Dunkirk Battle Analysis Essay Example

Dunkirk Battle Analysis Paper Joe LeggioReaction Paper Mr. CorsoUnc. Valor Hitler, as a great leader of his country was not a great Commander. He had several blunders that ultimately led to his defeat. One of the major blunders that Hitler made was allowing the British to escape from Dunkirk. This gave the British army the boost it needed to win the war. Before the escape from Dunkirk British citizens thought the worst for its country. After the British were not able to defend France any longer, they had to fall back into a port on the Atlantic called Dunkirk. Instead of releasing the Panzers to garantee the the extermination of the British, Hitler ordered their halt and ordered that the Luftwaffe strafe the channel. Hitler was convinced by one of his generals that the air fleet can handle the job, which was another great blunder of Hitler. If Hitler would have took advantage of his ground forces and sent them into Dunkirk, it would have thwarted the attempt of the escape and possibly change the outcome of the war. While Hitler turned and focused on the Russians, Britain took advantage of his neglection. They sent of thousands of water transport ships to bring home tens of thousands soldiers hoem each day until it was entirely evacuated. If had Hitler would have used Panzers, the outcome of the war would have been extremely different. England would not longer be with a military to defend the homeland, which could then be invaded easily. The major reason for England’s survival as a nation was the leadership of Winston Churchill. Documents show that Churchill had lost the favor of his Cabinet and Parliament. We will write a custom essay sample on Dunkirk Battle Analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Dunkirk Battle Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Dunkirk Battle Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer If his army was destroyed, he could have possibly been replaced by Foreign Secretary Lord Halifax, who was in favor of peace with the Germans. If a peace was created between Germany and England it would have discouraged America’s involvement in the European Theater. Great Britain was America’s only remaining ally in Europe, and if Great Britain was at peace or collaborating with the Germans, no reason for the U. S to jump in. With Britain being conquered, Hitler could have not fought at two fronts and focused his ultimate military power towards one specific coutnry, Russia. The climax of the war was at Stalingrad. If Hitler was able to conquer Stalingrad everything would ahve been different. Russia could have been immobilized and not functional. With Russia out of the picture Hitler would have the total rule over Europe. If he controlled Europe it would be hard for any one army to defeat him. At the later stages of the war the German’s would suffer major defeats from the rejuvinated British army. The major two were the battles of El Aliamien and the D-Day invasion of Normandy. The battle of El Aliamien, in Africa, was the first major defeat of Rommel’s Afrika Corp. British tank Commander Montgomery was able to push the German’s out of Africa and ruin their chances of a Middle Eastern empire. This indefinately leads to the allied invasion of Italy. The D-Day invasion was one of the great invasions of the war. Though everyone suffered from many casualties, the allied forces were able to open up two seperate fronts and ultimately defeat Germany. The invasion was able to work because Hitler did not have his focus on it. If he planted a few tanks and had more ground forces the invasion would have failed and nobody knows how life would be today. You can trace almost every great blunder form Hitler back to the Dunkirk Mistake. It had a huge part in the fall of Hitler and his ultimate suicide. Resources: http://en. wikipedia. org/wiki/Battle_of_Dunkirk http://www. theotherside. co. uk/tm-heritage/background/dunkirk1940. htm

Understanding Split Infinitives in English Grammar

Understanding Split Infinitives in English Grammar In English grammar, a split infinitive is a construction in which one or more words come between the infinitive marker to and the verb (as in to really try  my best). Also called a cleft infinitive. A   split infinitive  is sometimes regarded as a type of tmesis. I think the evidence is conclusive enough, says editor Norman Lewis: it is perfectly correct to consciously split an infinitive whenever such an act increases the strength or clarity of your sentence (Word Power Made Easy, 1991). Examples and Observations Here are some examples of split infinitives, and descriptions of the term and its uses from other texts to help you better understand their function: To deliberately split an infinitive, puristic teaching to the contrary notwithstanding, is correct and acceptable English.(Norman Lewis, How to Speak Better English. Thomas Y. Crowell, 1948I was wise enough to never grow up while fooling most people into believing I had.(attributed to Margaret Mead)Hamilton from boyhood on was an overachiever, one who found it necessary to more than compensate for his feelings of inadequacy.