biff caught him cheating and Willy feels guilty about it. Willy put in his whole life for his sons, Biff and Happy and they turned their backs on him. Willy always loved Biff and thought he would be an amazing business man but after Biff saw Willy cheating it tore Biff apart. Biff failed math and went to Boston to get his dad to talk to his math teacher but at that time he caught his father cheating which made him not get along with his dad for the rest of his life. Willy knows deep down it his fault that Biff never became a successful business man. The fact that he feels guilty is also a huge factor in his mental breakdown. The psychoanalytic theory describes how the environment around a person has an effect on the person. In Willy’s case it his sons and his failiures in life which is causing him to be unstable. From the multiple causes of Willy’s mental breakdown the biggest thing that broke him down was when Biff at the end of Act II shows him the rubber tube he found and explains to him that he was never what Willy wanted him to be. After all that Willy realizes his sons actually do love him even though they aren’t successful businessman. When will realizes he is almost finished is when Biff says â€Å"Pop, I’m nothing! Im nothing Pop. Cant you understand that? There’s no spite in it anymore. Im just what I am, that’s all. † Biff also says â€Å"Will you let me go for Christ’s sake† Will you take that phony dream and burn it before something happens? After this situation Willy realizes he has not accomplished much in life and his life is almost finished but Biff does love him. Willy has been chasing the American dream for ever trying to follow his father but has never succeeded which has caused him to fail throughout his whole life because he never really did what he was good at which was using his hands. After Willy committed suicide biff tells us what Willy could have been which could have made him successful. Biff says â€Å"Charley, there’s more of him in that front stoop than in all the sales he ever made. † This shows that Willy was never a salesman but was good with his hands. The played concluded with Willy committing suicide so his sons could collect the insurance money and because he had realized he was a failure in life but still wanted his children to be happy and successful. The multiple complications lead to the destruction of an American Dream. Willy wanted a dream that seemed materialistic and unimportant which caused his own life and destruction of his kids. Willy trying to chase the American dream and trying to be better then Charley and trying to be like his dad caused him to be a failure and eventually take his own life. Him not being able to achieve his dreams throughout his life caused him to be a failure and destroying his kids as well.

Night Blindness :: essays research papers

Night Blindness is a genetic disorder in which the sufferer has trouble seeing at night. Two things cause this disorder in general. The first cause is a lack of vitamin A which helps develop the retina and vision receptor cells. Vision receptor cells consist of cones and rods, cones for bright light and rods for less light. When there is a vitamin A deficiency, the rod cells don’t develop properly. The second cause is a genetic inheritance. Night blindness is a sex-linked disorder because the X-chromosome was found to be different than normal in people with the disorder.   Ã‚  Ã‚  Ã‚  Ã‚   There are many vision-related effects this disorder can have on a person. In most cases, the person isn’t completely blind in dark areas, but sees things a lot darker than they really are. In other cases, it takes the person’s eyes much longer than normal to adjust to different light settings. For example, if a person with night blindness suddenly has the lights turned off in front of them, it may be up to 10 minutes before they can see anything at all. Also, the same thing happens when going from dark to light. The sufferer will see extremely bright images when flooded with light after having adjusted their eyes to darkness.   Ã‚  Ã‚  Ã‚  Ã‚   There are many treatments for night blindness that exist today. The most common treatment is taking vitamin A supplements to restore the vitamin A that helps develop and maintain the retina. Also, zinc supplements can be taken as well to further strengthen the retina. Physical forms of treatment include lasers, freezing, injection of gas into the eye, scleral buckling, and removal of the gel inside the eye.   Ã‚  Ã‚  Ã‚  Ã‚   This disorder is usually accompanied by myopia (nearsighted). About half of teenagers with myopia will develop some form of night blindness. These cases start out around the age of fifteen. Also, about 52% of women said they had trouble seeing at night during their last pregnancy.

