Pablo Picasso his Influence on Art Essay Example

Pablo Picasso: his Influence on Art Essay Pablo Picasso: his Influence on Art The influence of Pablo Picasso on art can be measured via the digesting celebrity of the adult male ; he remains, arguably, the most celebrated creative person since Michelangelo, more famed than Duschamp, Monet or Cezanne. He was a fable during his ain life-time, the famed Salvador Dali mentioning Picasso as, â€Å"his hero, and to be taken earnestly by him [ Picasso ] , a kind of right of passage.† [ 1 ] His posthumous repute is built upon the solid foundation of advanced art coupled with radical expressionism that many observers have seen as representing the really generation of modern art. For many, Picasso is none other than the creative person who carried painting into the 20th century, the personification of the coming of a new age in art felt in the same manner as it was in industry, economic system and political orientation. We will write a custom essay sample on Pablo Picasso: his Influence on Art specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Pablo Picasso: his Influence on Art specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Pablo Picasso: his Influence on Art specifically for you FOR ONLY $16.38 $13.9/page Hire Writer His private life and professional life merged more than most celebrated creative persons. Bar for a little period towards the terminal of his life, Picasso was free from the dirt that accompanied the fables of Matisse, Van Gogh or Manet, for case. Art was ever his first kept woman, although more than most other creative persons, Picasso drew from the experiences which touched him in his personal life to animate his originative end product. Born in Spain Picasso was, from the beginning, noticed as a kid prodigy by his art instructor male parent. Indeed, theMuseo de Picassoin Barcelona is dedicated about entirely to his really early pictures and sculptures. By the clip he was a adolescent Picasso began to patronize the more Bohemian mercantile establishments of Barcelona, where his Inquisition acted like a sponge for the diverseness of influences all around him. Inevitably, Picasso moved briefly to the capital of art, Paris, where he was farther exposed to the rich assortment of looks prevalent at the fin?de?siecle. One can see these formative old ages as indispensable in the development of the discernibly different manners that Picasso adopted in his grownup life. First he experimented with pragmatism and imitation, to a great extent influenced by his clip in Paris. Observers have since labelled his following two stages as the â€Å"Blue Period† and the â€Å"Rose Period† severally. During the â€Å"Blue Period† ( 1901?1904 ) , Picasso relied to a great extent on a bluish pallet for his pictures, where he focused overly on the traditional foreigners of society to state his narrative: mendicants, cocottes and drifters make up the majority of the histrions in this stage of his life. In contrast, the â€Å"Rose Period† ( 1904?1905 ) used as its focal point less deplorable members of society, though he still accented the pathetic: buffoons, trapeze creative persons and other circus forces tended to represent the bulk of his work during this era. Apart from willing such classics as the Blue Period’sLa Vie( 1903 ) and the Rose Period’sFamily of Saltimbanques( 1905 ) , the work of Picasso during the really ea rly old ages of the 20th century besides highlights the inclinations of an creative person who is unwilling to be pigeon?holed as an advocate of merely one type of art. His illustriousness came from his ability to exceed certain artistic genres without of all time losing any credibleness or acumen. Following Picasso travelled to Holland where he was greatly influenced by the classical pictures of Greek mythology. He returned to Paris where he was intrigued and challenged by the ground?breaking Fauvist work of Matisse, which used familiarly monstrous subjects to Picasso’s â€Å"Blue Period† . The caricature?like nature of Matisse’s work inspired Picasso to experiment with antediluvian, crude art, particularly that which so influenced the Iberian civilization from where he hailed. With Spain being positioned so close to Africa, Picasso of course, â€Å"appropriated African art in the development of modern manners, † [ 2 ] and his crude experimentation ought to be seen asthecardinal development in his embracing of Cubism, the manner for which he remains most celebrated internationally today. Picasso’s incorporation of African influences into his ain sculptures constituted the first clip when he consciously used his art as a vehicle to voice his c oncerns over the province of the modern universe in which he lived. â€Å"It allowed him to face his audience with their ain premises about ‘Africa’ and the relation of Picasso’s work to that extremely publicised discourse.† [ 3 ] Yet, as detailed, Cubism remains the artistic manner most closely associated with Pablo Picasso. Basically, Cubism played with the construct of the three dimensional human figure, falsifying the forms, lines and contours of the pigment so that both the forepart and dorsum of the organic structure was seeable at the same clip. Together with Georges Braque, Picasso drove frontward the motion of Cubism so that, by 1913, it was the main progressive artistic political orientation in both Europe and North America.The Guitar( 1913 ) is frequently cited as Picasso’s ain personal best with respects to Cubist expressionism, a perceptibly Man-made Cubist creative activity, although he was shortly, unsurprisingly, traveling off from Cubism to encompass yet another aspect of modern art. Towards the latter portion of his originative life, Picasso moved into the kingdom of Surrealism, influenced once more by classical art. By that clip, nevertheless, the Spanish Civil War ( 1936?1939 ) had broken out, lighting, one time more, a politicisation of Picasso’s work. â€Å"Picasso was profoundly moved by the civil war ramping in his native Spain, and applied himself to making a monumental record of its barbarity.† [ 4 ]Guernica( 1937 ) is his most famed picture of the clip the slaughter inflicted upon the Basque metropolis designated within the rubric representing his inspiration for picture, which, for the first clip in history, documented the horrors of modern warfare, in peculiar the desolation of air foraies. Therefore, as Picasso was present to transport progressive art through to the 20th century, so he was similarly the accelerator for the artistic look of horror that post?industrial adult male could bring down upon civilization that the Second World War would starkly reveal. Furthermore, his breath?taking accomplishment, throughout his calling, at picturing all signifiers of artistic enterprises have led modern-day observers such as, Susan Sternau, to reason that, â€Å"more than any other single creative person, Picasso shaped the class of 20th century art.† [ 5 ] Bibliography M. Antliff A ; P. Leighten,Cubism and Culture( Thames A ; Hudson ; London, 2001 ) R. Brandon,Phantasmagoric Lifes: the Surrealists, 1917?1945( Macmillan ; London, 1999 ) E. Doss,Twentieth Century American Art( Oxford University Press ; Oxford, 2002 ) B. Leal et Al,The Ultimate Picasso( Harry N. Abrams Inc ; New York, 2003 ) S. Lemoine ( Edtd. ) ,Towards Modern Art: from Puvis De Chavannes to Matisse to Picasso( Thames A ; Hudson ; London, 2002 ) T. Martin,Essential Surrealists( Dempsey Parr ; London, 1999 ) S.A. Sternau,Art Nouveau: Spirit of the Belle Epoque( Tiger Books International ; London, 1996 )

