Fruit content of fruit juice and apple juice content of cider using Dissertation

Fruit content of fruit juice and apple juice content of cider using DNA methodology - Dissertation Example The people want the analytical techniques to be very quick and easy for the identification of the honesty and accuracy of the ingredients. Many modern analytical techniques are used for the analysis of the plant or animal species in the foods. The techniques based on DNA are much common nowadays. The people have lost their hope on chemical analysis as they cannot predict the correct results because of the varying processing methods. DNA is resistant to the food processing method hence this can used for the analysis. Most of the molecular genetic techniques are based on the PCR, pyrosequencing and CAPS (Cleavable Amplifiable polymorphic Sites). Aim of the project: To determine the fruit content of the fruit juice, using the DNA methodologies. Main work packages: The fruit juices are selected and tested for the fruit content based on the value of the juice and to check the level of fraudulent substitution of other fruits in the juice using the DNA methodologies. The high value fruit ju ices are accidentally or fraudulently substituted with the other fruits. This affects the trustworthy of the product in the customers mind. Hence a novel technique that can identify these fraudulent are required for the prevention. (Bauer et al. 2003). Outline of the project: The fruit juices were obtained from the commercial juice producers. The fresh juices were mixed thoroughly by shaking and inverting. (Doyle and Doyle 1987). The fruit juices are then diluted with the ultra pure water. This dilution is done to reduce the percentage of sugar in the juice. The DNA was extracted from the fruit juices using the Standard CTAB DNA extraction method. (Kress et al. 2005). One ml of the sample was suspended in the 5 ml of the CTAB buffer, 100mmTris HCl, 20mM EDTA, 1.4M NaCl and 40Â µl of proteinase K solution. It was vigorously shaked ad stored at 60 degree Celsius overnight. (Doyle and Doyle 1987). The clear supernatant was removed and added with equal volume of chloroform and centrifu ged and the supernatant was collected. Equal volume of isopropanol was added to precipitate DNA. The pelleted DNA was washed with ethanol and dried and stored in the 1X TE buffer. The concentration of the DNA was estimated using suitable methods. The DNA obtained was amplified before moving to the PCR. The amplified product was confirmed with the gel electrophoresis. The design of the primer is an important part of PCR. The primers for the psbA-trnH chloroplast are used for the Taberlet PCR. (Delano and Schmidt 2004). The products can be amplified using the Taberlet PCR and used for further studies. The PCR products were then run in the gel electrophoresis. The DNA fragments were separated in the gel electrophoresis and the gel images are captured in the Gel Doc. The DNA are then separated and extracted from the gel and the restriction enzymes are used for the further analysis. The restriction enzymes are specific for the species. The restriction enzymes that can be used for fruit j uice analysis are Acil, Apol, Dbel, Mbol,Mnll, NlaIII, TaqAl etc., (Taberlet et al. 1991). The Full length of the DNA can be found by aligning the contigs of the sample. Consensus sequences are generated using the Bioinformatics tools. These consensus sequences can then be used for the analysis of PCR-RFLP patterns. The Apol and Dbel are used for the analysis of the six different fruit species such as apple, blueberry, elderberry, grape, pear and pomegranate. If Apol

Orthotics in Neurology: Disorders, Treatment and Causes

Orthotics in Neurology: Disorders, Treatment and Causes Contents (Jump to) Introduction Explanation Disorders Posture and Gait: Deformity: Muscle Weakness: Contractures and Spasticity: Sensory problems: Autonomic Functions: Treatment Causes Conclusion Bibliography Introduction Orthotics refers to all kind of problems related to the shape, function and posture of the body and all part it contains. Since all the parts of the body and their movement are associated with the brain, thus orthotics is highly related to neurology. Orthotics in neurology encompasses all the elements that relate to the functioning of muscles, organs and joints which are utterly controlled by the nerves which carry the orders of a brain to the respective body part. The problems that can occur due to bone disorders and neurological deficits are limb problems, joint complications and abnormalities in locomotion system. Besides these, there are certain minor problems too that may turn into major abnormalities if orthotics occurs in neurology (Houlden, Charlton, Singh, 2007). The initial indicator of orthotics is identified by a defect in the motor neurons that carry the message from the brain to the parts of the body. When a defect in a motor neuron is diagnosed, it becomes crucial for the individual to consult an orthotic consultant so that the disorder can be minimized at the very stage. The most common disorders that occur as a result of disorders in lower motor neurons are: traumatic peripheral nerve lesions and neuromuscular disorders. The disorders related to the upper motor neurons are often regarded as stroke and vertebral palsy. These disorders are commonly as chronic conditions like poliomyelitis etc. these are the most usual type of disorders the result due to orthotics in neurology and to cure such abnormalities at mild stage or at developed stage, neurologist, psychiatrist or orthotics expert must be consulted (Houlden, Charlton, Singh, 2007). Explanation To overcome the diseases of orthotics, an appropriate diagnosis is needed to avoid extreme consequences of disorders. To get the disorders diagnosed at initial stages, it is recommended to get regular electro-diagnostic investigations, radiological and routine blood tests. Moreover, genetic testing is most commonly used and positive results will give the assurance of negligence offensive procedures. Disorders The most common disorders that are diagnosed as a result of orthotics in neurology are given as follows: Posture and Gait: Such kind of disorders of neuromuscular relates to the typical patterns of muscular movements such as ataxic and waddling gait, high stoppage gait, drop foot gait and spastic gait (Houlden, Charlton, Singh, 2007). Deformity: These disorders occur when muscles get weak; it results in instability in joints. The most common consequences are limb floppy and flail which results in balanced paralysis. This is most common when one of the muscles become weak in a group of muscles and loses its strength to carry out functions of controlling the movements and locomotion in the body. The deformity is surely curable when it is diagnosed in the initial stages (Houlden, Charlton, Singh, 2007). Muscle Weakness: This is caused due to disorders in the lower or upper motor muscle disorder and neurons lesions (Houlden, Charlton, Singh, 2007). Contractures and Spasticity: These are the most frequently occurring orthotics disorders found in the neurology, they are mainly caused due to any defect incurred in the upper motor neuron lesions. It results in the contraction of muscles of no proper treatment is done on time. The exercise recommended for its cure is muscles stretching. The contractures result due to disorders in lower neuron as well. Spasticity is painful which can damage the activities of daily routine. Sensory problems: These are major symptoms of pain and may result into extreme consequences of disorders in neuropathic joints, ulcers and pressure sores etc. Autonomic Functions: These are the disorders in involuntary functioning of the system of an individual. They can be recurring in nature and highly disabling as they result from the abnormality of high sweating, sphincter control, increased or decreased heartbeat or pulse rate and unstable blood pressure etc. (Houlden, Charlton, Singh, 2007). Treatment For the purpose of treatment of such abnormalities in the human body, it is essential to consult an orthotics consultant, physician, neurologist or pharmaceutical clinical staff that can help minimizing the disorders experienced by the individual. The main emphasis of treatment order is considered steady and long term in which patient is diagnosed on the regular basis and certain physical exercises with the adequate dose of medicine are prescribed. This results in steady improvement in the neurons of the patient as in case of neurology abrupt and intense treatments are used rarely only when there is no option left because treating the neurons is recommended for a lighter and ongoing process which reduces the symptoms of disease and minimizes intensity of disorders (Wade, 2013). The physical exercises are highly recommended in case of orthotics disorders. The exercises may include stretching of uses every now and then, this increases the flow of blood circulation to the muscles and also improves the ability of neurons to receive and send orders from and to the brain in an effective manner. This eliminates the possibility of any disorder caused due to lack of functioning of the muscles. A process called self-management is majorly recommended to all those who seek ways to overcome orthotics in neurology. This relates to managing the stability of functioning of neurons by your own self. The management can be done by scheduling the routines of exercising in order to improve both physical and mental health. The stretching of muscles and continuous routine of running, jogging or walk helps in reducing the chances of abnormalities or disorder problems related to heart, brain, and muscles. This is because medicine merely is a formula that dissolves in the blood and improves the functioning. But exercise is a continuous process that keeps the muscles of body in function which increases circulation of blood, improves heartbeat and pulse rate, enhances the efficiency of neurons ability to receive and send messages of brain, advances the reflex action and controllability element in the human body. Thus, the foremost suggested way to overcome orthotics disorders is to maintain a routine of exercise. Even after exercising the neuron shows disorders as a side effect of any other disease then the dose of proper medicine must be scheduled (Wade, 2013). Causes These disorders are often caused by consuming drugs or alcoholic products. The overuse of such drugs highly affects the neurons and make them damage or causes the cells of the nervous system to die which results in disability or malfunctioning of neurons. The other causes can be irregular eating habits, consumption of carbonated drinks or high intake of junk food etc. all these products affects directly or indirectly to the neurons which may cause the disability in their functioning. Sometimes, orthotics can be caused by being overweight or underweight which exerts high pressure on the brain and thus the neurons are adversely affected. In few cases, such disabilities are found genetic in the individual who may or may not be diagnosed in early age but becomes prominent when the person reaches maturity (Wade, 2013). Conclusion Orthotics in neurology has an overall impact on the entire human body, its structure, and systems and the neurology holds and controls all the functioning of an organism. The disorders of orthotics are controllable if proper exercise is made mandatory in the daily routine. Alongside, regular checkups of blood pressure and pulse rate etc. are recommended to get notices of any disorder incurred in the neurons of the body. A periodic meeting with the clinician must be scheduled to get noticed of every change being occurring in the system. Further, to avoid such disorder healthy diets are suggested with the minimal use of drugs and related items. All these help the body to maintain its normality. On the whole, healthy activities with healthy food are suggested to overcome the chances of orthotics in neurology as its occurrence can be dangerous for health. Bibliography Houlden, H., Charlton, P., Singh, D. (2007). Neurology and Orthopaedics. J Neurol Neurosurg Psychiatry, 78(3), 224–232. Retrived from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2117631/ Wade, D. T. (2013). Stroke rehabilitation: the evidence. In: Greenwood RJ, Barnes MP, McMillan TM, Ward CD, eds. Handbook of neurological rehabilitation, 7-25.