(Peter R. Henriques, Realistic Visionary. University of Virginia Press, 2006)Her first class wasnt until the afternoon. That would give her time to quickly head to the house, then come back and grab a bite to eat in the cafeteria.(Kayla Perrin, The Delta Sisters. St. Martins Press, 2004It seemed that he had caught [the fish] himself, years ago, when he was quite a lad; not by any art or skill, but by that unaccountable luck that appears to always wait upon a boy when he plays the wag from school.(Jerome K. Jerome, Three Men in a Boat, 1889Milton was too busy to mu ch miss his wife.(Samuel Johnson, Lives of the Most Eminent English Poets, 1779-1781 News of the government’s plan to on average halve pay for the top 25 employees of firms that took two bailouts ricocheted down Wall Street on Wednesday.(Eric Dash, A New Challenge for 2 Ailing Banks. The New York Times, Oct. 21, 2009The phrase to solemnly swear is at best an explication of what is implied in the idea of swearing, at worst a pleonasm.(Peter Fenves, Arresting Language: From Leibniz to Benjamin. Stanford University Press, 2001 A 19th-Century Proscription Hostility to the practice of splitting infinitives developed in the nineteenth century. A magazine article dating from 1834 may well be the first published condemnation of it. A large number of similar prohibitions followed. The first to call it a split infinitive was a contributor to the magazine Academy in 1897. (Henry Hitchings, The Language Wars. John Murray, 2011) A False Analogy With Latin The only rationale for condemning the [split infinitive] construction is based on a false analogy with Latin. The thinking is that because the Latin infinitive is a single word, the equivalent English construction should be treated as if it were a single unit. But English is not Latin, and distinguished writers have split infinitives without giving it a thought. Noteworthy splitters include John Donne, Daniel Defoe, George Eliot, Benjamin Franklin, Abraham Lincoln, William Wordsworth, and Willa Cather. Still, those who dislike the construction can usually avoid it without difficulty. (The American Heritage Dictionary of the English Language, 4th edition, 2000)The split-infinitive rule may represent mindless prescriptivisms greatest height. It was foreign. (It was almost certainly based on the inability to split infinitives in Latin and Greek, since they consist of one word only.) It had been routinely violated by the great writers in English; one 1931 study found split infinitives in English literature from every century, beginning with the fourteenth-century epic poem Sir Gawain and the Green Knight . . .. (Robert Lane Greene, You Are What You Speak. Delacorte, 2011) Clarity and Style In fact, an unsplit infinitive may be less clear than a split one, as in He decided to go boldly to confront his tormentor, where it is unclear whether boldly is attached to go or confront or perhaps both. (Jean Aitchison, The Language Web: The Power and Problem of Words. Cambridge University Press, 1997)The condemnation of  the split infinitive  seems so devoid of adequate justification that, personally, I am accustomed to look upon it as merely idiosyncratic. The use of the idiom can be defended on various grounds, not the least substantial of which is the need of allowing language that freedom from purely artificial restraints which it continually and successfully claims. . . . Adverbs of one or two syllables readily adhere to the verb as prefixes, and thus disguise their reprobate individualities. But it is generally assumed that there is no glue strong enough to make such processional words as circumstantially, extraordinarily, disproportionately, and the like,  stick wit hin  the split infinitive,  and therefore they must  be trailed after  verbs like cartloads of bricks. The majority of the adverbs in common use, however, do not attain such unwieldy dimensions, and  may  well be admitted within  the split infinitive,  especially if  clarity  of apprehension is promoted  thereby. And  surely the idiom is not to be pilloried if it serves to make the sentence more harmonious- as, for instance, in He decided to rapidly march on the town, where to march rapidly is certainly less pleasing to the ear. From such considerations as these I therefore infer that  the split infinitive  does not merit the censure which critics frequently bestow on it.   (J. Dormer, Split Infinitive. Notes and Queries, January 21, 1905) The Lighter Side of Split Infinitives Would you convey my compliments to the purist who reads your proofs and tell him or her that I write in a sort of patois which is something like the way a Swiss waiter talks, and that when I split an infinitive, God damn it, I split it so it will stay split.(Raymond Chandler, letter to Edward Weeks, Jan. 18, 1947. Quoted by F. MacShane in Life of Raymond Chandler, 1976)

Israel and Palestinian Conflict Essay Example | Topics and Well Written Essays - 2500 words