Field Commander Paper

I would like to try out for a leadership position in the band, also known as field commander. I understand that this requires maximum dedication and hard work throughout the year. It is my responsibility to put that into action and consideration for my fellow band members and staff. Putting everybody first will be my intention in all occasions. I currently play the clarinet all year around as a sophomore. I have been focused on this for five years now, and I know that I will promote and sustain that in being a field commander as well. I try to achieve all that is possible with my talents along with my other activities.I participate in solo and ensemble, all-county band, all-district band, percussion ensemble, and the drama department as activities each year. These activities mold me into an experienced musician and has allowed me to strive for my desires and appreciate the art in life. Not only do I try to accomplish these events in the band, but I am also a leader of the school. Thi s year is my ninth year of being a cheerleader and it has taught me a lot about respect. I understand that people do not consider cheerleading a sport, but they do not take into their consideration the hard work we put into everything we do.This also relates to the band because it is not known as a competitive sport, but we work just as hard in our job and perfecting performances, just as much as any athlete. Nine years of the same activity takes lots of endurance and dedication into a certain passion, and I have learned over the years to have this. Self control is an important role in the job. With being in charge of an extensive group, self control is a key quality to embrace. It will be my job to step up and avoid any difficulties or problems, simply because nobody else will. As a leader, I must make peace among everybody and show no disrespect towards any other student.Everything I do, I remember the simple word, effort. Essentially, if we think of ourselves as naturally smart o r marvelous at particular characteristics, then putting effort into improving will imply that we aren’t particularly strong at it in the first place. As a group, we need to put in the same amount of effort together, to be more like one. It is our goal to become one as a whole and learn to do everything as a â€Å"team†. I will enforce this as being a leader and help the band members in anything they need. I believe that I have the ability to be a leader.I have a vision of where I want to go, along with my plan of success for my band. I’m aware of making difficult decisions that requires confidence along with motivation. Helping others is one of my best traits I have, I can articulate their ideals to others, convincing them of the value. Inspiring people to work toward common goals and to achieve things they never thought they could do is something I know I have the potential to do. I am also aware of my own strengths and weaknesses. I recognize others disadvanta ges, and am able to make changes when necessary. Leaders must be trustworthy before others will follow them.I admit that I am reliable upon most things and will try my hardest to be there for everybody when needed. I want to continue to help others to learn and grow together by having fun. I want us all to be open to new ideas and look beyond our abilities. Last, I have the courage to act in situations where results aren’t assured. I’m willing to risk failure and understand that everything will not go perfectly. By knowing this, I will remain patient and accept that it is a result of learning. Field commanding is a difficult duty. I as a student has went through a thought process about this job, and accepted it.I know that I can help the band form into one, yet remember that I have to take in the most discipline. I’m willing to be told to do anything, and do it. With all of my hard work and effort, I’m ready to be a leader. I have always wanted to be the person in front of the stands conducting with a group of people relying on me. I want to make this year fun and full of memories and the year of 2012-2013 an unforgettable time. This is a job for me, and I know that I’m ready. Thank you for your time and consideration, I appreciate all the attention given. Sincerely,