Pablo Ruiz Picassos Guernica :: Visual Arts Paintings Art

Pablo Ruiz Picasso's Guernica He was born in Malaga, Spain on October the twenty-fifth 1881 to Don Jose Ruiz Blascoand Dona Maria Picasso y Lopez. In 1897 Pablo was admitted to the Royal Academy of San Fernando, following in his father's foot steps tobecome an artist. During his life he painted many famous pieces however the 'Guernica' is arguably his best and most meaningful painting. After living a full life and having three children, he finally passed away on April the eighth at his villa in Mougins. In 1917, Picasso did the set and costume design for Serge Diaghilev's ballet "Parade." This contact with the theater world, as well as a trip to Italy, brought him back to figurative painting with a new interest in characters from the Italian comedy. He alternated this interest with his investigation into cubism. During the 1920s, Picasso continued to design theatre sets and painted in Cubist, Classical and Surreal modes. In late April of 1937, after hearing news of the saturation bombing of the civilian target of Guernica, Spain by the Nazi Luftwaffe, Picasso responded with his great anti-war painting, "Guernica." On April 26th 1937, a massive air raid by the German Luftwaffe on the Basque town of Guernica in Northern Spain shocked the world. Hundreds of civilians were killed in the raid which became a major incident of the Spanish Civil War. The bombing prompted Picasso to begin painting his greatest masterpiece... Guernica. The painting became a timely and prophetic vision of the Second World War and is now recognised as an international icon for peace. Despite the enormous interest the painting generated in his lifetime, Picasso obstinately refused to explain Guernica's imagery. Guernica has been the subject of more books than any other work in modern art and it is often described as..."the most important work of art of the twentieth century", yet its meanings have to this day eluded some of the most renowned scholars. The preoccupying theme of Guernica is of course death; reinforcing this, in the centre of the painting is a hidden skull which dominates the viewer's subliminal impressions. The skull is shown sideways and has been ingeniously overlaid onto the body of the horse, which is also a death symbol. The skull's mechanical appearance seems appropriate to the modern weaponry used in the 1937 bombing. Picasso often hid one or more related symbols within a particular image as Pablo Ruiz Picasso's Guernica :: Visual Arts Paintings Art Pablo Ruiz Picasso's Guernica He was born in Malaga, Spain on October the twenty-fifth 1881 to Don Jose Ruiz Blascoand Dona Maria Picasso y Lopez. In 1897 Pablo was admitted to the Royal Academy of San Fernando, following in his father's foot steps tobecome an artist. During his life he painted many famous pieces however the 'Guernica' is arguably his best and most meaningful painting. After living a full life and having three children, he finally passed away on April the eighth at his villa in Mougins. In 1917, Picasso did the set and costume design for Serge Diaghilev's ballet "Parade." This contact with the theater world, as well as a trip to Italy, brought him back to figurative painting with a new interest in characters from the Italian comedy. He alternated this interest with his investigation into cubism. During the 1920s, Picasso continued to design theatre sets and painted in Cubist, Classical and Surreal modes. In late April of 1937, after hearing news of the saturation bombing of the civilian target of Guernica, Spain by the Nazi Luftwaffe, Picasso responded with his great anti-war painting, "Guernica." On April 26th 1937, a massive air raid by the German Luftwaffe on the Basque town of Guernica in Northern Spain shocked the world. Hundreds of civilians were killed in the raid which became a major incident of the Spanish Civil War. The bombing prompted Picasso to begin painting his greatest masterpiece... Guernica. The painting became a timely and prophetic vision of the Second World War and is now recognised as an international icon for peace. Despite the enormous interest the painting generated in his lifetime, Picasso obstinately refused to explain Guernica's imagery. Guernica has been the subject of more books than any other work in modern art and it is often described as..."the most important work of art of the twentieth century", yet its meanings have to this day eluded some of the most renowned scholars. The preoccupying theme of Guernica is of course death; reinforcing this, in the centre of the painting is a hidden skull which dominates the viewer's subliminal impressions. The skull is shown sideways and has been ingeniously overlaid onto the body of the horse, which is also a death symbol. The skull's mechanical appearance seems appropriate to the modern weaponry used in the 1937 bombing. Picasso often hid one or more related symbols within a particular image as