Israel and Palestinian Conflict - Essay Example But for the last 100 years the Palestinians have brought immigration, exclusion and armed occupation, followed by an extensive and difficult journey of autonomy (Carter, 36). A group of people in Europe chose to settle in Palestine in the late 1800s. They were known as Zionists, they represented an extremist minority of the Jewish population (Shlaim, 37). They wanted to create a Jewish homeland. Before settling in Palestine, they had also considered locations in Africa and the America. In the beginning, this colonization did not create many problems but as more and more Zionists immigrated to Palestine the situation went out of order as many of them had the wish of taking over the land for a Jewish state. Ultimately, fighting broke out and this aggression resulted in increasing rate of violence. This Jewish immigration to Palestine had gained number after Hitler's rise in power along with Zionist activities and thus conflict rose (Klein, 32-37). The United Nations Special Commission on Palestine (UNSCOP) (Aruri, 15) recommended dividing Palestine into an Arab state and a Jewish state and hence called Jerusalem to be put under international administration. The plan gave a complicated proposal, divided the land into two approximately equal portions through zigzag borders. The UN General Assembly approved the plan on 29th November 1947 as UN Resolution (Carter, 69-73). The resolution was supported by both the US and the Soviet Union, and particularly by the US President Harry S. Truman. Various factors were the reason of Truman's decision to support partition, including family politics and intense Zionist lobbying (Klein, 17). The Jews accepted the UN decision, but the Arabs rejected it (Aruri, 40-46). There are two principal issues present at the heart of this growing conflict. First and foremost problem is trying to sustain a racially privileged state which has unavoidably threatening effect, above all when it is mainly of foreign origin. During the 1948 war, 75 0,000 Palestinians were aggressively expelled from their inherited homeland and converted them into refugees (Carter, 97-99). In spite of contributing 96 percent of total population, refugees which were Muslim and Christian are forbidden from returning to their homes in this self-proclaimed Jewish state. The villages were devastated by them completely or confiscated their lands, orchards, houses, businesses and personal possessions for the use of the Jewish population. This systematic discrimination is giving rise to number of other conflicts (Aruri, 101-114). Secondly, the cold-blooded activities of Israel, that is: its persistent military operation, amputation of land in the West Bank and trying to gain control of Gaza, are exceedingly tyrannical. Consequently Palestinians have negligible control over their lives. More than 10,000 Palestinian including men, women, and children are captives in Israeli prisons where brutality, physical violence, harassment and torture are common (Ar uri, 77-83). Only few of them are able to get a chance of a rightful trial. All Palestinian borders external as well as even internal are controlled by Israeli forces. Israeli forces break in almost daily. Innocent people are searched,

Terry fox a canadian individual whose contribution made a difference Research Paper

Terry fox a canadian individual whose contribution made a difference in the lives of canadians or non-canadians - Research Paper Example He continued his run for 143 days during which he covered 5.373 kilometres in the country. The run ended up his life but gave him worldwide lasting legacy. The essay aims to discuss the contribution of Terry Fox who was an ordinary young man that turned to the national hero in Canada due to his remarkable contributions and efforts to insist Canadians to make some donation for cancer research. His efforts resulted in annual fund raising run in Canada as well as other countries of the world and the funds collected from the run are used for providing cancer patients with better treatment and cure through detailed research work. His contributions not only benefited the Canadians but the people outside the Canada also avail the benefits of the cancer research conducted with the help of funds and public awareness raised by his run (Murphy, 2005). Fox was a basketball player and distant runner. He played for the Port Coquitlam, British Columbia, high school and Simon Fraser University teams. He was diagnosed with osteosarcoma, a form of bone cancer in 1977 due to which his right leg was removed from his body at about six inches about his knee. He however continued to run with the artificial leg and also played wheelchair basketball in Vancouver and also won three national basketball championship events. The time he spent in the hospital was the worst time of his life that he always hated (Chivers, 2009). His experience made him realize that there is very little money spent in Canada for the cancer research that must be raised to bring improvement in the condition of people and help fighting the cancer patient with their disease. He decided to raise money and awareness all over the country to fight against cancer. He decided to insist the Canadians to donate one dollar for the cancer research. He persuades people that when 24 million Canadians will donate just one dollar it will help collecting around 24 million rupee

Analyzing Language Essay Example | Topics and Well Written Essays - 500 words - 2