Labor Disputes Essay

â€Å"Labor Disputes† includes any controversy or matter concerning terms or conditions of employment or the association or representation of persons in negotiating, fixing, maintaining, changing or arranging the terms and d conditions of employment, regardless or whether the disputants stand in the proximate relation of employer and employee. (Art. 212) Remedies in Labor Disputes A.Grievance Procedure—in-house adjustment of complaint, problem, or dispute following the steps prescribed in CBA or company policy. B.Conciliation (literally means â€Å"to draw together†) – a process where a disinterested third party meets with management and labor, at their request or otherwise, during a labor dispute or in collective bargaining conferences, and, by cooling tempers, aids in reaching an agreement. C.Mediation (literally means â€Å"to be in the middle†) – a third party studies each side of the dispute then makes proposal for the disputants to consider. But a mediator, like a conciliator, cannot render an award or render a decision; they do not adjudicate. Conciliation and mediation, usually combined, are done primarily by â€Å"Conciliators-Mediators† of the National Conciliation and Mediation Board. D.Enforcement or compliance order – an act of the Secretary of Labor (through Regional Director or the representative) in the exercise of his visitorial or administrative authority to enforce labor laws, policies, plans, or programs, or rules and regulations (Art. 128). E.Certification of bargaining representatives – determination of which contending unions shall represent employees in collective bargaining. This is handling by â€Å"Med-Arbiters† of DOLE Regional Offices after certification of consent elections. F.Arbitration – the submission of a dispute to an impartial person for determination on the basis of evidence and arguments of the parties. Arbitration, unlike conciliation or mediation, is adjudication and the arbitrator’s decision or award is enforceable upon the disputants. A dispute pending in arbitration cannot be a ground for strike or lockout; to do so will be a sabotage of the arbitration process. Section 3. Article 211 of the same Code, as amended by Executive Order No. 111, is hereby further amended to read as follows: â€Å"Article 211. Declaration of policy. – A. It is the policy of the State: â€Å"(a) To promote and emphasize the primacy of free collective bargaining and negotiations, including voluntary arbitration, mediation and conciliation, as modes of settling labor or industrial disputes; â€Å"(b) To promote free trade unionism as an instrument for the enhancement of democracy and the promotion of social justice and development; â€Å"(c) To foster the free and voluntary organization of a strong and united labor movement; â€Å"(d) To promote the enlightenment of workers concerning their rights and obligations as union members and as employees; â€Å"(e) To provide adequate administrative machinery for the expeditious settlement of labor or industrial disputes; â€Å"(f) To ensure a stable but dynamic and just industrial peace; and â€Å"(g) To ensure the participation of workers in decision and policy-making processes affecting their rights, duties and welfare. â€Å" B. To encourage a truly democratic method of regulating the relations between the employers and employees by means of agreements freely entered into through collective bargaining, no court or administrative agency or official shall have the power to set or fix wages, rates of pay, hours of work or other terms and conditions of employment, except as otherwise provided under this Code.† Sec. 4. Article 212 of the Labor Code of the Philippines, as amended, is further amended to read as follows: â€Å"Article 212. Definitions. – (a) â€Å"Commission† means the National Labor Relations Commission or any of its divisions, as the case may be, as provided under this Code. â€Å"(b) â€Å"Bureau† means the Bureau of Labor Relations and/or the Labor Relations Divisions in the regional offices established under Presidential Decree No. 1, in the Department Labor. â€Å"(c) â€Å"Board† means the National Conciliation and Mediation Board established under Exec utive Order No. 126. â€Å"(d) â€Å"Council† means the Tripartite Voluntary Arbitration Advisory Council established under Executive Order No. 126, as amended. â€Å" (e) â€Å"Employer† includes any person acting in the interest of an employer, directly or indirectly. The term shall not include any labor organization or any of its officers or agents except when acting as employer. â€Å"(f) â€Å"Employee† includes any person in the employ of an employer. The term shall not be limited to the employees of a particular employer, unless this Code so explicitly states. It shall include any individual whose work has ceased as a result of or in connection with any current labor dispute or because of any unfair labor practice if he has not obtained any other substantially equivalent and regular employment. â€Å"(g) â€Å"Labor organization† means any union or association of employees which exists in whole or in part for the purpose of collective bargaining or of dealing with employers concerning terms and conditions of employment. â€Å"(h) â€Å"Legitimate labor organization† means any labor organization duly registered with the Department of Labor and Employment, and includes any branch or local thereof. â€Å" (i) â€Å"Company union† means any labor organization whose information, function or administration has been assisted by any act defined as unfair labor practice by this Code. â€Å"(j) â€Å"Bargaining representative† means a legitimate labor organization or any officer or agent of such organization whether or not employed by the employer. â€Å"(k) â€Å"Unfair labor practice† means any unfair labor practice as expressly defined by this Code. â€Å"(l) â€Å"Labor dispute† includes any controversy or matter concerning terms or conditions of employment or the association or representation of persons in negotiating, fixing, maintaining, changing or arranging the terms and conditions of employment, regardless of whether, the disputants stand in the proximate relation of employer and employee. â€Å" (m) â€Å"Managerial employee† is one who is vested with powers or prerogatives to lay down and execute management policies and/or to hire, transfer, suspend, lay-off, recall, discharge, assign or discipline employees. Supervisory employees are those who, in the interest of the employer, effectively recommend such managerial actions if the exercise of such authority is not merely routinary or clerical in nature but requires the use of independent judgment. All employees not falling within any of the above definitions are considered rank-and-file employees for purposes of this Book. â€Å" (n) â€Å"Voluntary Arbitrator† means any person accredited by the Board as such, or any person named or designated in the collective bargaining agreement by the parties to act as their voluntary arbitrator, or one chosen, with or without the assistance of the National Conciliation and Mediation Board, pursuant to a selection procedure agreed upon in the collective bargaining agreement, or any official that may be authorized by the Secretary of Labor and Employment to act as voluntary arbitrator upon the written request and agreement of the parties to a labor dispute. â€Å"(o) â€Å"Strike† means any temporary stoppage of work by the concerted action of employees as a result of an industrial or labor dispute. â€Å" (p) â€Å"Lockout† means the temporary refusal of an employer to furnish work as a result of an industrial or labor dispute. â€Å"(q) â€Å"Internal union dispute† includes all disputes or grievances arising from any violation of or disagreement over any provision of the constitution and by-laws of a union, including, any violation of the rights and conditions of union membership provided for in this Code. â€Å" (r) â€Å"Strike-breaker† means any person who obstructs, impedes, or interferes with by force, violence, coercion, threats or intimidation any peaceful picketing by employees during any labor controversy affecting wages, hours or conditions of work or in the exercise of the right of self-organization or collective bargaining. â€Å"(s) â€Å"Strike area† means the establishment, warehouses, depots, plants or offices, including the sites or premises used as runaway shops, of the employer struck against, as well as the immediate vicinity actually used by picketing strikers in moving to and fro before all points of entrance to and exit from said establishment.†