How blind hiring can improve workplace diversity

How blind hiring can improve workplace diversity There’s a growing trend across industries when it comes to hiring- and in the age of information, you may be surprised to learn that involves having access to less information instead of more, in an effort to enhance ethical hiring practices and improve workplace diversity. If your company isn’t utilizing blind hiring practices yet, it might not be long before it jumps on this progressive new hiring bandwagon. What is blind hiring?This bold new hiring practice is referred to as â€Å"blind hiring,† and according to a recent article by Analytics in HR (AIHR), â€Å"Blind hiring is any technique that anonymizes or ‘blinds’ personal information about a candidate from the recruiter or hiring manager that can lead to unconscious (or conscious) bias about the candidate. This bias tends to be unfair and discriminatory because much of the personal information that is presented is generally unrelated to his or her on-the-job performance.†How blind hiri ng can improve your company’s hiring practicesAs an HR professional, not having access to personal candidate information that tends to lead to bias allows for increased objectivity when evaluating potential hires. As a result, decisions will be based on a candidate’s skills, knowledge, and potential to succeed, and things like a candidate’s race, gender, age, and education level are ignored- and when ability is the primary driving factor for hiring, it results in a more qualified and talented workstaff. Increased hiring objectivity also leads to a more diverse workforce, which benefits both employers and employees.How are companies- and the HR world at large- warming up to the idea of blind hiring According to AIHR, â€Å"Blind hiring is gaining more acceptance as part of a larger movement to remove faulty human judgment element that interferes with hiring people that were truly the best candidates in first place. Research featured in the Harvard Business Revie w found that candidates who were hired based on an algorithm were  50% more likely to be successful  on the job than candidates picked based on recruiters’ human judgment.†How companies are implementing blind hiring practicesCurrently, the most common methods for doing so are occurring during the resume review process and through the use of anonymized pre-hire tests and assessments. AIHR reports that significant human bias exists during the resume review process: â€Å"Resumes with White-sounding names receive  30 percent more interviews  than identical resumes with African American names. Resumes with old-sounding names were rated as  less suitable for the job  compared to identical resumes with modern-sounding names.† Removing all superfluous personal candidate info from their applications, resumes, and online profiles is designed to eliminate this bias. Pre-hire tests and personality assessments- using anonymous candidate IDs- are also being used m ore frequently to assess a candidate’s abilities and potential fit when making hiring decisions. Both of these tools are reported to increase hiring objectivity and workplace diversity, which can be gauged and tracked through your HR department’s recruitment metrics.hbspt.cta.load(2785852, '9e52c197-5b5b-45e6-af34-d56403f973c5', {});Are your company’s hiring practices as objective as they could- and should- be? If not, then consider adopting blind hiring practices to make things more fair. Use the strategies and advice presented here to help improve the diversity in your workplace and make sure you’re hiring the most qualified candidates possible.