Analyzing Language - Essay Example He therefore succeeds in being both assertive and courteous: firm and polite, and forthright and respectful, all in one breathe. In my opinion, a good citizen is one who puts the interest of society before his own; and is ready to champion a course for the common good, without necessarily seeking for personal profit. Dr King has his objectives set beyond his immediate society to global concerns. Though his primary motivation is the liberation of the African-American, he uses this opportunity to go further to other people’s concerns- Jews, Asians, South Americans, Caribbeans and Africans. This concern for and awareness of global issues makes him a global citizen of sorts. Dr. King is accommodative of other people. Even as he accuses the whites of injustice, he admits that there are some who partner with him in his course. â€Å"Some, like Ralph McGill †¦, have written about our struggle in eloquent, prophetic, and understanding terms.† (King Jr., pg 4). He concedes that some whites have suffered with them in jail, police brutality and being branded "dirty nigger lovers." (King Jr., pg 4). As a good citizen, he does not condemn the entire white race, but wisely singles out the â€Å"moderate brothers† (King Jr., pg 4) whom he addresses. Besides, he condemns the â€Å"white church†, but concedes that â€Å"there are some notable exceptions.† (King Jr., pg 5) Dr. King is a mediator and an advocate for non-violence. He stands â€Å"†¦ in the middle of two opposing forces†. On one end are the complacent and insensitive African-Americans; and on the other, the extreme African American who is at the verge of violence in the course of fighting for their rights. The complacent African-Americans have been so subjected to oppression â€Å"†¦ that they have adjusted to segregation,† (King, Jr. Pg 4) while the extremist African-Americans have been so frustrated by racism that they â€Å"†¦have lost faith in America.† (King Jr. Pg 4). As a good citizen, he

Self-management of patients with continuing care needs

Self-management of patients with continuing care needs In essence, patient self-management in relation to their health, encompasses a patients ability to handle an illness experience, to cope with undergoing treatment or make suitable lifestyle changes (Mulligan 2009). The concept was introduced to the health field by Kate Lorig who reached conclusions patients health and subsequently health service costs connected to them being an inpatient can be reduced by encouraging self-management (Lorig 2001). These ideas are utilized in the generic long-term conditions model which emphasizes patients are not happy to be in hospital unless it is completely essential (DOH 2010), (Appendix 1). Effective self-management is also widely thought to reduce the likelihood of hospital admission, and many argue patients prefer to be given access to the information necessary to facilitate a respected voice in decision making processes (Gibson et al 2004, Newman et al 2004). Linked to self-management is also the concept of self care described as a requirement for success in controlling many chronic illnesses including diabetes (Berg 2007), and asthma (Cortes 2004). Self care is also described holistically as essential to the well-being of those with chronic illnesses with continuing care needs in nursing homes (Bickerstaff et al 2003), in the community, (Sharkey 2005), in hospital, intermediate, or rehabilitative settings (Singleton 2000, Coleman 2004). Conversely, low self-esteem, low health literacy, and/or deprivation are barriers to utilization of self-management strategies (Williams et al 2011). Those most likely to participate in self-management are young, middle-class females (Coben 2005). Whilst those lacking literacy skills may not manage as well and family care-giving actions differ between ethnic and socio-economic groups (Larsen 2009). People who suffer a disproportionally high prevalence rate for chronic conditions are those with learning disabilities (Presho 2009) and ability to comprehend and enact management regimes might affect the efficacy of education initiatives with this population. The Expert Patient Program, a 6 week, lay-led course teaching self-care, is a prominent initiative expected to be more cost effective than usual care (NSF 2010, Richardson 2007). Although the EPPs effectiveness to enable improvements in patients self management ability regarding physical symptoms has been disputed (Gately 2007). Perhaps this is due to complex combinations of assorted medications, lifestyle adaptations, and bothersome side effects which are implicated as adversely affecting patients perseverance with management plans (Barlow 2002, Touchette 2008). GP business care plans developed in the UK propose introducing courses using self-management handbooks could reduce expenditure on asthma management (Appendix 4). Yet Cortes argues such asthma education programs neglect specific needs of older people identified as price of medication, problems undertaking management plans, poor quality of life, and troubles accessing health care (Cortes 2004). These opinions contradict the development of Lorigs ideas that self-management enables the best quality of life, but since healthcare