Describe One Non-academic Activity During Your High School Years That

Describe One Non-academic Activity During Your High School Years That Describe One Non My Break Dance Story A breathtaking ‘windmills’ performance by a break dancer during the ‘Putting on the Hitz’ show, held during my sophomore year in high school, inspired me to learn this unique but difficult art form. My school didn’t have a break dance club, so I turned to Internet and online community to collect information, opinion, and videos for help. Since ‘windmills’ requires skill strength and stamina and synchronization of body movements to the beats of music, my initial attempts were clumsy and robotic. Nevertheless taking injury, error, ridicule, and trials in my stride, I kept up hard practice. Within a few months, my ‘windmills’ were strong and impressive. Time came full circle and in 2007, I performed in the same show that had inspired me to take up break dancing. Braving stage fear, I gave both a group and solo performance. Months of hard work paid off as my performance was greeted with cheers and applause. M embers of the audience showered me with greetings and praises after the performance. Our group was adjudged second. The adulation instilled in me the passion to carry on break dancing. A year later, I played an instrumental role in founding the Wootton High School break dancing club. I, along with my team members, took up the responsibilities of organizing the club besides training its thirty members. The training sessions made me reflect upon my evolution from an amateur to an expert. Break dancing, a source of drive, passion and purpose, will always be part and parcel of my life.