Katelynn Sampson (Aboriginal foster child murdered) Essay

Katelynn Sampson (Aboriginal foster child murdered) - Essay Example One of Katelynn’s custodial parents, Donna Irving, was taken into custody followed a short time later by the other, Warren Johnson. In the days and months that followed, facts about Katelynn’s short life and sad death emerged. Her biological mother, Bernice Sampson, â€Å"pleaded to three counts of trafficking cocaine in 1998 and was sentenced to 18 months in prison† (Toronto Star, 2008). In January of 2008, Sampson was charged with drug trafficking again. If convicted on that charge she could be sentenced to prison which would have put Katelynn into the care of the Childrens Aid Society (CAS). Rather than risk having her daughter placed with CAS, Sampson voluntarily relinquished custody to Irving, who she called â€Å"her best friend.† One account says that Irving â€Å"gained custody of Katelynn through a family court application that did not involve any child and family service agency and showed no signs of a criminal-background check† (Toronto Star, 2008). Another claims, â€Å"The hearings before Ontario Court Justice Debra Paulseth involved Katelynns biological mother Bernice S ampson, the guardian now charged with her death, Donna Irving, and native family court worker Bela McPherson. Sparse and businesslike, the conversations were dominated by the legal requirement of determining Katelynns biological father and the need to move proceedings along† (Smith, 2008). If Judge Paulseth, Bernice Sampson, or Bela McPherson—someone had looked into Irving’s record, they would have discovered that Irving’s was no better than Sampson’s. â€Å"Irving was convicted in 2000 of communicating for the purpose of prostitution.  In 1999, she pleaded guilty to assault with a weapon and spent five days in custody and 18 months on probation. The year before, she was charged with possession of cocaine for trafficking—she entered a guilty

San Antonio (enviable AAA General Obligation Debt Bond Rating ) Case Study

San Antonio (enviable AAA General Obligation Debt Bond Rating ) - Case Study Example 6). These were validated by the statistics and patterns highlighted above. When compared to other common variables, as noted, San Antonio’s unemployment rate which was 7.4% was comparatively low in contrast to the unemployment rate exhibited by the whole of Texas (8.1%) and of the country, in general (8.8%). This is significant considering that, as reported, San Antonio is the only U.S. City with a population over one million to be given a ‘AAA’ bond rating by all three rating agencies. Further, their rating was likewise compared to the ratings generated by other municipalities, such as Columbus, Ohio and Kirkland, Washington; and the following highlights are noted: It is eminent therefore that rating agencies evaluate the credit ratings of municipalities based on the factors that were revealed. As disclosed by Moody’s, San Antonio’s rating could be changed to lower ratings when the following scenarios occur: â€Å"(1) failure to maintain balanced operations; (2) trend of declining reserves; (3) trend of significant taxable value loss indicating a weakening of economic position; and (4) change in the US rating that results in pressure on local Moodys Investors Services, Inc. "MOODYS ASSIGNS Aaa RATING TO CITY OF SAN ANTONIOS GENERAL IMPROVEMENT REFUNDING BONDS, SERIES 2012;." 26 March 2012. moodys.com. 27 April 2012

A key issue for the courts when deciding on the legal status of a Essay

A key issue for the courts when deciding on the legal status of a comfort letter is whether or not the party proffering the comfort letter intended to create legal relations - Essay Example Comfort letters are common in loan agreements, as an alternative from asking the lender to obtain a guarantor for the loan. In order for a claimant to be able to rely on the letter of comfort as a guarantee of payment, the claimant has to prove that the person issuing the letter intended to create legal relations between themselves and the claimant. According to Ellinger (1989) comfort letters can be identified into 3 specific types, and can include undertakings from a parent company to meet the financial commitments of the subsidiary company. Less stringent comfort letters identify that the parent company knows of the intention of the subsidiary company to enter into a contract with the other party, but makes no express guarantee to honour the agreement of the subsidiary or to actively intervene to ensure that the subsidiary company fulfils the contract. These letters can have legal effect despite the fact that they cannot be relied upon as a guarantee that the party will fulfil their part of the contract. One of the first cases to consider the effect of comfort letters was Banque Brussels Lambert S A v Australian National Industries Ltd1 in which the defendant averred that the letter should not be regarded as a binding contract. In this case, the bank insisted on a letter of comfort as a condition of the loan agreement between the parties. The bank had originally tried to force the defendant to guarantee the payments on the loan, which the defendant had refused to do. The claimant attempted to aver that the letter of comfort contained promissory paragraphs with regard to the conduct of the defendant and that the defendant had breached these promises. One such paragraph stated We take this opportunity to confirm that it is our practice to ensure that our affiliate [the borrower] will at all times be in a position to meet its financial obligations as they fall due. These