English Language and Students

1: Introduction At present, speaking a foreign language represents one of the essential requirements of today? s society. Besides other skills and knowledge, it is considered as one of the most influencing factors while applying for a job or sustaining in a particular work position under the condition of advancing the language level. Based on my work experience, I can confirm that knowing a foreign language is a necessity for everyone in general, mainly for my students – soldiers. These people are required to reach a sufficient level in a foreign language in order to accomplish military assignments in missions abroad.Teaching foreign languages, mainly English, for these military purposes is provided by the Defence Language Institute in Vyskov where I have been working as an English teacher for almost three years. My principal goal is to provide the soldiers with as efficient English lessons as possible because it will be them who will have to deal with international relationsh ips and take measures for solving various situations. The main reason for choosing this topic for my bachelor thesis was realizing how important speaking is in everyday situations.No matter where we are, either in the Philippine Republic or in a foreign country, English conversation plays a crucial role in understanding each other and dealing with different kinds of uncovered problems. It means school teachers need English to communicate with their colleagues – native speakers.. Even if they come from America, England or Australia and their accents differ, it is just a question of time for teachers and also students to adjust to their speech and distinguish differences in pronunciation.Being able to keep a fluent conversation with a native speaker is viewed as the main goal of students, which underlines the importance of speaking skills in a student? s point of view. Therefore, in my thesis I decided to concentrate on communicative activities which might be helpful for Englis h teachers and enhance their students? communicative skills. 1. 1: Statement of the problem This research would â€Å"What is the effectiveness of implementing speaking zone at the University campus? † 1. 2: Objective of the studyThe objectives of my studies are: 1. To review the concept and importance of speaking skill. 2. To analyze the factors that are effective in speaking skill. 3. To explore the new ways of speaking skill. 4. To recommend how they improve speaking skill in English at University campus. * * 2: Discussion 2. 1. SPEAKING * 2. 1. 1 Speaking as a skill For most people, the ability to speak a foreign language is synonymous with knowing that language because speech is for them the basic means of human communication.English learners no longer expect the traditional approach of their teachers based on developing mainly the grammatical competence and using methodology popular in the past. Today, teachers are expected to provide their students with useful active k nowledge of the foreign language, not just theory about the language. Communicative approach focuses on a balance between fluency and accuracy and is the most suitable for those students whose aim is to gain confidence in speaking and conversational abilities.Nevertheless, speaking in a foreign language has often been viewed as the most demanding of the four skills. â€Å"While listening and reading involve the ability to correctly receive messages and are therefore referred to as receptive skills, speaking and writing, on the other hand, involve language production and are referred to as productive skills. † (Harmer 1995, 16) Producing spoken language has often meant a difficulty and an obstacle for English learners. There might arise a question why.The answer is obvious. In the natural spoken language students are required to be aware of characteristics of fluent speech, such as reduced forms, use of slang or idioms, fixed phrases, collocations and most importantly the pace of speech. All of these have to be taken into consideration while practising conversation in class. Without these, our spoken language would sound bookish and unnatural. To avoid this, it is essential to introduce and practise â€Å"real† communication with our students ithin the learning process. If it is neglected, it may be a reason why students are often shocked and disappointed when using a foreign language for the first time whilst interacting in foreign environment. They have not been prepared for spontaneous communication and could not cope with all of its simultaneous demands. The embarrassment is usually caused by students’ inability to adjust to native speakers’ speech. This is natural and adjures patience while learning to speak or communicate in a foreign language.As I already mentioned, native speakers are a great support and the opportunity to communicate with them means even greater encouragement for our students. Although it is quite demanding for students to keep up in conversation with them, they take it as an advantage in their studies. Most English learners are actually familiar with the fact that the best way to advance their speaking skills is adjusting to it in an English speaking environment. 2. 1. 2 Difference between speaking and conversation Although the terms â€Å"speaking† and â€Å"conversation† may seem clear, they often get misunderstood.Speaking as a skill taught at schools presents the student’s ability to express his or her opinions, thoughts and ideas to a particular matter. Speaking practice, which is usually based on storytelling, giving speech or presentation, is the necessity for later successful conversation. Nevertheless, the focus on speaking activities has diminished in recent years. This has been caused by many factors, especially by realizing the need of everyday communication. As I mentioned above, giving speeches or presentations is not what we concentrate on in our le ssons.Even though these are crucial prerequisites for later conversational practice, the teachers tend to focus on communicative activities as the main goal of speaking lessons. I have no objection to this, but it is essential to mention the importance of presentations for military English learners working for the Ministry of Defence and the consequences of the lack of speaking skill while giving military presentations abroad. For this reason, it is very important for teachers to think through the purpose of speaking and communicative activities being prepared for lessons and also the target group of learners.Nolasco (1987, 3) mentions that being able to speak reasonably correct and even fluent English is one thing, but being able to engage in on-going, interactive, mentally satisfying conversation is another. Conversation is such a natural part of our lives that many people are not conscious of what happens within it. However, conversation follows certain rules which should be obey ed in order for participants to feel relaxed and be satisfied with it. Arthur (1987, 5) adds that the main purpose of conversation is the exchange of information among people.While communicating, our students may find themselves in different social situations playing various social roles and the main task for language teachers is to prepare them for these real situations they might participate in. This also includes leading students to develop the ability to initiate and sustain conversation whenever it occurs. 2. 1. 3 Students’ motivation to participate in a speaking lesson When students learn a foreign language, they very often accumulate a lot of knowledge (grammatical rules, lists of vocabulary items), but then they find out that they cannot actually use this language to communicate when they want to.Scrivener (2005, 147) claims that there seems to be some difficulty in moving language from passive knowledge into active usage. Without experience in using the language, lea rners may tend to be nervous about trying to say things. Partly they may fear seeming foolish in front of others, they may worry about getting things wrong they may want to avoid teacher’s comments or correction and so on. It takes quite a long time for some students to express themselves, which leads to long embarrassing pauses while learners are trying to find out how to say what they really want to say.One of the best ways of helping learners to activate their knowledge is to put them in â€Å"safe† situations in class where they are inspired and encouraged to try to speak a foreign language. Teachers should try to create such activities in which learners feel less worried about speaking and less under pressure. Nevertheless, the teacher is not the only one whom the students’ success in speaking is based on. There are also motivational factors, differing from student to student, which influence his progress in the spoken language. Harmer (1991, 4-6) distingui shes extrinsic and intrinsic motivation.He claims that students? attitude to speaking the language may be affected by different factors from the outside, such as people in close surroundings, previous speaking experience in a foreign language or the job opportunities offered after mastering foreign language communication. All of these represent extrinsic motivation. Although extrinsic motivation is nowadays a driving force for most students, without intrinsic motivation no goal in improving the speaking skill could be achieved. Success is also based on students? willingness to learn to speak a foreign language, which may be influenced by the teacher? methods used in teaching communication and, above all, his or her personality. Considering these, teachers should realize how important role they play in encouraging the students to learn to speak a foreign language. Students’ personalities also play an important role in determining how quickly and correctly they will manage a sp eaking task. Those students who are risk-takers, unafraid of making mistakes, are generally more talkative but usually make many errors. Those who are shy may take a long time to speak confidently, but when they finally manage it, their English contains fewer errors.The aim of both types of students is the same, indeed – to use the language correctly and fluently. To achieve this goal the teachers should try as much as they can to break the silence in the classroom and get the students speak no matter how many mistakes they make or how long it takes them to produce sentences. In order to decrease shyness while speaking in front of the whole class, students may be offered the opportunity to work in groups or pairs, which is a suitable approach for enhancing the active language use. Harmer (1991, 7-9) points out different motivational factors depending on the age and level of the students.Children’s and adolescents’ motivation to speak a foreign language is irrele vant for the purpose of my thesis because, as mentioned above, I deal with adult English learners and their motivational needs for a foreign language communication are substantially different from the others. I concentrate on intermediate students who represent the majority in my classes. Their English is good at this stage but they are motivated by a primary goal of achieving a more advanced level of the language. They already know a lot and are able to have a conversation about every day matters but sometimes there might occur some problems.One of them is often the feeling that they are flooded with the new complexity of the language and cannot cope with it. Teachers, when having found this out, should focus on building up the knowledge students already have and assure them they can speak the language well enough to understand and be understood. Ur (1991, 274-280) declares that â€Å"motivation is very strongly related to achievement in language learning. † This statement r esults from teaching practice showing that eager learners willing to invest effort in speaking activities are likely to make greater progress.On the contrary, those sitting silently at the desk without desire to be involved in any kind of speaking activity, may find themselves stuck to be able to improve their speaking skill. Having noticed this, teachers should encourage low-motivated students to develop the interest in communicative activities. Ur (1991, 281) describes some strategies to enhance students’ motivation to speak in a lesson. The principal one is selecting the topic carefully to make it as interesting for students as possible. If the teacher’s choice fails in the class, there should be no panic or embarrassment.The possible solution to this situation may be asking the students to vote for a topic they would be interested in talking about. Varied tasks are also suggested for a successful and efficient speaking lesson as well as using visuals to enhance stu dents’ motivation to speak. Average pictures copied from different sorts of textbooks and workbooks do not encourage adult learners to speak anymore. Based on my teaching experience, adult learners prefer to be set into real situations, dealing with real and current news items concerning today’s world and society.To satisfy students’ expectations, teachers should be supplied with sufficient amount of authentic materials, such as newspapers and magazines. The speaking tasks could be based on describing the photos to each other and guessing the place in the world where the action has happened. Connection between the picture and reality makes it even more tempting for students to express their points of view to a particular event and, at the same time, the teacher’s goal is achieved as well – getting students to speak and communicate with each other. 2. 1. 