English Teaching Abbreviations Explained

English Teaching Abbreviations Explained You might be a bit confused by the all the English teaching abbreviations that are used in the profession. Here is a list of the most common English teaching abbreviations that are used in the profession with an emphasis on ESL / EFL teaching. ELT - English Language TeachingESL - English as a Second LanguageEFL - English as a Foreign Language The main difference between these is that ESL is English taught to foreign language speakers living in an English speaking country like the United States, Canada, England, Australia, etc. English as a foreign language, on the other hand, is taught to those wishing to learn English for their study/ work / hobby needs but who live in countries where English is not the first language. Teaching Abbreviations to Know Here are some more important abbreviations related to teaching, teaching certificates, and English exams: AAAL - American Association for Applied Linguistics ACTFL - American Council on the teaching of Foreign Languages AE - American English BAAL - British Association of Applied Linguistics BC - British Council BEC - Business English Certificate - Cambridge business English exam certificate BrE - British English BVT - Bilingual Vocational Training CAE - Certificate in Advanced English - the fourth Cambridge Exam Cambridge Exams - The standard in English examination throughout the world outside of the USA (where the TOEFL is preferred). CALI - Computer-Assisted Language Instruction CALL - Computer-Assisted Language Learning CanE - Canadian English CAT - Computer Adaptive Testing CBT - Computer-Based Teaching CEELT - Cambridge Examination in English for Language Teachers. Tests the English competency of non-native teachers of English. CEIBT - Certificate in English for International Business and Trade for advanced levels. CPE - Certificate of Proficiency in English - the fifth and the most advanced of Cambridges series of exams (roughly comparable to a score of 600-650 on the TOEFL). CELTA - Certificate in English language teaching to adults (Cambridge/RSA Teaching Certificate also known as C-TEFLA) DELTA - Diploma in English language teaching (Cambridge/RSA Language Teaching Scheme) EAP - English for Academic Purposes ECCE - Exam for the Certificate of Competency in English (Michigan University) - lower level. ECPE - Exam for the Certificate of Proficiency in English (Michigan University) - higher level. EFL - English as a Foreign Language EGP - English for general purposes EIP - English as an International Language ELICOS - English Language Intensive Courses to Overseas Students. Government registered centers teaching English to overseas students in Australia. ELT - English Language Teaching ESL - English as a Second Language. ESOL - English for Speakers of Other Languages ESP -English for Specific Purposes (business English, English for tourism, etc.) ETS - Educational Testing Service FCE - First Certificate in English - the third of Cambridges series of exams (comparable to a score of 500 on the TOEFL and 5.7 on the IELTS). GMAT - Graduate Management Admission Test. The GMAT measures general verbal, mathematical, and analytical writing skills. GPA - Grade Point Average GRE - Graduate Record Examination - an evaluation test for graduate admission to colleges and universities in the U.S. IATEFL - International Association of Teachers of English as a Foreign Language IPA - International Phonetic Association K12 - Kindergarten - 12th grade. KET - Key English Test - The most elementary of Cambridges series of exams L1 - Language 1 - native language L2 - Language 2 - the language you are learning LEP - Limited English Proficient LL - Language Learning MT - Mother Tongue NATECLA - National Association for Teaching English and other Community Languages to Adults (UK) NATESOL - National Association of Teachers of English for Speakers of Other Languages NCTE - National Council of Teachers of English NLP - Neurolinguistic Programming NNEST - Non-Native English Speaking Teacher NNL - Non-Native Language MTELP - Michigan Test of English Language Proficiency OE - Old English OED - Oxford English Dictionary PET - Preliminary English Test - The second of Cambridges series of exams. RP - Received Pronunciation - standard British pronunciation RSA/Cambridge C-TEFLA - Certificate of Teaching English as a Foreign Language to Adults. A professional qualification for prospective EFL teachers. RSA/Cambridge D-TEFLA - Diploma of Teaching English as a Foreign Language. Advanced qualification for EFL teachers who have already completed the C-TEFLA. SAE - Standard American English SAT - Scholastic Assessment (Aptitude) Test - pre-university entrance exam in the USA TEFL - Teaching English as a Foreign Language TEFLA - Teaching English as a Foreign Language to Adults TEIL - Teaching English as an International Language TESL - Teaching English as a Second Language TESOL - Teaching English to Speakers of Other Languages TOEFL - Test of English as a Foreign Language - the most common English proficiency exam for North American universities and colleges, also accepted by some British universities and employers as proof of English proficiency. TOEIC - The TOEIC (pronounced toe-ick) is a Test of English for International Communication. VE - Vocational English VESL - Vocational English as a Second Language YLE - Young Learners English Tests - Cambridge Examinations for young learners