information has the greatest effects on outcomes when it is goal orientated (Bodenheimer 2002, Barlow 2002, Kralik et al 2004), maybe older peoples self management goals need more attention. Concurrent with increased longevity and lifestyle factors like poor diet, obesity and related chronic disease is predicted to increase greatly in prevalence (Wang 2010, Mulligan 2009, Armstrong 2005, and Keen 2010). Diabetes has well recognized links between weight and illness progression (Patel 2003), and has also recently been blamed for advancing cognitive deterioration through vascular dementia (Luchsinger 2001). Therefore tightening diabetes control in early stages may vastly improve future health as illness limits mobility, and dementia/retinopathy hamper potential to access self-care resources (Sinclair 2000). Notably due to widespread sensitivity over weight, healthcare professionals should be non-judgmental towards patients with chronic conditions, especially considering psychological and psychosocial implications connected to adjustment to an illness, including guilt, fear, stigma, confidence loss, and isolation (Presho 2008). It was observed during a TIDE (Type 1 Diabetes Education) diabetes specialist nurse led session that those with busy manual working lives find it difficult to take time to self-manage by adjusting insulin to activity levels or establishing a routine of carbohydrate counting and insulin adjustment. Others find calculations following the DAFNE (Dose Adjustment for Normal Eating) structure, hard to understand. Several patients who had suffered previous traumatic hypoglycemic episodes felt anxious about reducing insulin intake, and reported differences in advice from GPs, and nurses as well as confusion over new insulin analogues and devices. This indicates understanding patients as unique individuals, timing and convenience of interventions are important. Furthermore providing clear, consistent advice appeared allied to development of positive attitudes towards nurses education interventions. Studies suggest structured education in type 1 diabetes has improved patients maintenance of glucose targets and a reduction in occurrences of hypoglycemia changed peoples attitudes to education (Heller 2009). Also those with greater understanding of and confidence in adjusting insulin appropriate to activity, with less anxiety over following a fixed regime to avoid hypoglycemia achieve top self-management in type 1 diabetes (Whitehead 2008). On a stroke rehabilitation unit, patients with multiple conditions, particularly diabetes, asthma, and Parkinsons had restricted motor function. Yet nurses could provide encouragement for patients to express concerns, to relieve some psychological distress or help empower patients with the required self-confidence to make decisions (Costello 2009). Patients expressed difficulty with waiting for physios to engage in movement improving circulation, but self-administered some medication and carers views and choices underpinned care planning as recommended in Essence of Care benchmarks, via regular carers group meetings (DOH 2010). Chronic disease is the leading cause of death worldwide (Larsen 2005) and literature establishes dependent peoples needs are equality, rehabilitation, and independence. Furthermore security and dignity are important to older peoples mental health (Presho 2008). On a local scale Manchesters operational plan illustrates emergency admissions for asthma is greatest in the North East and prevention is being addressed with annual health checks provision improving recently. Whilst the national continuing care framework commenced in 2007 promises to ensure national equity of access to NHS funding for continuing care (NHS 2010). Significantly Our Health and Wellbeing Today (DOH 2010) suggests national morbidity is greatest from circulatory disease, which is particularly high in lower socioeconomic groups. These groups also have the greatest prevalence of anxiety and depression and have increased likelihood of having chronic conditions such as diabetes, which has led enquiring researchers to suggest depression as a factor that precipitates and perpetuates chronic conditions (Chapman 2005). Socioeconomics is also reported to determine medication adherence in asthmatics (Kaptain 2009). Victim blame might occur if expectations patients follow structured management programs ignore social contexts of illnesses, (Lindsay 2009) so emphasis should be on developing realistic goals. The kings fund review of self-management highlights that patients perceptions of self management differ according to how they receive a diagnosis, and these attitudes can change over time. Differentiation was noted between diagnosis of asthma or diabetes, where it was felt greater clarity existed, than of Parkinsons disease for which diagnosis takes longer (Coben 2005). Disclosing a medical condition could also have implications for patients quality of life, and a study of anecdotes from Parkinsons patients demonstrated those with confidence to disclose their illness subsequently achieved greater measured anxiety reduction (Presho 2008). Notably research shows patients fret significantly about psychological consequences