4 Accuracy versus fluencyAccuracy and fluency are terms characteristic for a successful and fecu nd conversation. Scrivener (2005, 160-162) declares that accuracy is the ability to speak correctly without making serious mistakes and therefore a greater use of instant teacher's correction within a speaking activity is appropriate. On the contrary, fluency is the ability to speak confidently without irrelevant pauses or hesitation, however, often with making major mistakes. In this case, instant correction may be inappropriate and could interfere with the aims of the speaking activity. Teachers should be aware f whether their main goal in a speaking activity is accuracy or fluency and adapt their role in class eligibly. If the main aim is to get students to speak, then one way to achieve that would be reducing teacher? s contribution. It is supposed that the less he or she speaks, the more time and space it will allow the students to. If the main aim is accuracy, the teacher should concentrate on students? mistakes and devote time to their correction. However important speaking w ithout mistakes is, a promoted trend at present seems to be to lead students to a fluent conversation in every day situations.Taking this into consideration, this approach best fits the needs of today? s society which is based on fast exchanges of information. Nevertheless, it would be injudicious to qualify accuracy as less important in communication and underestimate its importance. It is also essential for the ability to speak a foreign language well. 2. 1. 5 Correcting students’ mistakes Fluency Activities In a fluency activity the teacher is expected to monitor the class and encourage the students to speak with minimum interfering and correction. This technique is called scaffolding.Scrivener (2005, 162) states that â€Å"it is a way a competent language speaker helps a less competent one to communicate by encouraging and providing possible elements of conversation. † In practice it means to encourage the weaker one by nodding, eye contact, repeating the last word in order to encourage the speaker to continue, asking tag questions, etc. The aim of this encouragement is to make a student speak as much as he or she is able to. Considering a fluent activity, correcting the mistakes should be done after finishing this activity. Suggested techniques are the following: ) writing the sentences used during the activity on the board and discussing them with the whole class b) writing incorrect sentences used during the activity on the board and encouraging the students to make correction c) inventing and writing down the story that includes some errors the teacher overheard during the activity and students try to find them and correct them d) writing out two lists A and B – each list contains ten sentences from the activity but some of them are correct, some of them incorrect. Students work in two groups and their task is to decide if the sentences are either correct or incorrect and why Accuracy ActivitiesIn an accuracy based activity the tea cher is required to correct students? mistakes whenever possible. While practising accuracy, students become aware of their own mistakes in speaking straight away because the teacher does not wait until finishing the task. This approach is suitable while focusing on grammar mainly and enables the students to realize and correct their mistakes and also prevent their recurrence. 1. 2 COMMUNICATIVE ACTIVITIES Every speaking lesson should be based on communicative activities which fulfil two important language learning needs.They encourage the learners to acquire language knowledge and prepare them for real-life language use. Achieving the outcome requires the participants to interact, which means not only speak with a person but also listen to what he or she is saying and react to it. 2. 1. 6 Importance of pair work and group work Pair work and group work present ways of organizing the class while teaching speaking. The teacher? s responsibility is to choose a suitable communicative ac tivity depending on what is going to be practised – either fluency or accuracy – and organize the students into pairs or groups.In some activities such as role plays and guessing games, pair work is essential. On the other hand, discussions and debates require group work and enable the students to express their opinions on a given topic within the group. After that, the spokesman of each group notifies the rest of the class about the conclusion they have reached. This may lead to a following discussion among groups and if the topic is amusing, the speaking lesson seems to be enjoyable for both students and the teacher, too. Advantages of pair and group workThere are many reasons for pair and group work to be used in the lessons. First of all, they provide the students with a lot more practice than working as a whole class. Students also feel more comfortable to speak to one or two people rather than the whole class and the teacher. Moreover, speaking to just a few peop le is closer to real-life situations. Pair and group work allows each student to work at the pace of his or her small group or pair. The teacher is no more considered the only source of information but the students learn from each other.This creates opportunities for learners? knowledge to be shared. In order to be successful, learners need to become accustomed to using English without the teacher? s permanent support. Therefore, working in pairs or groups helps them to build up their independence and confidence for further conversations. The advantages of pair and group work can be noticeable not only from the learner? s but also the teacher’s point of view. It provides the teacher with more time to work with weaker students and encourage them, by participating in a role play or discussion, to communicate.Teachers can also benefit from a great availableness of different communicative activities being offered in bookshops and on the internet nowadays. The variety of materials for pair or group work speaking practice is praised by most of them and their use has proved to be very efficient for speaking skill improvement. Slight disadvantages of pair and group work However efficient and useful pair and group work is, it may sometimes cause little problems while practising speaking. According to Doff (1989, 141) the noise belongs to these obstacles the teachers have to overcome during lessons.Usually the students themselves are not disturbed by the noise, it is more noticeable to the teacher observing pairs or groups. However, the noise created by pair and group work demonstrates learners? engagement in a speaking task and gives the teacher visual evidence of students? involvement. Considering this, the success in working in pairs or groups depends mainly on the students? and the teacher’s approach. Another fact Doff (1989, 141) mentions is the difficulty to control the whole class during a communicative activity.To stop activity getting out of contr ol, it is important to give the students clear instructions, define the speaking task clearly and set up a routine, so that students accept the idea of working in pairs or groups and know exactly what to do. 2. 1. 7 The role of a teacher in communicative activities The teacher is a facilitator of students? learning and as such he has many roles to fulfill. Freeman (1986, 131) describes him as a manager of classroom activities. In this role, one of his major responsibilities is to set up activities that promote communication.During the communicative activities he acts as a consultant answering students? questions, offers advice and provides necessary language items. One of the most important roles is to make sure that students know what they are supposed to practise and check if they do it effectively. These roles are called a conductor and a monitor. Although there is a great number of various activities which may be used in speaking lessons, their use would be confusing and pointle ss if they would not be logically organised. Being a good organiser should be an ability possessed by every skillful teacher.Considering the facts mentioned above we can conclude that the teacher? s personality in a learning process is very important not only while participating in the activity but also while monitoring the students. The teacher? s less dominant role in communicative activities offers the students the opportunity to be involved in conversation and improve their speaking skills to be able to cope with the real-life situations. * 3: CONCLUSION In my thesis I tried to deal with speaking as one of four basic skills and highlight its importance in everyday situations.My aim was to distinguish speaking and conversation since these terms are commonly used but often get mixed up. I pointed out that conversation plays a crucial role in our lives and without it we would not be able to exchange the information and share our knowledge. I also dealt with motivation as an essenti al factor for language learners and classified its types – extrinsic and intrinsic, with the emphasis on the teacher? s personality which influences the students? willingness to participate actively in the learning process.I mentioned native speakers as a great source for our teaching practice and described the ways they may encourage the students to carry on studying a foreign language. To feel confident while learning to speak a foreign language, the students are supposed to be put in a „safe environmentâ€Å". This prevents them from embarrassement or anxiety when they are asked to express themselves. I tried to explain this term and suggested possible ways to decrease students? concern about speaking. Due to students? different personalities and also abilities to speak a foreign language, I dealt with pair work and group work as the ways of organizing the class.I mentioned the advantages of this kind of work, especially reducing tension in class, creating a pleasan t atmosphere and building up students? independence and confidence. Pair work was evaluated as more useful since it is closer to real-life situations and dealing with them is the main aim that the students are heading for. Another area I focused on, were communicative activities and their categorization : information gap activities, discussions, role plays, simulations and guessing games. I characterized them and evaluated the interaction they offer to prepare students for real-life language use.In connection with them, I dealt with terms accuracy and fluency and explained the importance of distinguishing them due to teacher? s objective within the lesson. I introduced different techniques for correcting mistakes in either accuracy or fluency communicative activities and also described the roles of a teacher and requirements which he or she has to fulfil to manage the roles successfully. By means of this thesis I realized how important it is for the teacher to have a great amount of information concerning teaching speaking to be able to provide the students with efficient conversational lessons.The methodology literature I was reading through enabled me to have a look at a speaking skill from a different point of view and think about this issue more deeply. All the theoretical information I gained from this literature was used in the practical part of my thesis. Based on that, I reached several findings. One of them was realizing how important role motivation plays in the learning process. It was proved that students? progress in speaking a foreign language depends on motivation and encouragement from their teachers.I found out that if there are no stimulating factors and the students are not motivated, it leads to boredom in class. To prevent this, entertaining communicative activities and interesting topics proved to be very useful and effective. Another fact which I found reasonable while evaluating presented activities, was distinguishing them according to the teacher? s objective. The fluency activities proved to be essential while practising fluent conversation to prepare students for the real world. On the other hand, the accuracy ctivities focused on grammar and due to them the students were given the opportunity to practise the correct use of foreign language. Since using various types of communicative activities proved very beneficial in my classes, I would like to recommend them to all teachers whose aim is to improve their students? communicative skills. 4: Recommendation 1. Living through a situation and finding to use the language as a compelling force always helps in acquiring a sound language habit. Can be teacher of English devise such situations when it is the second or the third language to learn?.It is not uncommon to find that the child even when he is at play he uses the new sounds as he hears them being used by other children in his play groups, without even knowing what each sound or word means. In a very short ti me he has learnt the meanings of the words by using them in the right place at the right moment. 2. Meaning of words must be allowed to be explored and they are learnt and remembered better. Equivalents, if used, often weaken the impression of the new word and thus tend to damage pupils interest in learning a language. Certain though around a great deal of difficulty stimulators learning.It must be guaranteed that the living personality of the teacher makes use of new word in all kinds of contexts and situations. 3. The proper plan is to adopt new sounds, words and structure patterns into well designed course which ensures gradual yet through repetition so that correct forms, construction are established in the mental habits of the pupils. Pupils should not have a free choice of grammatical form and structure. * * * * * * * * * * 5: References 1. Harmer, J. (1991). The practice of english language teaching. Essex:Longman, 296p. , ISBN:0-582- 046564 1. Scrivener, J. (2005).Learning t eaching. Oxford:Macmillan Publishers Lim, 431p. , ISBN:1- 4050- 1399- 0 2. Ur, P. (1991). A course in language teaching. Cambridge:Cambridge University Press, 375p. , ISBN:0-521-44994-4 3. Thornbury, S. (2005). How to teach speaking. Essex:Pearson Education Limited, 156p. , ISBN:0-582-85359-1 4. Littlewood, W. (1994). Communicative language teaching. Cambridge:Cambridge University Press, 108p. , ISBN:0-521-28154-7 5. Celce, M. M. (2001). Teaching english as a second or foreign language. Boston:Heinle;Heinle, 584p. , ISBN:0-8384-1992-5 6. Ladousse, G. (1987). Role play.Oxford: Oxford University Press, 182p. , ISBN: 0-1943-7095 7. Doff, A. (1989). Teaching english. Cambridge: Cambridge University Press, 286p. , ISBN: 0-521-348641 8. Freeman, D. (1986). Techniques and principles in language teaching. Oxford: Oxford University Press, 142p. , ISBN: 0-1943-4133 9. Nolasco, R ; Arthur, L. (1987). Conversation. Oxford : Oxford University Press, 150p. , ISBN: 0-19-437096-8 10. Hadfield, J. ( 1990). Intermediate communication games. Essex: Jill Hadfield, 105p. , ISBN: 0-17-555872-8