Effect Of Authentic Listening Materials English Language Essay

Effect Of Authentic Listening Materials English Language Essay This article is about the role of authentic listening material on students motivation and how it helps them in improving their learning. Many researchers have studied about the authentic materials. They advocate the use of authentic material and have different point of views, but they agree upon one idea: exposure, exposure to real language and real life, in other words, the advantage students get from being exposed to the language in authentic materials. The authentic materials should be used with the students level of knowledge and the students should be aided by their teachers to deal with the difficulties they face. I Introduction There are some definitions regarding listening. According to definition by Oxford (1993, p. 206), listening is a complex problem solving skill and it is more than just perception of the sounds. Listening includes comprehension of meaning words, phrases, clauses, sentences, and connected discourse. In another definition by Oxford dictionary, listening is defined as make an effort to hear something; listen to the radio, listen for the bell, to pay attention, heed. Listening skill is a significant function in foreign language learning. Among the skills, listening is the important one. Furthermore, according to Saricoban (1999), considers listening as one of the fundamental language skills. It is a medium through which children, young people and adults gain a large portion of their information, their understanding of the world and of human affairs, their ideals, sense of values, and their appreciation. Rivers (1978) believes that listening is a creative skill. It means we comprehend the sound falling on our ears, and take the raw material of words, arrangements of words, and the rise and fall the voice, and from this material we create significance. He also states that listening skill is listening with comprehension, attention and appreciation. Then, listening activity needs to integrate skills of language, such as pronunciation, vocabulary mastery, writing, speaking, and reading. According to Rivers listening skill should be integrated with other skills. So in this case it includes not only the listening activity itself but also writing , speaking, and so on. There are some problems regarding listening that Underwood (1990) mentions some kinds of them in listening that are directly related to the students themselves. One of the problems is based on the fact that students have established learning habits in the sense that they have been encouraged to understand everything by listening carefully to teachers who probably speak slowly and clearly. Hence, when they fail to understand every word while listening, they stop listening and lose the thread, which seems to be the reason for the state of panic and worrying they usually show before and during listening. In relation to those problems, we cannot deny that students motivation plays important role in learning listening. As mentioned in Brown (2006), another theme will be motivation. I believe that listening and motivation are interrelated and influence each other . Because listening is so challenging, teachers need to think carefully about making the activities successful and the content interesting. We can create interesting and motivating activities when listening such as using English songs. Thus, the students will be stimulated and not be frightened or worried when they are practicing listening. There have always been a lot of disputes over the effect of listening in foreign language learning. Some believe that listening should be regarded as an essential element of foreign language proficiency, and as such plays an important role in foreign language programs. Other claim that there must be a strong relationship between listening materials and EFL students motivation. As a matter of fact, student motivation is an essential element that is necessary for quality of education. How do we know when students are motivated? They pay attention, they begin working on tasks immediately, they ask questions and volunteer answers, and they appear to be happy and eager. (Palmer, 2007). This article describes a classroom research project to investigate whether listening materials increase the classroom motivation of learners, a claim often made but rarely, if ever, tested. But before getting started to describe the impact of listening materials we should take into consideration that what kind of listening materials do we mean? Are they authentic materials i.e. (what native speakers produce and write) or non-authentic ones (by which I mean materials produced specifically for language learners, e.g. exercises found in course books and supplementary materials). Many writers claim that authentic listening materials motivate learners because they are intrinsically more interesting or stimulating than artificial or non-authentic materials . Proponents of this view include Little and Singleton (1991:124), Freeman and Holden (1986: 67); Allwright(1979: 179); who refer to this as the classic argument; Little, Devitt, andSingleton (1989: 26) , who add that authentic texts bring learners closer to the target language culture, making learning more enjoyable andtherefore move motivating; King (1990: 70), and Bacon and Finnemann (1990: 459-60), Swaffar (1985: 18),. Far fewer authors maintain that authentic materials reduce learner motivation because they are too difficult: Morrison (1989: 15),Freeman and Holden (1986: 68), and Williams (1983: 187; 1984: 26),. Despite the fact that authentic listening resources are often seen as having the potential to motivate learners, Rost (2002) points out that some teachers believe authentic material is too difficult for the students to handle1(p. 125). Anderson and Lynch (1988) stress, encourage passive and unsuccessful listening habits where the learners equate listening with sitting back and letting a largely meaningless sequence of sound wash over them (p. 45). Such a view reflects a general concern, no doubt influenced to some extent by Krashens (1981) input hypothesis, to ensure that task difficulty be set at an appropriate level. After all, most teachers would want to avoid possibly demoralizing learners with input too far beyond their. Apart from being dispiriting, exposing learners to incomprehensible listening materials can, linguistic competence II Literature review Motivation DÃÆ'-rnyei believes that motivation is one of the most elusive concepts in applied linguistics and indeed in educational psychology in general.(DÃÆ'-rnyei, 1999, p. 525). he thinks that motivation is hard to grasp and is one of the central problems in educational psychology. A review of the mainstream psychology literature shows the difficulty of the concept of motivation along with the difficulty to conceptualize it. This difficulty in defining motivation is represented, on the one hand, by the several definitions of motivation, 1 and on the other, by the abundance of theories of motivation which are associated with different psychological perspectives on human behavior. In spite of the conceptual distinctions, however, most researchers agree that motivation is related to persons choice of a particular action, persistence with it, and effort expended on it. As Oxford and Ehrman maintain: The external or behavioral features of motivation include decision-making, persistence, and ac tivity level. The learner decides to choose, to pay attention, to engage in one activity but not others; the learner persists over an extended time. . ..and the learner maintains high activity level (Oxford and Ehrman, 1993, p.190). 