of physical disability (Miller 2006). Concealment could be due to perceived stigma and misconceptions about the disease or depression about associated decline, physical disability and being a burden (Moore Knowles 2006). Alternatively challenges of symptom management such as sleeping problems and fatigue, sexual dysfunction and cognitive impairment might lead to depression (Schrag, Jahanshahi, Quinn, 2001; Schreurs, De Ridder, Bensing, 2000). Similarly emotional responses to asthma can impact upon attitudes towards taking prevention medication which enables control, and alongside non-adherence patient stress increases leading to depression, anxiety or inability to cope (Kaptain 2009). Interventions aimed at managing pre-diabetes and mild asthma, that miss-managed, could contribute to the development of diabetes mellitus and chronic airway disease (Murphy 2007), are well developed and promoted by the charities Diabetes and Asthma UK (Appendix 3). It is especially important to promote good control since poor control negatively impacts on the affected persons quality of life and also their families (NICE 2008). Also individuals reportedly favor self-management because controlling their health affords greater sense of autonomy (Corben 2005). The EPP has incentives of providing greater knowledge about treatment decisions with the underlying expectancy patients have authentic understanding of their own conditions, and greater recognition of patients roles should give them self-confidence to protect future health (DOH 2001). Illness progression might be reduced by lifestyle changes, therefore nurses have a role in promoting patients independence, well-being, and in encouraging active ageing (NMC 2009). In 2005 the Kings fund report highlighted that major challenges to promoting self management were; developing professionals supportive skills, improving services and information available to facilitate patients self-management, and becoming more flexible to fit compatibly around patients other commitments (Rosen 2005). Dorothea Orem created a comprehensive model of nursing which can be applied to individuals to assess level of self-care ability (Appendix 2). Orem conceptualizes nursing as doing for a disabled person with a self-care deficit, or assisting them/family to do for their selves (Orem 2003). Further to this Orem formulated three systems of nursing to apply, of which partially compensatory nursing seems appropriate for stroke patients, whilst a supportive-educative role suits structured education sessions (i.e. TIDE). The effects of an education intervention delivering the DESMOND program (Appendix 5) for patients with type 2 diabetes to newly diagnosed patients over a period of 6 hours measuring cost effectiveness and quality adjusted years are reported by a randomized trial to have positive effects particularly on reducing patients weight and the amount they smoke (Gillett 2010). Issues of self-efficacy and self-management prominent features of the DESMOND that have been found to build patients confidence (Davies 2008, Skinner 2006) are key to developing a sense of well being in rehabilitation (Presho 2008). Nevertheless, concerns nurses might have include doubts about the patients being experts after what is actually a relatively short training period (Lindsay 2009). Moreover, there could be internal conflicts for nurses between applying structural protocols (i.e.) or professional ethics, and accepting a patients wish to continue a harmful behavior or health neglect. Farrell argued in 2004, active teaching on conditions and problem-solving to address medical issues better promotes self-efficacy than passivity (Farrell 2004). Yet it is important patients are equipped with enough knowledge to act as concordant partners and are supported with taking medications (Murphy 2007) (Appendix 7). Involving relatives in demonstrations of using metered dose inhalers is helpful with dependent asthmatic elders because direct patient observation by nurses supervising medication is often impossible once they have returned from hospital, (Schlenk 2004). Ability to encourage self-management requires nurses to listen, and respond to the concerns and preferences of people in their care (NMC Code), as well as sharing in a way people can understand, the information they want or need to know about their health (NMC code). This may include providing written supplementation to verbal information such as education leaflets or management diaries, and allowing adequate time for adjustment and decision making. Patients whose physical function has deteriorated significantly and continues to decline may be in a too highly dependent illness phase to benefit from strategies to return to normal function (Larsen 2009). Cochrane authors conclude evidence showing contracts improve patient adherence to health-promotion in adult asthma studies is limited (Bosch-Capblanch et al 2007), which suggests patients intentions when agreeing to follow advice is unreliable for predicting management outcomes. Patient self-reports are a simpler method of gleaning non-adherence information, are inexpensive, and possible in most settings (Schlenk 2004 cited by Ruppar 2008). Research observes