Human Growth And Development Essay

Week One: Themes in Development: Physical: During this stage the child is learning to crawl and walk. Social/Cultural: The child recognizes his/her parents as safe people. Environmental: Improving socials skills, developing friendships, improving self-confidence, and aiding the care giver. Developmental: A central task of adolescence is to develop a sense of oneself as an autonomous individual.  The drive for such autonomy derives from the internal, biological processes marking the transition to a more adult role (puberty and increasing cognitive maturity) and from the shifts in social roles and expectations that accompany these underlying physiological and cognitive changes. Spiritual: It is difficult to identify the infant’s spiritual needs because of their limited ability to communicate on a linguistic level. However, positive experiences of love and affection, and a stimulating environment may foster aspects of spirituality such as hope and security in an infant. Young children encompass the first three stages of Spiritual Development. Intellectual: This stage is essential for determine the learning pattern of the child. This stage the child also learns problem solving skills. Emotional: Growing in a safe and happy environment is also crucial for your child’s long-term development. The more exposure to these activities, the better developed your child’s brain and neural systems will be in coping with what life has to offer. Overall Reflection: A stage is a period of time, perhaps several years, during which a person’s activities (at least in one broad domain) have certain characteristics in common† (Broderick & Blewitt, 2010). This model really says that people develop at different level and stages. Being a teacher I can agree with this theory. I can tell a change with 7th graders that I teach and see some maturity from the beginning of the year to the end of the year. In the incremental model development is seen as a change that is made gradually over time. This is a contrast to the stage model which views change as abrupt. (Broderick & Blewitt, 2010) Both the incremental and the multidimensional model believe that change takes place more gradually and continuously. (Broderick & Blewitt, 2010) I think that the life wheel can help explain how as human throughout our lives we evolve over time throughout our lives. It also can show at different parts of our lives we focus on one or more aspects of the life wheel. Reference: Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professions (3rd ed.).Upper Saddle River, NJ: Pearson Education, Inc. Week Two: The Early Years: Physical: When a child is born they begin developing strength from large muscles to small muscles. When children are young they need to do many activities to strengthen their large and small muscles. Something I realized is that muscle skill development and maintaining healthy body are essential in life later for reading, writing and math. Social/Cultural: In this stage the child develop a sense of self and a sense of belonging to a family. They begin interacting with other children and they also play in stages (playing alone, playing near others but not really playing with them, not wanting to share, playing and sharing, and playing with a purpose). This stage is also were the child also learn to respect the rights and feelings of others. Environmental: A child’s environment plays a big role in their development. Exposure to different forms of activities that exercise the analytical and creative sides of the brain are important. Developmental: (Week 1-3 only: Reflection may i nclude characteristics of this stage) Spiritual: The pre-stage is infancy before & language and conceptual thought. Sometime between two and seven a child enters intuitive/projective faith marked by the rise of imagination, but lacks logic for questioning perceptions or fantasies. Next, children progress into mythic/literal faith. Here the child develops a way of dealing with the world and making meaning that now criticizes and evaluates the previous stage of imagination and fantasy. Intellectual: When a child is the brain is ready to learn and receive information. In essence the brain is like a computer, it has great potential for development. Having a great childhood greatly influences the way the child develops. Emotional: Doing this period the child will realize that the world does not revolve around them. They learn to trust and mistrust others. As toddlers, they become proud of things they accomplish and begin stating their opinions and desires. They also begin to learn to be away from their parents and they will often times participate in the classroom. They also begin to solve issues that may arise with others using words. They often control their angry and they learn that it is okay to make mistakes. Overall Reflection: After reading about development through the early years, I think that emotional and environmental developments are the most vital during this period. When we are first conceived the environment is the number factor influencing us. Piaget believed that the mind creates  its own knowledge. â€Å"This constructivist stance takes the child to be an active participant in the learning process, constantly seeking out and trying to make sense of new information.† (Broderick & Blewitt, 2010) If you look at it from this point of view this is where teachers play an important part in making things catch the attention of students and making it reach them. New research is becoming available often over infant memory and recognition (Broderick & Blewitt, 2010). This is true in the way that the environment plays a major role in the development process; children are a product of their environment. The belief and behaviors of children are passed down from generation to generation. There are several things that I find myself doing that both my mother and father do. I have read research that says expectant mothers that read to their infants while in the womb have smarter children. Erik Erickson believed that the early years of a child’s life were important to their emotional well-being (Broderick & Blewitt, 2010). He had stated that the child should be nurtured, loved, and handled well to grow into an optimistic well rounded person (Broderick & Blewitt, 2010) This is a very true being a teacher I see that the students that have parents that are active and show that they care and support their child they care have the most well rounded students that I teach. While the students that have the parents that are focused on other things those students are not as much well rounded and willing to think outside of the box. Reference: Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professionals. (3rd ed.).Upper Saddle River, NJ: Pearson Education, Inc. Week Three: Middle Childhood through Early Adolescence: Physical: During the middle years, the child’s growth rate is somewhat slower than in previous years, and certainly less rapid than the growth anticipated during adolescence. These changes contribute to the child’s growing sense of competence in relation to his physical abilities and enhance his potential for participating in sports, dance, gymnastics, and other physical pursuits. Social/Cultural: A central task of adolescence is to develop a sense of  oneself as an autonomous individual. The drive for such autonomy derives from the internal, biological processes marking the transition to a more adult role (puberty and increasing cognitive maturity) and from the shifts in social roles and expectations that accompany these underlying physiological and cognitive changes. Compared to children under age 10, teenagers are given new opportunities to experience independence outside of the home. They spend much more unsupervised time with peers which (compared to adult-child relationships) are relatively equal in terms of interpersonal power and authority. At the same time, however, they continue to rely on the support and guidance offered by adults in the family, in school, and in community-based programs or activities. Environmental: The environmental changes that students experience as they move into middle-grade schools are particularly harmful in that they emphasize competition, social comparison, and self-assessment at a time when the adolescent’s focus on himself or herself is at its height. The junior high school’s emphasis on discipline and teacher control, and its limited opportunities for student decision making, come at a time in development when adolescents are beginning to think of themselves as young adults who are becoming more responsible and deserve greater adult respect. A poor â€Å"fit† between the early adolescent and the classroom environment increases the risk of disengagement and school problems, especially for those early adolescents who were having difficulty succeeding in school academically prior to this school transition. Developmental: A central task of adolescence is to develop a sense of oneself as an autonomous individual. The drive for such auto nomy derives from the internal, biological processes marking the transition to a more adult role (puberty and increasing cognitive maturity) and from the shifts in social roles and expectations that accompany these underlying physiological and cognitive changes. Compared to children under age 10, teenagers are given new opportunities to experience independence outside of the home. They spend much more unsupervised time with peers which (compared to adult-child relationships) are relatively equal in terms of interpersonal power and authority. At the same time, however, they continue to rely on the support and guidance offered by adults in the family, in school, and in community-based programs or activities. Spiritual: Part of the child’s development as an individual includes an emerging understanding of the life  cycle—of birth, growth, aging, and death. There is an increasing awareness that life fits into a larger scheme of relationships among individuals, groups of people, other living creatures, and the earth itself. School-age children become keenly interested in these topics, especially when confronted with personal experiences such as the birth of a sibling or the death of a grandparent. As children experience these even ts and learn to view their personal encounters as part of a larger whole, families and communities provide important structure. They define value systems that provide children with basic principles and encourage them to examine their personal actions in light of their impact on those around them. Intellectual: The most important cognitive changes during early adolescence relate to the increasing ability of children to think abstractly, consider the hypothetical as well as the real, consider multiple dimensions of a problem at the same time, and reflect on themselves and on complicated problems. There is also a steady increase in the sophistication of children’s information-processing and learning skills, their knowledge of different subjects, their ability to apply their knowledge to new learning situations, and their awareness of their own strengths and weaknesses as learners. These higher-order cognitive abilities help adolescents regulate their learning and behavior better to accomplish more complicated and elaborate tasks. Emotional: Children in this period need both the freedom of personal expression and the structure of expectations and guidelines that they can understand and accept. Opportunities to interact with other children during this period without excessi ve adult interference is important, although some neighborhoods or living arrangements restrict these chances. At the same time, children need to have positive interactions with adults, reinforcing their sense of self-esteem, self-worth, and belief in their capability of personal success Overall Reflection: Adolescence and middle childhood, although a time for exploration and the excitement of freedom and gaining maturity, is also a time of struggle when teens work endlessly to identify themselves and come to terms with forthcoming adulthood and separation from family (Berger, 2008). Changes in the intensity of peer relationships help the adolescents in self-discovery and surmount the difficulties of their heightened sense of self. Peer pressure supports the adolescent, although the choice of friends can be either a help  or a hindrance depending on the interests of the peers. Adolescence is a time of self-centeredness and self-consciousness when peer pressure can be immense. As teens face social pressures that include experimentation with drugs and other substances, sexuality, and a changing perspective on relationships, their strong social network and the guidance of familial alliances are powerful relationships that mitigate stress during this time. These stages of development include significant changes physically, mentally, and emotionally. The choices made by individuals during these stages have both positive and negative consequences for the individual, his or her peers, and his or her families. Adolescence begins when a flood of hormones triggers pubert y, usually between the age of 10 and 14. The release of sex-specific hormones of androgens and estrogens by the gonads produce physical and psychological changes. Maturation and increased efficiency of organs and muscles follow a major growth spurt (Berger, 2008). Reference: Berger, K. S. (2008). The developing person through the life span (7th ed.). New York: Worth Week Four: Young to Middle Adulthood: Physical: In this stage young adults complete the process of physical maturation, usually attaining full adult height. Secondary sexual characteristics, such as size of penis and breasts, are completed. Your organs and systems are all operating at peak efficiency in young adulthood, roughly ages 21 to 39. Your body has grown, and your physical potential is set. You can take advantage of that by eating correctly and by working out to get stronger. This is the time in life when you can reach your peak physically. The growth spurt that came during puberty set the ground work for what you are capable of becoming as a young adult. Your body will respond to activities such as running, cardio training, weight training and diet more predictably during young adulthood than it could when you were in puberty. Social/Cultural: Some of the social changes include divorce, changes in  employment (either reaching the peak of career or being unemployable for being â€Å"overqualified†), caring for elderly relatives, and difference in parental responsibilities (either taking them on for later life parents or starting over for some empty nest parents). Environmental: The first major group includes young adults who move early into forming their own families and invest little in post-secondary education. Doing this period the young adult moves out of their parents home and begin to start their own home. Leaving the parental home to establish one’s own residence, establishing financial independence, completing school, moving into full-time employment, getting married, and becoming a parent are considered key markers of adulthood (Booth, Crouter, and Shanahan, 1999). Occupational (Week 4 and 5): During this stage young adults move into adult roles and responsibilities and may learn a trade, work, and/or pursue higher education. They identify career goals and prepare to achieve them. Spiritual: Intellectual: In this stage of life adults fully understand abstract concepts and are aware of consequences and personal limitations. Often times they secure their autonomy and build and test their decision making skills. Often they develop new skills, hobbies, and adult interests. Emotional: Doing this stage of life children become adults, they move into adult relationships with their parents. They begin to see their friends as a less important and begin to think for themselves. They are more empathetic and have greater intimacy skills. Carry some feelings of invincibility. Establish lasting self image and begin to feel self-worth. Overall Reflection: Middle adulthood is a complex time period that requires a multidimensional outlook to understand all of the processes and changes that are taking place. The many changes during middle adulthood include physical, cognitive and social differences. During middle adulthood biological and physical changes become apparent. During this time visual perception, hearing and the reproductive system decline. Adults who have never worn glasses or contact lenses may start needing visual correction. During this time adults may also need more light to see than their younger friends. However, the actual time when one is considered an adult varies  from theorists to theorists and can range anywhere from 18 to 25 years of age (Broderick & Blewitt, 2010). There are also cognitive changes during middle adulthood. There is a mixed pattern of positive and negative changes in cognitive abilities. Processing speed starts to decrease during this time period however crystallized thought d oes not decline until older age Working memory begins to decline however semantic memory continues to increase as we learning throughout our older years. Theorists such as Schaie, Erikson, Vaillant, Levinson, Jung, Gould, and soon have all described stages or phases in life- task change (Broderick & Blewitt, 2010). Theorist have shown that all adults seem to go through the same stages of changes in middle adulthood (Broderick & Blewitt, 2010). Reference: Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professionals. (3rd ed.). Upper Saddle River, NJ:Pearson Education, Inc. Week Five: Late Adulthood: Physical: Often times the person become less active and the health begin declining. Sometimes at this age you will find older people that are very active and in better shape than some of the younger adults. Social/Cultural: The person has friends that they spend most of their time with and are very comfortable with the person that they are. Environmental: Often times at this age you will find older parents living at home with their students or either in a personal care home. Occupational (Week 4 and 5): Doing this stage in life the person has either retired from the career or job. Sometimes you will find older adults retired but working part time to remain active in not settle with the end of life. Spiritual: Most older adults often face many losses as they age, so doing the lifetime they often turn to religion and to spirituality as ways to handle their losses. A lot of older adults can often quote spirituals from the bible. Intellectual: Doing this stage the mind gets weaker. They become unable to react quickly, or solve puzzles quickly than they could when they were younger. They don’t think less, just become slower Emotional: Sometimes in this age the older  adult is faced with depression since they often have faced many losses be that from children, spouses, and/or friends. Overall Reflection: Erikson felt that much of life is preparing for the middle adulthood stage and the last stage is recovering from it. Perhaps that is because as older adults we can often look back on our lives with happiness and are content, feeling fulfilled with a deep sense that life has meaning and we’ve made a contribution to life, a feeling Erikson calls integrity. Our strength comes from a wisdom that the world is very large and we now have a detached concern for the whole of life, accepting death as the completion of life. Aging starts during the middle adult stage then it will continue to intensify until the person reaches the end. As aging progress, the body also progress, we slowly die as our neurons in the brain die, and our skins sag. Aging is inevitable it happens to everybody, we suggest that we should be happy up to the last day we live and not live in the stage of Erikson, which is the despair. Maintaining good health becomes more challenging with age, as the immune system becomes progressively less effective†¦and as the cardiovascular, respiratory, and organ systems function less adequately† (Broderick & Blewitt, 2010). On the other hand, some adults may reach this stage and despair at their experiences and perceived failures. They may fear death as they struggle to find a purpose to their lives, wondering â€Å"Was the trip worth it?† Alternatively, they may feel they have all the answers (not unlike going back to adolescence) and end with a strong dogmatism that only their view has been correct. Reference: Broderick, P. C., & Blewitt, P. (2010). The life span: Human development for helping professionals (3rd ed.). Upper Saddle River: Pearson Education, Inc. FINAL COURSE REFLECTION: This course overall was a good course. This course gave me insight to life changes that we all go through over the course of their lives. The course also reflects over the age group I am currently teaching and as to why they are acting the way they do. I like the flow of the course and the things that it emphasized on.