2 These features of the motivated behavior are inbuilt in definitions given by mainstream psychology, as well as FLL literature on motivation. More recently, motivation is a process whereby a certain amount of instigation force arises, initiates action, and persists as long as no other force comes into play to weaken it and thereby terminate action, or until the planned outcome has been reached (DÃÆ'-rnyei, 1998, p. 118). In mainstream psychology, motivation is defined as the process whereby goal-directed activity is instigated and sustained (Pintrich and Schunk, 1996, p. 4). In the FLL field, when in the early 1990s the motivation agenda was reopened towards a more situated approach, as will be mentioned later, Crookes and Schmidt wrote . . .teachers would describe a student as motivated if he or she becomes productively involved in learning tasks, and sustains that engagement, without the need for continual acknowledgement or direction (Crookes and Schmidt, 1991, p. 480). As it is clear, in the above-mentioned definitions, (a) motivation is a process, (b) it involves goals which individuals have in mind and try to attain (or avoid), (c) it requires activity on the part of the individuals; the activities that students involve in are geared toward attaining their goal, and (d) motivated activity is both instigated and sustained. DÃÆ'-rnyei includes in his definition the phrase: . . . as long as no other force comes into play to lessen it and thereby finish action. . . which is also encompassed in Kuhls (Kuhl, 1987) control theory (again from mainstream psychology). Thus, DÃÆ'-rnyei s definition accommodates the possibility of the existence of factors which could intervene and weaken or terminate the persons action. The last parameter allows us to discuss the effects of the milieu (society/parents, school/ teachers) on learners motivation. In fact, the inclination to incorporate the impacts of contextual transactions (Paris and Turner, 1994) in the discussions of motivation, has recently become obvious. So we should agree with him because contextual factors are essential in improving motivation in learners. The need to discuss motivation as functioning in a social context, the classroom in particular, spurred the boom in research and theoretical postulations in the early 1990s. these discussions and findings have indicated that the interpretive power of the construct of integrativeness for motivation and accordingly, achievement in FLL to occur (Gardner, 1985) had been overestimated. The use of authentic materials has been widely supported and there is, as Guariento and Morley (2001) mention, a general consensus in language teaching (p. 347) that it makes use of the learning process. A principal merit proposed for presenting samples of genuine spoken interaction is that it exposes learners to those language properties that are often missing from concocted texts. As Willis (2003) warns, there is a serious danger that specifically designed texts will show the language not as it really is, but as the course writers imagine it to be or would like it to be (p. 224). Less apparent, perhaps, than the benefit from exposure to this real-world language, is the affective role of authentic resources. Peacock (1997) suggests that amongst language teachers there is a subjective impression that these resources confer a positive effect on learner motivation (p. 144). His study found an increase in on-task behavior and observed motivation when a variety of authentic materials were incorporated into language classes. An approach to motivation has been suggested by Peirce (1995, p. 17); she believes that investment would be a more appropriate term, signaling that learners invest in learning a second language in order to increase their cultural capital (Bourdieu, 1991). According to this view, the notion of investment . . . attempts to grab the relationship of the language learner to the changing social world (Peirce, 1995, p. 17). Further, rather than prioritizing acculturation to the L2 community, as many previous attitudes studies have done, the notion of investment focuses on the individuals self-identity as the locus of concern. 1.2. Beliefs about Listening The importance of listening in language learning has only been recognized relatively recently (Oxford 1993). Since the role of listening comprehension in language learning was taken for granted, it merited little research and pedagogical attention. Although listening played an important role in audio-lingual methods, students only listened to repeat and develop a better pronunciation (for speaking). Beginning in the early 70s, work by Asher, Postovsky, Winitz and, later, Krashen, brought attention to the role of listening as a tool for understanding and a key factor in facilitating language learning. Listening has emerged as an important component in the process of second language acquisition (Feyten, 1991). This research base provides support for the pre-eminence of listening comprehension in instructional methods, especially in the early stages of language learning. Listening comprehension has received considerable attention in the fields of applied linguistics, psycholinguistics and second language pedagogy during the last two decades (Anderson Lynch, 1988; Flowerdew 1994; Rost, 1990; Underwood, 1989; Ur, 1984). Results of the large body of research have shown that listening is not a passive process, in which the listener simply receives a spoken message, but rather a complex cognitive process, in which the listener constructs the meaning using both her linguistic and non-linguistic knowledge. The importance of the listeners cognitive and social judgments in the process of listening, in addition to the linguistic knowledge, has been especially emphasized (Rost, 1990). Some scholars believe that listening is an active process.in traditional view listening was regarded as a passive . Listening comprehension is viewed theoretically as an active process in which individuals focus on selected aspects of aural input, construct meaning from passages and relate what they hear to existing knowledge. III Conclusion In the light of these findings, I recommend that teachers of adult EFL to beginners try appropriate authentic listening materials in their classroom, as they may increase their learners levels of on-task behavior, concentration, and involvement in the target activity more than artificial materials. (It is possible to speculate that this would apply equally in intermediate advanced classes.) They may, however, reduce the levels of learner interest engendered by the materials used. It is important that materials selected for the classroom motivate learners, so one criterion for the selection of materials should be their effect on motivation. materials to be significantly less interesting than artificial materials. This stands in direct contrast to the large number of assertions listed above, to the effect that authentic materials are more motivating because they are intrinsically more interesting. These findings are a preliminary indication that this is not the case; learners were more motivated by authentic materials, but not because they were more interesting. These results also indicate that, at least for the learners who participated, interest in the materials in use is quite separate as a component of motivation from levels of attention or action and persistence with the learning task. For this reason it was not possible to say whether authentic materials motivated learners or not. None of the authors who assert that authentic materials motivate learners make this distinction between separate components of classroom motivation, I suggest that in classroom motivation research, treating these two as separate components of motivation would lead to a clearer understanding of the meaning of the construct motivation, and a more precise picture of the effects of different materials on learner behavior in the classroom. The generalizability of the results is limited by the small scale of the study and the level of the learners, who were all beginners. It could be argued that the topic (and to a lesser extent the activity based on the material, though these were similar every day) might have affected results. I was unable to control for their effects, being unable to reliably isolate and quantify their inherent motivational level. One indication that levels of class interest in the topic or activity did not significantly affect levels of motivation is the fact that after day 8 of the study, the use of authentic materials invariably resulted in higher levels of on-task behavior and overall class motivation. If a motivational level of the topic or activity was a major variable, this would almost certainly not have been the case. They may well remain as a minor variable. IV References Allwright, R. (1979). Language learning through c ommunication practice in C.J. Anderson, A., Lynch, T. (1988).Listening. Oxford: Oxford University Press. DÃ ¶rnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press. Feyten, C., (1991). The power of listening ability: an overlooked dimension in language acquisition. Modern Language Journal 75 (2), 173-180. Freeman, D. and S. Holden. 1986. Authentic listening materials in S. Holden (ed.) Techniques of Teaching. London: Modern English Publications: 67-9. Kienbaum, B. E., A. J. Russell, and S. Welty.1986.Communicative Competence in Foreign Language Learning with Authentic Materials.Final Project Report.Purdue University,Calumet, Indiana.ERIC No.ED 275 200. Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon. Little, D. and D. Singleton. 1991. Authentic texts,pedagogical grammar and language awarenessin foreign language learning in C. James and P. Garret (eds.). Language Awareness in the Classroom.London: Longman: 123-32. Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners.ELT Journal, 51 (2), 144-154. Rost, M. (2002). Teaching and researching listening. New York: Longman. Swaffar, J. K. (1985). Reading authentic texts in aforeign language: a cognitive model.ModernLanguage Journal 69/1: 15-34.