patients with Parkinsons disease using Alexander Technique had a reduction in depression and improved capacity to manage their disability (Clark 2003). The essence of care is about getting to know and value people as individuals, (NMC Guidance for the care of Older People 2009) and nurses can recognize and respect peoples role in their own care. Evidence also suggests motivational interviewing can reduce depressive attitudes towards illness situations and to encourage positive action to improve health outcomes, therefore perhaps GPs and practice nurses should increase these services (Home and Carr 2009). Nurses can arrange social workers to speak to the patient, to engage with their family, find out their needs, compile appropriate packages of care and request doctors provide explanations of the mechanisms causing a stroke in dedicated wards which usually provide speech and language therapy, occupational, and physiotherapy. Dedicated stroke wards are shown by studies to improve outcomes after two years of patients who were independent prior to their stroke vis-à  -vis ADLs without lengthening stay (Glader 2001 and Cochrane Stroke Unit Trialists Collaboration 2007). It can be a stressful time for patients and family having to make continuing care decisions; therefore patients might seek support from others who have been in their situation (Help the Aged 2009). Gathering information allows patients to manage their illness alongside doctors, and sharing plans with friends and family, explaining their importance, can help them to follow them, there are purportedly around 6 million carers in the UK combining caring with paid employment, saving  £57 billion a year in care costs (Campling 2006, Costello 2009). Not every patient has supportive family members so professionals and expert patients, and charities can be significant. Especially interventions tailored to marginalized patients needs such as X-PERT education for type 2 diabetics undertaken in Urdu (Diabetes UK 2009). In critical phases of illness, which may be the point where a patients continuing care needs begin, patients relatives main needs are for information, support and proximity (Henneman 2002). In the case of Parkinsons disease conveying to patients families the hope that there are strategies for managing the condition, particularly in early stages, might reduce fear, negative impact and sense of stigma (Moore Knowles 2006). Managing pain and discomfort is often considered a challenging aspect of caring, and psychological aspects also cause pain. Total illness effects make it important for patients to have supportive family members to listen to them to find out potential causes/remedies (Costello 2009). Practitioners should be sensitive to needs of carers as well as patients, and evidence suggests nurse-led stroke carer sessions, responding to individuals concerns would be helpful (Smith 2004). A study using the stress and coping model (Lazarus and Folkman) to identify a relationship between sleep deprivation and depression in family care-givers found that individuals self-reports underestimated their problems (Carter 2003). People may feel that because they know their relative they are capable of best comprehending and providing for them, and this could lead to guilt about accepting assistance with care (Nolan 2000). Research into respite care suggests family carers expressed needs for information, skills training or education and emotional support (Hanson 2001). To decrease feelings of powerlessness and support independence for those with chronic conditions Larsen proposes five interventions to recommend to carers (Appendix 6) (Larsen 2009). Peak-flow monitoring, allergen avoidance, and the Buteyko method of symptoms control for mild asthma, based on correctly dosing steroids to maintain safe asthma control are found to be effective (McKeown 2003), as are diet, exercise, supplements and anti-diabetic medication as preventative strategies for type 2 diabetes, reducing heart attacks, microvascular disease, and death (Patel 2003). Though some studies suggest effectiveness reduces 1-3 months post intervention (Siminerio 2007). Subsequently insight into self-management adherence remains complex and under-researched, but supports identifying barriers to adherence and taking action to remove these (Touchette 2008). In liberating the NHS the symbiosis of adult social care, carers, and the NHS is recognized and promises are made to improve the convenience of services to patients (DOH 2010). To reiterate, according to the UK governments policy overall evidence suggests self-care results in beneficial outcomes and better service utilization, but this is largely based on primary studies as systematic reviews are reportedly too time consuming (DOH 2005-7). Systematic reviews also indicate clinical benefits for diabetic and hypertensive patients (Jordon and Osborne 2007). Although psychological benefits to patients appear widely well recognized (Lindsay 2009), patient self-determination requires more than medical management, (Greenhalgh 2009). Contrary to commissioners intentions studies show attendance at health services does not necessarily decrease following education sessions, although this