Intellectual Quotes About Wisdom and Success

Intellectual Quotes About Wisdom and Success Wisdom and knowledge are the foundation of all progress. Without the thinkers, scientists, and leaders of the past, we would not be where we are today. The quotes below capture some of their insights about wisdom and success. Sir Winston Churchill Success is the ability to go from failure to failure without losing your enthusiasm. Socrates The life which is unexamined is not worth living. The only true wisdom is in knowing you know nothing. Mahatma  Gandhi Live as if you were to die tomorrow. Learn as if you were to live forever. Benjamin Disraeli I must follow the people. Am I not their leader? Walter Scott For success, attitude is equally as important as ability. Thomas Jefferson Honesty is the first chapter in the book of wisdom. Albert Einstein Try not to become a man of success, but rather try to become a man of value. Bill Gates Success is a lousy teacher. It seduces smart people into thinking they cant lose. John Keats Heard melodies are sweet, but those unheard are sweeter. Henry David Thoreau All this worldly wisdom was once the unamiable heresy of some wise man. Its not what you look at that matters, its what you see. Lord Chesterfield In seeking wisdom thou art wise; in imagining that thou hast attained it- thou art a fool. Elizabeth Barrett Browning Gods gifts put mans best dreams to shame. Alfred Lord Tennyson Dreams are true while they last, and do we not live in dreams? Confucius Wisdom, compassion, and courage are the three universally recognized moral qualities of men. Ralph Waldo Emerson All life is an experiment. The more experiments you make the better. Adopt the pace of nature: her secret is patience. George Bernard Shaw We are made wise not by the recollection of our past, but by the responsibility for our future. Beware of false knowledge; it is more dangerous than ignorance. Success does not consist in never making mistakes but in never making the same one a second time. William Wordsworth Wisdom is ofttimes nearer when we stoop than when we soar. Saint Augustine Patience is the companion of wisdom. Anton Chekhov Knowledge is of no value unless you put it into practice. Franklin D. Roosevelt Happiness lies in the joy of achievement and the thrill of creative effort. Plato The first and greatest victory is to conquer yourself; to be conquered by yourself is of all things most shameful and vile. Henry David Thoreau Good for the body is the work of the body, and good for the soul is the work of the soul, and good for either is the work of the other. Charles Dickens Have a heart that never hardens, a temper that never tires, a touch that never hurts. John Muir In every walk with nature, one receives far more than he seeks. Buddha To enjoy good health, to bring true happiness to ones family, to bring peace to all, one must first discipline and control ones own mind. If a man can control his mind he can find the way to Enlightenment, and all wisdom and virtue will naturally come to him. Lao Tzu The journey of a thousand miles begins with one step.

Leon Trotsky - Communist Writer and Leader

Leon Trotsky - Communist Writer and Leader Who Was Leon Trotsky? Leon Trotsky was a Communist theorist, prolific writer, leader in the 1917 Russian Revolution, the peoples commissar for foreign affairs under Lenin (1917-1918), and then head of the Red Army as the peoples commissar of army and navy affairs (1918-1924). Exiled from the Soviet Union after losing a power struggle with Stalin over who was to become Lenins successor, Trotsky was brutally assassinated in 1940. Dates:Â  November 7, 1879 August 21, 1940 Also Known As:Â  Lev Davidovich Bronstein Childhood of Leon Trotsky Leon Trotsky was born Lev Davidovich Bronstein (or Bronshtein) in Yanovka (in what is now Ukraine). After living with his father, David Leontyevich Bronstein (a prosperous Jewish farmer) and his mother, Anna, until he was eight years old, his parents sent Trotsky to Odessa for school. When Trotsky moved to Nikolayev in 1896 for his final year of schooling, his life as a revolutionary began to take shape. Trotsky Introduced to Marxism It was in Nikolayev, at age 17, that Trotsky became acquainted with Marxism. Trotsky began to skip school in order to talk with political exiles and to read illegal pamphlets and books. He surrounded himself with other young men who were thinking, reading, and debating revolutionary ideas. It didnt take long for the passive talks of revolution to metamorphose into active revolutionary planning. In 1897, Trotsky helped found the South Russian Workers Union. For his activities with this union, Trotsky was arrested in January 1898. Trotsky in Siberia After two years in prison, Trotsky was brought to trial and then exiled to Siberia. At a transfer prison on his way to Siberia, Trotsky married Alexandra Lvovna, a co-revolutionary who had also been sentenced to four years in Siberia. While in Siberia, they had two daughters together. In 1902, after serving only two of his four years sentenced, Trotsky decided to escape. Leaving his wife and daughters behind, Trotsky was smuggled out of town on a horse-drawn cart and then given a forged, blank passport. Without thinking long on his decision, he quickly wrote the name of Leon Trotsky, not knowing that this would be the predominant pseudonym he used for the rest of his life. (The name Trotsky had been the name of the head jailor of the Odessa prison.) Trotsky and the 1905 Russian Revolution Trotsky managed to find his way to London, where he met and collaborated with V. I. Lenin on the Russian Social-Democrats revolutionary newspaper, Iskra. In 1902, Trotsky met his second wife, Natalia Ivanovna whom he married the following year. Trotsky and Natalia had two sons together. When news of Bloody Sunday in Russia (January 1905) reached Trotsky, he decided to return to Russia. Trotsky spent most of 1905 writing numerous articles for pamphlets and newspapers to help inspire, encourage, and mold the protests and uprisings that challenged the tsars power during the 1905 Russian Revolution. By late 1905, Trotsky had become a leader of the revolution. Although the 1905 revolution failed, Trotsky himself later called it a dress rehearsal for the 1917 Russian Revolution. Back in Siberia In December 1905, Trotsky was arrested for his role in the 1905 Russian Revolution. After a trial, he was again sentenced to exile in Siberia in 1907. And, once again, he escaped. This time, he escaped via a deer-pulled sleigh through the frozen landscape of Siberia in February 1907. Trotsky spent the next ten years in exile, living in various cities, including Vienna, Zurich, Paris, and New York. Much of this time he spent writing. When World War I broke out, Trotsky wrote anti-war articles. When the Tsar Nicholas II was overthrown in February 1917, Trotsky headed back to Russia, arriving in May 1917. Trotsky in the New Government Trotsky quickly became a leader in the 1917 Russian Revolution. He officially joined the Bolshevik Party in August and allied himself with Lenin. With the success of the 1917 Russian Revolution, Lenin became the leader of the new Soviet government and Trotsky became second only to Lenin. Trotskys first role in the new government was as the peoples commissar for foreign affairs, which made Trotsky responsible for creating a peace treaty that would end Russias participation in World War I. When this role was completed, Trotsky resigned from this position and was appointed the peoples commissar of army and navy affairs in March 1918. This placed Trotsky in charge of the Red Army. The Fight to Be Lenins Successor As the new Soviet government began to strengthen, Lenins health weakened. When Lenin suffered his first stroke in May 1922, questions arose as to who would be Lenins successor. Trotsky seemed an obvious choice since he was a powerful Bolshevik leader and the man whom Lenin wanted as his successor. However, when Lenin died in 1924, Trotsky was politically outmaneuvered by Joseph Stalin. From that point on, Trotsky was slowly but surely pushed out of important roles in the Soviet government and shortly thereafter, he was pushed out of the country. Exiled In January 1928, Trotsky was exiled to the very remote Alma-Ata (now Almaty in Kazakhstan). Apparently that wasnt far away enough, so in February 1929, Trotsky was banished from the entire Soviet Union. Over the next seven years, Trotsky lived in Turkey, France, and Norway until he finally arrived in Mexico in 1936. Writing prolifically during his exile, Trotsky continued to criticize Stalin. Stalin, on the other hand, named Trotsky as the major conspirator in a fabricated plot to remove Stalin from power. In the first of the treason trials (part of Stalins Great Purge, 1936-1938), 16 of Stalins rivals were charged with aiding Trotsky in this treasonous plot. All 16 were found guilty and executed. Stalin then sent out henchmen to assassinate Trotsky. Trotsky Assassinated On May 24, 1940, Soviet agents machine-gunned Trotskys house in the early morning. Although Trotsky and his family were home, all survived the attack. On August 20, 1940, Trotsky was not so lucky. As he was sitting at his desk in his study, Ramon Mercader punctured Trotskys skull with a mountaineering ice pick. Trotsky died of his injuries a day later, at age 60.