Anish Kapoor Exhibition Review Essay Example | Topics and Well Written Essays - 750 words

Anish Kapoor Exhibition Review - Essay Example Anish Kapoor: Memory suggests the sequences in which human perception arises through the principle of memory. â€Å"Memory,† a site-specific installation which contrives to fill Guggenheim’s enormous gallery space, becomes an investigation of scale, volume, color and materiality and consequently experiments on the limitations or restrictions of space and place. The exterior shell of this massive egg-shaped sculpture secures itself tightly against the peripheries of the gallery walls and ceiling, and down again to the floor. The eight millimeter thick Cor-Ten steel material chosen by Kapoor allows the form to achieve an apparent weightlessness although in reality, the sculpture is sits heavily at twenty-four tons. The illusion of lightness is realized through the construction of complex structural engineering that is specifically designed to be experienced through a series of partial and spatially separated views. Hence, Memory’s charm lies in its inaccessibility, preventing itself from revealing its true form. Memory is conceived as a new kind of experience as something that cannot be experienced at once but is rather understood through a series of separate, meaningful fragments. No one sees the whole thing at once as a result of the use of gallery space. Each visible segment is only seen after the viewer has experienced other unrelated elements of the museum and we are reminded that our memory in part, works in a similar fashion. The exhibit’s presentation invites us to daydream and reconstruct a mental image through the process of gestalt. In that sense, Kapoor considers the ways in which people feel and think about space, how they form attachments to their environment, and how feelings about space and place are affected by the sense of time. Memory is a critical understanding of how we are rooted to place and space. He extends his observation regarding the directionality of the different viewpoints

What, in todays conditions, appear to be the greatest limitations of Essay - 1

What, in todays conditions, appear to be the greatest limitations of the classical organisational theories - Essay Example This marked the start of a series of inputs from various management gurus presenting their viewpoints for improving the organizational and management practices (Juralewicz, pp. 14-25). Students who study management science and organizational behavior, discuss these theories and developments comprehensively, to not only show a sign of respect and value for their work with limited resources but also to widen one’s own perspective of looking at various management issues. However, it is also important to note that those theories do not have their relevant applications in today’s world with altogether different circumstances. This paper aims at looking at the same, the limitations of classical organizational theories, and the reasons for the same. The world of organizational behavior and management agrees on the fact that it was the idea of Henry Towne to establish organizational management as a separate field of inquiry. We can divide the classical theories of organizational management into three major categories of scientific, bureaucratic and administrative (Juralewicz, pp. 14-25). Amongst the experts who viewed organizations from a scientific point of view, the most well known of them are Frederick Winslow Taylor, Frank and Lillian Gilbreth and Henry Gantt. Amongst them, Taylor remains as the â€Å"father of scientific management† (Robbins, Judge & Campbell, pp. 52-59). He was amongst the first ones to notice the practice of â€Å"soldiering† amongst the workers, which refers to the deliberate working of the workers under their full capacity. Despite the fact that the workers had some strong reasons in their mind for doing it so but it decreased the overall productivity and output of the organization, which was the biggest concern of Taylor at that time. He came up with his idea of scientific management based of our important principles. Firstly, scientific study of each task important to come up with the most efficient