Prime of Miss Jean Broadie :: Essays Papers

Prime of Miss Jean Broadie To be in Miss Broadie’s set was to be set apart from the rest of the school. They were outwardly looked upon with disdain. Inwardly, however, others were jealous of them for the distinction they received. Each girl in the Broadie set was held on a pedestal. Each had something special about them, reasons why they were chosen by Miss Broadie, and that puts them at higher regard. Each girl was famous in school for something. They really have very little in common with one another aside form their friendship with Miss Broadie. Each girl was selected for their individual personality traits, and further chosen because Miss Broadie knew that none of their parents would ever have a problem or make complaints about her unorthidoxed method of teaching. Mary was the stupid character of the set. Miss Broadie, along with the other girls, treated Mary as their scapegoat. They blamed everything on her stupidity. Miss Broadie harshly accused her and blamed her for faults belonging to everyone, using her to make an example. Monica was known by all for her quick temper and her mind for mathematics. She was chosen, most likely, for little more than the fact that Miss Broadie knew that her parents would not have any problems. Miss Broadie never seemed to have an underlying scheme planed out for her, as she did with some of the other girls. Eunice was quite the same, seeming to have no purpose to the group, and the other girls wondered for some time why Miss Broadie had chosen her. Miss Broadie’s interest in her, it was found out, was that Eunice was a wonderful gymnast, and would entertain Miss Broadie with her performances shown before her class. Jenny, with her golden curls, was the prettiest of the bunch. She had a beautiful voice and later a desire to act. Miss Broadie had hopes that one day Jenny would become one of her crà ¨me-de-la-crà ¨me, but Jenny disappointed her, becoming too dull for Miss Broadie’s taste as she got older. Rose, as she became older, would be known for sex. Miss Broadie took special interest in her, because, as she saw it, Rose had instinct. The love of Miss Broadie’s prime was Mr.