Lonesome George Was the Last Pinta Island Tortoise

Lonesome George Was the Last Pinta Island Tortoise The last known member of the Pinta Island tortoise subspecies (Chelonoidis nigra abingdonii) died on June 24, 2012. Known as Lonesome George by his keepers  at the Charles Darwin Research Station on the Galpagos Island of Santa Cruz, this giant tortoise was estimated to be 100 years old. Weighing 200 pounds and measuring 5 feet in length, George was a healthy representative of his kind, but repeated attempts to breed him with biologically similar female tortoises proved unsuccessful. Scientists at the research station plan to save tissue samples and DNA from Georges body in hopes of reproducing his genetic material in the future. For now, though, Lonesome George will be preserved via taxidermy to be displayed at the Galpagos National Park. The now-extinct Pinta Island tortoise resembled  other members of the Galapagos giant tortoise species (Chelonoidis nigra), which is the largest living species of tortoise and one of the heaviest living reptiles in the world.   Characteristics of the Pinta Island Tortoise Appearance:  Like others of its subspecies, the Pinta Island tortoise has a dark brownish-gray saddleback-shaped shell with  large, bony plates on its upper portion and thick, stumpy limbs covered in scaly skin. The Pinta Island has a long neck and toothless mouth shaped much like a beak, suitable for its vegetarian diet. Size:  Individuals of this  subspecies were known to reach 400 pounds, 6 feet in length, and 5 feet in height (with necks fully extended).   Habitat:  Like other saddleback tortoises, the Pinta Island subspecies primarily inhabited arid lowlands but likely made seasonal migrations to more moist areas at higher elevations. Its primary habitat though would be that of the Ecuadorian Pinta Island from which it gets its name.   Diet:  The Pinta Island tortoises diet consisted of vegetation, including grasses, leaves, cacti, lichens, and berries. It could go for long periods without drinking water (up to 18 months) and is thought to have stored water in its bladder and pericardium. Reproduction:  Galpagos giant tortoises reach sexual maturity between 20 and 25 years of age. During the height of mating season between February and June of each year, females travel to sandy coastlines where they dig nest holes for their eggs (saddlebacks like Pinta tortoises typically dig 4 to 5 nests a year with an average of 6 eggs each). The females retain sperm from a single copulation to fertilize all of her eggs. Depending upon temperature, incubation can span anywhere from 3 to 8 months. Like other reptiles (notably crocodiles), nest temperatures determine the sex of hatchlings (warmer nests result in more females). Hatching and emergency occur between December and April. Lifespan/;  Like other subspecies of  Galpagos giant tortoises, the Pinta Island tortoise can live up to 150 years in the wild. The oldest known tortoise was Harriet, who was approximately 175 years old when she died at an Australia Zoo in 2006. Geographic Range/;  The Pinta Island tortoise was indigenous to Ecuadors Pinta Island. All subspecies of the Galpagos giant tortoise are found only in the Galpagos Archipelago. According to a study released by Cell Press entitled Lonesome George is not alone among Galapagos tortoises, there may still be a Pinta Island turtle living among a similar subspecies on the neighboring island of Isabela.   Causes of Population Decline and Extinction of Pinta Island Tortoises   During the 19th century, whalers  and fishermen killed Pinta Island tortoises for food, driving the subspecies to the brink of extinction by the mid-1900s. After exhausting the tortoise population, seasonal seafarers introduced goats to Pinta in 1959 to ensure they would have a food source upon landing. The goat population grew to more than 40,000 during the 1960s and 1970s, decimating the islands vegetation, which was the remaining tortoises food. Pinta tortoises were originally considered extinct during this time until visitors spotted Lonesome George in 1971. George was taken into captivity the following year. Following his death in 2012, the Pinta Island tortoise is now considered to be extinct (other subspecies of Galpagos tortoise are listed as Vulnerable by the IUCN). Conservation Efforts Starting in the 1970s, varied techniques were employed to eradicate Pinta Islands goat population in order to discover the most effective method for later use on larger Galpagos islands. After almost 30 years of only moderately successful extermination attempts, an intensive program of radio-collaring and aerial hunting aided by GPS and GIS technology resulted in complete eradication of goats from Pinta. Monitoring projects have since shown that Pintas native vegetation has recovered in the absence of goats, but the vegetation requires grazing to keep the ecosystem properly balanced, so the Galpagos Conservancy launched Project Pinta, a multi-phase effort to introduce tortoises from other islands to Pinta. How You Can Help Other Giant Tortoises   Donate to the Lonesome George Memorial Fund, established by the Galpagos Conservancy to fund large-scale tortoise restoration programs in Galpagos over the next 10 years. There are also a variety of  resources for  volunteering to help endangered species  available online.

Contemporary middle east history project 5 Research Proposal

Contemporary middle east history project 5 - Research Proposal Example The split led to antagonism between the Muslim communities and in the modern Islam it has adverse effects including Muslims attacking Muslims. In chapter 5 of Devani’s book, he states that, â€Å"The newly established Iranian Empire lacked the resources that had been available to the Islamic Caliphs of Baghdad in order to consolidate their power over the Islamic authority† this leads me to believe that it was lack of access to resources by the empire that that led to the end of military patronage states. After the exit of Asia and Transoxania, the increase in marine business in the West was unpromising to Iran whose prosperity was dependent on its location on significant East to West overland trade ways like the Silk Road which was well-known. This led to the rise of the Ottomans who seized back Iranian advances to the West. Safavids on the other hand rose and established command of over both the Caucasus and Mesopotamia. The Ottoman and Safavid Empires were the outcome of many years of Islamic state construction and expansion. In their development, they covered virtually the whole Islamic population. They present the connection between the prehistoric and contemporary periods of Islamic history. Both ultimately declined, and were engrossed by the extension of the British Empire. They were different from the military patronage states because they began as religious sects. The Safavid Empire differed from the Ottoman Empire because it was an authoritatively Shiite empire. The Ottoman Empire declined, as a consequence of both in-house ineffectiveness and pressure from its outside antagonists in Europe and Asia while the Safavid Empire collapsed due to invasion by Afghans in 1722. The two great empires were characterized by pronounced religious opposition to critical thinking. This made it difficult for the people to acquire important and helpful information. There existed economic problems such as; competition

Assignmens Assignment Example | Topics and Well Written Essays - 1500 words

Assignmens - Assignment Example Infanticide is murder and it is indeed a crime. Morally one cannot harm any creature which has life unless it is for his survival. Abortion is immoral because it is a killing of a life. A fetus is a developing person and a human in formation. Just because the fetus is silent and unseen it does not lose the right to live. It is a life form given chance to live in world by God and no one has the right to abort its life. Immorality is any effort of human to kill another life form. A fetus is human and killing is crime and against natures law. A fetus has the right to live and need to give consideration which a human get and hence killing a fetus is immoral. Abortion is a shame on humanity and is equal to killing of a person. No, Thompson does not provide a defensible argument to the right to life. Right to life is something which God bestow upon a creature and a human does not have the power to kill a fetus. A fetus is life and a mother and a human has an obligation to protect the life. The life could be taken only if it is a threat to the life of the mother or her health. Unless and other wise, these is no defensible argument which can justify abortion. Thompson considers the fetus out of rape as a threat to mother, but the child which is unborn is innocent and is her offspring so she should protect it. A mother cannot unplug a child from her body like an ailing person who is connected to her. A child is the blood and gene of a mother and she is no way can steal her right to live. George is right on arguing against abortion as they advocate fetus to be a complete person. A human being is formed from the point of fertilization. When ovum and sperm unite, the human is formed and then it is a person. The authors are right on the fact that a mother has the responsibility of protecting her child in the womb. An embryo has pain and it can feel as a life form and has the right to live. The author explains that fetus performs bodily action and can have

What would you do as an educator to make spanish speakers (parents and Assignment

What would you do as an educator to make spanish speakers (parents and students) feel comfortable when they meet you in a school setting - Assignment Example onal domains that are being instilled in them and hence it would be a point of advantage to take into consideration their grey areas and highlight the shortcomings for their own betterment in the long run. I believe I would do them a great service if I look after their needs and requirements and then devise a way which could eventually take care of their learning mechanisms in the long term scheme of things (Goff 2003). This would facilitate them in their quest to achieve greater things within the fields of education and learning. I would also devise the exact ways and means through which they could be assisted in the most feasible manner as far as their learning methodologies and mechanisms are related. These elements are indeed significant as these dictate the kind of optimism that is needed on the part of an educator which I have to take care of at the end of the

Drosophila Research Paper Example | Topics and Well Written Essays - 500 words

Drosophila - Research Paper Example The chromosomes are also organized in an orderly manner. In this regard, the sections of darkness and light have high levels of DNA and protein especially in the chromatin. This enables researchers to observe them by use of a light microscope. According to Carter and Jennifer, the appropriate magnification for this observation customarily is 450X (34). Incidentally, the salivary glands of Drosophila are crucial. This partly owes to the fact that these glands help in producing materials in the pupa stage of the life cycle of the Drosophila. Moreover, each dark and light band has a unique number for identification. This enhances the research work of the biological researchers. In addition, the Drosophila has some chromosomes, which have similar fundamental structures, which aids scientists to make informed deductions pertaining to the phenomenon of research. The Drosophila also is not subject to hibernation in the event of a cold climate. Researchers can then easily access this species for studies, as opposed to other similar organisms. In this regard, they are easily found especially near ripe fruits. The other attribute that qualifies the Drosophila as the best model for laboratory experiments is that adults and larva of drosophila usually feed on yeast. Researchers are able to feed the larva on the laboratory yeast cells to make the required scientific studies within the laboratory. The life cycle of the drosophila depends on the environment, which the Drosophila occupies. According to Smeitink, the life cycle period of the drosophila is 26 days for the Drosophila (44). This period is valid for the female, but the cycle for the male Drosophila is 33 days. The Drosophila has only four of its life cycle. This includes egg and three other larval stages. After mating, the sperm from the male is conveyed to the uterus of the female. This is

Marketing Campaign Case Study Example | Topics and Well Written Essays - 1000 words

Marketing Campaign - Case Study Example Furthermore, it does not sacrifice the other wonders and advancements of car technology such as the optional Bluetooth capabilities or the option to include an input jack, so you can directly input whatever music you want to listen to while you drive around. It's your car, make it clean, make it affordable, and make it run well. That's a Toyota. For this marketing campaign we have chosen to specifically target men. We believe that this vehicle is already quite popular amongst women. However the gender gap is pretty big, and we need to find a way to market to more male customers. We are going to base the whole marketing technique around sex appeal, sports appeal, and make it so the Prius strongly appeals to the male population to increase our targeted sales. We are going to try to include as many groups, including marketing to all age groups of men, and to include people from every finical bracket. Already, TV ads are going to be geared towards the younger 18-35 audiences and older male audiences(35+), but both of those groups will be targeted by the sex appeal marketing plan. In addition, we are also going to cast people of many different races into the advertisements, so we can increase the appeal of this product to a more diverse group of customers. People connect best with people who are similar to them, this is why we also make sure to include all racial demographics. We are currently working on finding several celebrities to star in these ads, and are awaiting the results of which celebrities are most popular amongst the different age demographics that we have set aside for the male gender. We will be using male, as well as female actors, and intend to use attractive models to incorporate sex appeal into the marketing plan. Sex sells, everybody knows it, and if we could get a babe behind the wheel of a Prius or on a commercial, we would be golden. We have come up with a temporary draft of a man driving a Prius, with a hot girl, and then a man driving another model stuck with an ugly girl. This idea is just a rough draft and sample of one of the TV ads that may be implemented and used. The first wave of our campaign is going to be Internet based. We have joined with several huge advertising agencies to run online ads containing the Prius and the new Prius girls, a group of extremely attractive girls all swooning over the car, as they would in the first commercial idea. The ads will be run on companies such as Yahoo and Google, and we are currently looking into spreading these ads to popular sports sites to properly target the male demographic on the Internet, such as ESPN and Sports Net. The next campaign for our advertising is going to be TV, which will probably be the biggest force of our advertising. We have come up with several ad ideas and are in discussions with several popular rappers to try to appear in some of our commercials. We are also hoping to get several foot ball stars, basketball stars, baseball stars, and, of course, plenty of attractive women. We need to make the Prius sexy, because if men think the Prius is sexy they are going to purchase it. Men want sex appeal and if they think driving a Prius will help them have more sex appeal, then they will be more inclined to buy one. We are going to run these ads on the major networks, including EPSN, Comedy Central, FOX, ABC, Spike TV and CBS. In

With specific reference to post-1990s developments, critically Essay - 2

With specific reference to post-1990s developments, critically evaluate the scope of the doctrine of humanitarian intervention under Article 2 of the United Nations Chapter - Essay Example In addition, this paper analyses the structural reform proposals of the UN Charter and the challenges it is currently facing. The various current matters of Security Council reform financing and proposals of the UN Charter are also discussed (Latif 2000, p.25). The United Nations Charter was born forty four years ago and it was as a result of the sufferings caused by the Second World War. The main purpose of the above mentioned Charter was to secure the upcoming generation from the impacts of the war. Moreover, the United Nations Charter aimed at correcting the League of the Nations’ weaknesses. The leadership of the United Charter rests on the highest authorities. Nevertheless, the challenges as a result of the Cold War barred the UN Charter from carrying out its main goals of the maintance of peace and security. The cold war was accompanied by a hostile environment and the UN could not perform its key role to implement the provisions made in the Charter, which were related to international security and peace. Despite the hostile environment presented by the Cold war, the United Nations pursued its Charter purposes in various fields such as in the improvement of social standards for individuals, decolonization and in the protection of human rights ((Mendlovitz & Weston 1995, p.13). Moreover, there were some adjustments that were made to the UN Charter and this enabled it to cope with various threats imposed to the international security and peace. The establishment of the UN Charter led to various dramatic changes in the world structure of peace and security. The above organizations came up with various ways of solving the challenges they came across. For instance, in order to eliminate the powers used by high authorities during the Cold War, the UN Charter established various peacemaking (Mingst & Karens 1995, p.29) and it took the role of the Security Council in maintaining international peace and

Marketing Campaign Case Study Example | Topics and Well Written Essays - 1000 words

Marketing Campaign - Case Study Example Furthermore, it does not sacrifice the other wonders and advancements of car technology such as the optional Bluetooth capabilities or the option to include an input jack, so you can directly input whatever music you want to listen to while you drive around. It's your car, make it clean, make it affordable, and make it run well. That's a Toyota. For this marketing campaign we have chosen to specifically target men. We believe that this vehicle is already quite popular amongst women. However the gender gap is pretty big, and we need to find a way to market to more male customers. We are going to base the whole marketing technique around sex appeal, sports appeal, and make it so the Prius strongly appeals to the male population to increase our targeted sales. We are going to try to include as many groups, including marketing to all age groups of men, and to include people from every finical bracket. Already, TV ads are going to be geared towards the younger 18-35 audiences and older male audiences(35+), but both of those groups will be targeted by the sex appeal marketing plan. In addition, we are also going to cast people of many different races into the advertisements, so we can increase the appeal of this product to a more diverse group of customers. People connect best with people who are similar to them, this is why we also make sure to include all racial demographics. We are currently working on finding several celebrities to star in these ads, and are awaiting the results of which celebrities are most popular amongst the different age demographics that we have set aside for the male gender. We will be using male, as well as female actors, and intend to use attractive models to incorporate sex appeal into the marketing plan. Sex sells, everybody knows it, and if we could get a babe behind the wheel of a Prius or on a commercial, we would be golden. We have come up with a temporary draft of a man driving a Prius, with a hot girl, and then a man driving another model stuck with an ugly girl. This idea is just a rough draft and sample of one of the TV ads that may be implemented and used. The first wave of our campaign is going to be Internet based. We have joined with several huge advertising agencies to run online ads containing the Prius and the new Prius girls, a group of extremely attractive girls all swooning over the car, as they would in the first commercial idea. The ads will be run on companies such as Yahoo and Google, and we are currently looking into spreading these ads to popular sports sites to properly target the male demographic on the Internet, such as ESPN and Sports Net. The next campaign for our advertising is going to be TV, which will probably be the biggest force of our advertising. We have come up with several ad ideas and are in discussions with several popular rappers to try to appear in some of our commercials. We are also hoping to get several foot ball stars, basketball stars, baseball stars, and, of course, plenty of attractive women. We need to make the Prius sexy, because if men think the Prius is sexy they are going to purchase it. Men want sex appeal and if they think driving a Prius will help them have more sex appeal, then they will be more inclined to buy one. We are going to run these ads on the major networks, including EPSN, Comedy Central, FOX, ABC, Spike TV and CBS. In

Examine how far television is a global and globalising media form Essay

Examine how far television is a global and globalising media form - Essay Example A particular popular program can be watched by many people at one time unlike newspapers where people scramble for the copies or a radio where you listen without seeing. Television combines both visual and audio content. This has led to its tremendous success as a mass communication medium (Waisbord, 2000). Television has become a global means of communication, meaning that people can now communicate to each other all over the world, all with the aid of technology. Globalization has made it possible for all the television industries in the world communicate more effectively. This communications have made possible by the presence of well laid structural connections among the different communication systems used by television stations all over the world. This interconnections between the different television stations in the world has created an international business hub, all governed with the same business principals and goals (Jensen, 2000). . The technologies include the use of sate llites to relay information to the different TV station worldwide. For example the launch of AMOS-5 satellites located at 17Â °E by space com was a major boost to TV industries in Africa.AMOS-5 provides high-quality broadcast and communication services to Europe, the Middle East, the U.S. East Coast and Africa. Other satellites have all been put in place with companies such as Switzerland media all with the aim of relaying information to its client and doing business. The dynamics in the TV world are reflected in the approval of television formats. On the surface international airing of the different format does not only suggest a well incorporated economy with the industries, in also includes a well regulated content. All the media houses are therefore able to sale almost the same idea to its audience. These enable the audience watch different programs at different channels at the same time, and with the help of technology; television companies have successful reached their market (Whannel, 1993) . A company like coca cola is popular all over the world. Toyota pick-ups have roamed in the streets of African. TV programs and series such prison break have been aired all over the world. This can therefore be deemed as the golden age for business, commerce and trade. Never before, in the entire history of the world has there been such an opportunity to sell as many commodities to individuals as there is right now globally. Marketing strategies have been put in place but thanks to television and the entire media that marketing has been made easier promoting a company’s sales. Trade has also been conducted between state thanks to TV and the media as a whole (Jesus,1993) . Television programming goes beyond commercial relationships(Waisbord, 2000). Other key sector such as politics, antinational identification and transnational organizations are also affect. Television programming has an especially important role in shaping social meanings as communication co ntent dictates the way local and global mass media will affect people’s social experience. These include programs like news and report. Television coverage of political and social is a decisive factor for formation of opinion in democratic states. Reports and news should therefore be exact, truthful and reliable. Different debates on television have influenced public opinion in different angles. Reports on political private life has