Difference Between Personnel Manager and Hr Manager Essay

ALTHOUGH both human resource management (HRM) and personnel management focus on people management, if we examine critically, there are many differences between them. Some are listed below: i) Nature of relations: The nature of relations can be seen through two different perspective views which are Pluralist and Unitarist. There is a clear distinct difference between both because the personnel manager, the focus is more on individualistic where individual interest is more than group interest. Here, HR manager through a shared vision between management and staff create a corporate vision and mission which are linked to business goals and the fulfillment of mutual interest where the organization’s needs are satisfied by subordinates and subordinate’s needs are well-taken care by the organization. Motorola and Seagate are good examples of organizations that belief in this Unitarist approach which also focuses in team management and sees employees as partners in an organization. Relation of power and management: The distribution of power with personnel manager is centralized where the top management has full authority in decision-making where even the personnel managers are not even allowed to give ideas or take part in any decision which involves â€Å"employees†. HR manager, on the other hand, has the decentralization of power where the power between top management is shared with middle and lower management groups. This is known as â€Å"empowerment† because employees play an important role together with line and HR managers to make collective and mutual decisions, which can benefit both the management and employees themselves. In fact, HR manager focuses more on TQM approach as part of a team management with the involvement and participation of management and employees with shared power and authority. The nature of management is focused more on bottom-up approach with employees giving feedback to the top management and then the top management gives support to employees to achieve mutually agreed goals and objectives. ii) Leadership and management role: Personnel manager emphasizes much on leadership style which is very transactional. This style of leadership merely sees the leader as a task-oriented person. This leader focuses more on procedures that must be followed, punishment form non-performance and non-compliance of rules and regulations and put figures and task  accomplishments ahead of human factors such as personal bonding, interpersonal relationship, trust, understanding, tolerance and care. HR managers are the leaders who are transformational. This leadership style encourages business objectives to be shared by both employees and management. Here, leaders only focus more on people-oriented and importance on rules, procedures and regulations are eliminated and replaced with: Shared vision; Corporate culture and missions; Trust and flexibility; and HRM needs that integrates business needs. iv) Pay policies and job design: Pay policies for personnel manager is merely based on skills and knowledge required for the perspective jobs only. The value is based on the ability to perform the task and duties as per the employment contract requirement only. It does not encourage value-added incentives to be paid out. This is also because the job design is very functional, where the functions are more departmentalized in which each job falls into one functional department. This is merely known as division on labour based on job needs and skill possessions and requirement. For HR manager, the pay is designed to encourage continuous job performance and improvement which is linked to value-added incentives such as gain sharing schemes, group profit sharing and individual incentive plans. The job design is no more functional based but teamwork and cyclical based. HRM creates a new approach towards job design such as job rotation which is inter and intra-departmental based and job enlargement which encourages one potential and capable individual to take on more tasks to add value to his/her job and in return enjoy added incentives and benefits.

The eNotes Blog Chapter One Unveiled for Harper Lees Wildly Anticipated Go Set a Watchman ANovel

Chapter One Unveiled for Harper Lees Wildly Anticipated Go Set a Watchman ANovel Fellow literature lovers, take a small sigh of Scout Finch-deprived relief. Weve all been holding our  breath since Harper Lees announcement of  Go Set a Watchman  early February.  This book comes more than 50 years after everyones favorite English class novel,  To Kill a Mockingbird.  Lees second novel  is scheduled for release July 14, and the first chapter (excerpt below) has been published, alongside beautiful animations, on The Guardian. Since Atlanta, she had looked out the dining-car window with a delight almost physical. Over her breakfast coffee, she watched the last of Georgia’s hills recede and the red earth appear, and with it tin-roofed houses set in the middle of swept yards, and in the yards the inevitable verbena grew, surrounded by whitewashed tires. She grinned when she saw her first TV antenna atop an unpainted Negro house; as they multiplied, her joy rose. Continue reading on The Guardian Pre-order the novel,  $15.95 for hardcover or $13.99 for Kindle, on Amazon.

Basic Information Essays - Chemical Properties, Chemical Elements

Basic Information Essays - Chemical Properties, Chemical Elements Basic Information Name: Lithium Symbol: Li Atomic Number: 3 Atomic Mass: 6.941 amu Melting Point: 180.54 C (453.69 K, 356.972 F) Boiling Point: 1347.0 C (1620.15 K, 2456.6 F) Number of Protons/Electrons: 3 Number of Neutrons: 4 Classification: Alkali Metal Crystal Structure: Cubic Density @ 293 K: 0.53 g/cm3 Color: silvery Atomic Structure Number of Energy Levels: 2 First Energy Level: 2 Second Energy Level: 1 Isotopes IsotopeHalf Life Li-6Stable Li-7Stable Facts Date of Discovery: 1817 Discoverer: Johann Arfvedson Name Origin: From the Greek word lithos (stone) Uses: batteries, ceramics, lubricants Obtained From: passing electric charge through melted lithium chloride, spodumene Related Links I currently do not know of any links for Lithium. If you do, please let me know MLA Format for Citing This Page 31496057785 : Lithium 00 : Lithium 714375243205 : Symbol: Li Atomic Number: 3 Atomic Mass: 6.941 amu 00 : Symbol: Li Atomic Number: 3 Atomic Mass: 6.941 amu 866775718820 Melting Point: 180.54 C (453.69 K, 356.972 F) Boiling Point: 1347.0 C (1620.15 K, 2456.6 F) 00 Melting Point: 180.54 C (453.69 K, 356.972 F) Boiling Point: 1347.0 C (1620.15 K, 2456.6 F)

My Genre-ation Essay Example | Topics and Well Written Essays - 1250 words

My Genre-ation - Essay Example He grew up in Vienna in a family of fourteen kids, him being the twelfth born. His interest and skills in music became apparent as early as when he was eleven years of age. Because of this extraordinary gift, Franz was allowed to join Chapel Royal Choir. During his early life, he received his education at the Imperial Seminary, gaining vast experience in practical music. His liking for music saw him achieve great strides by completing six symphonies by the time he was 22 years. Other achievements that he made were twelve piano sonatas, eleven string quartets, and the Trout Quintet. In general, Franz grew up to compose an estimated six hundred and forty songs. Most of his symphony pieces are in C major. Like other orchestral pieces, his works were also overwhelming with what was perceived to be technical difficulties (Clive, 9). The pieces are introduced with an unaccompanied unison theme that proceeds all the way to the 8th bar. It is a predominantly horn theme. Its purpose is that it acts to unify other subsequent themes and harmonize them at later stages to complement one another. This actually what brings forth the real feeling and function of the symphony. Later in the 8th bar, we find that the strings enter with a moving rhythmic triplet figure. This rhythm represents the feature of the first movement. From here, the next rhythm we progress to is a straight away lyrical episode, which takes in to consideration the initial 8 bars. These first bars are sustained with a solo woodwind. From here, the symphony then proceeds with some variants at fist. Staccato strings come in here to bring up the theme. Some scholars have interpreted the early use of staccato here to be a pace setter for a later melancholic mood given these variants. The next thing is that the theme then moves to lower strings as the Andante carries on. The purpose of having adante here is to explore the themes as well as the assembled rhythmic material.

Homosexuality should be socially accepted in China Essay

Homosexuality should be socially accepted in China - Essay Example 1. Lots discrimination to homosexuals is also the main reason why most of them get married to the opposite sex, this is usually not out of love but because they want to camouflage (Der Spiegel). Such marriages normally result to break ups. 2. Another reason why homosexuals get married to the opposite sex is due to fear of stigmatization. According to Chinese culture, bearing children is a sign of prestige and honor. Therefore, same sex marriages, apart from being seen as a taboo, it is also against the Chinese religion (Der Spiegel). 1. According to China’s ministry of health, the rate of homosexuals contracting Aids is becoming an issue of national concern. This is because statistics show that the rate of Aids in homosexuals is above average and keeps rising annually. This rate is almost 88% higher than the general population (Der Spiegel). 2. Apart from the ministry of health, part of the Chinese government is against the legalization of homosexuality. The government through the civil affairs department, human province, firmly stated that homosexuality was not only a violation of morals but also the spiritual civil construction (Tatlow). Although homosexuals need to be recognized and granted their civil rights, the rate at which gays and lesbians are contracting Aids is appalling and need to be given much consideration. Sine many homosexuals are married to partners of the opposite sex for fear of victimization and discrimination, the government ought to realize that those opposite sex partners are at a high risk of contracting the disease. Therefore, by legalizing homosexuality, the government will have helped minimize the rate of aids in married couples. Since foundation of the People’s Republic in 1949, homosexuals in china have undergone many horrific situations such as victimization, torture and stigmatization. Legalizing