may not indicate poor management as it could reflect success of techniques teaching patients confidence to converse with clinicians (Griffiths 2007). Since GPs are also accused of stalling EPP progress, dubious about its efficacy and under referring patients (Jordon Osborne 2007) it follows that nurses might take a key role in involving patients. The basis behind the EPP being best practice are aims to increase patient beliefs in health services efficacy, personal confidence, and ability to self manage (DOH 2010), therefore nurses are following policy implementing programs RCTs suggest achieve these outcomes (DOH 2005-7). Finally research highlights the importance of having clearer, comprehensive, shared definitions of self-management between health disciplines to reduce patient confusion and so professionals collaborate better (Godfrey 2011). References Armstrong, D. (2005) Chronic Illness: Epidemiological or social explosion, Chronic Illness, 1: 26-7 Barlow, J. H., Sturt, J., and Henshaw, H. (2002) Self-management interventions for people with chronic conditions in primary care: arthritis, asthma diabetes: Health Education Journal; Vol 61, issue 4, p 365-78 Barlow, J., Wright, C., Sheasby, J., Turner, A. and Hainsworth, J. (2002) Self-management approaches for people with chronic conditions: a review, Patient Education and Counseling, Vol 48, p 177-87 Berg, G.D., Wadhwa, S. (2007) Health Services outcomes for diabetes disease management program for the elderly: Disease Management; Volume 10, p 226-234 Bickerstaff, K. A., Grasser, C. M., McCabe, B. (2003) How elderly nursing home residents transcend losses of later life: Holistic Nursing Practice; Vol 17; Issue 3, p 159-165 Bodenheimer, T., Lorig, K., Holman, H., Grumbach, K. (2002) Patient Self-management of Chronic Disease in Primary Care: The Journal of the American Medical Association; Vol 288, Issue 19, p 2469-2475 Bosch Capblanch X, Abba K, Prictor M, Garner P (2007) Contracts between patients and healthcare practitioners for improving patients adherence to treatment, prevention and health promotion activities. Cochrane Database of Systematic Reviews (2): Art. No.: CD004808 BTS/SIGN (2008) British Guideline on the Management of Asthma: British Thoracic Society (21.02.11) http://www.britthoracic.org.uk/Portals/0/Clinical%20Information/Asthma/Guidelines/sign101%20revised%20June%2009.pdf Carter, P. (2003) Family Caregivers Sleep Loss and Depression Over Time: Cancer Nursing; Volume 26 Issue 4 p 253-259 Campling, F., and Sharpe, M. (2006) Living with a long-term illness: Oxford University Press Chapman, D. P., Perry, G. S, Strine, T. A., (2005) The Vital Link Between Chronic Disease Depressive Disorders: Preventing Chronic Disease, Public Health research, practice and policy; Volume 2, No 1 Clark, Chambers, C. (2003) Parkinsons disease: Self-Care Measures You Can Take: American Holistic Nurses Guide to Common Chronic Conditions: John Wiley Sons; New Jersey Cochrane (2011) Organised inpatient (stroke unit) care for stroke: Stroke Unit Trialists Collaboration; The Cochrane Database of Systematic Reviews, Issue 3 http://www2.cochrane.org/reviews/en/ab000197.html Corben, S., and Rosen, R. (2005) Self-management for Long-term Conditions, Patients perspectives of the way ahead; The Kings Fund: UK Cortes, T., Lee, A., Boal, J., Mion, L., Butler, A. (2004) Using focus groups to identify asthma self care and education issues for elderly urban-dwelling minority individuals: Journal of Applied Nursing Research; Volume 17, Issue 3, p 207-212 Costello, J. (2009) Caring for someone with a Long-term Illness: Manchester University Press; UK Davies. M. J., Heller, S., Skinner, T. C., Campbell, M. J., Carey, M. E., Cradock, S., Dallosso, H. M., Daly, H. Doherty, Y. Eaton, S. Fox, C., Oliver, L., Rantell, K., Rayman, G., Khunti, K. (2008) Effectiveness of the diabetes education and self management for ongoing and newly diagnosed (DESMOND) programme for people with newly diagnosed type 2 diabetes: cluster randomised controlled trial: British Medical Journal, Volume 336, No 7642 DOH (2010) BENCHMARKS FOR THE FUNDAMENTAL ASPECTS OF CARE: Benchmarks for Self Care; Essence of Care 2010 (Access 02.03.11) http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/@ps/documents/digitalasset/dh_119968.pdf DOH (2010) Equity and Excellence: Liberating the NHS; Her Majestys Stationary Office, UK DOH. (2010) Generic Long Term Conditions Model; (Accessed online 14/02/2011) http://www.dh.gov.uk/en/Healthcare/Longtermconditions/DH_120915 DOH (2005-7) RESEARCH EVIDENCE ON THE EFFECTIVENESS OF SELF CARE SUPPORT http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_081251.pdf DOH. (2010) Self Care Local Business Case Tool User Guide http://selfmanagement.co.uk/self-care-resources (Accessed Online 14/02/2011) DOH. (2010) Making the case for self care education: http://selfmanagement.co.uk/self-care-resources DOH (2001) The expert patient: a new approach to chronic disease management 21st century Gately, A., Rodgers, C., Sanders, A. (2007) Re-thinking the relationship between long term condition self-management education and the utilization of health services: Social science and Medicine; Volume 65, p 934-945 Farrell, K., Wicks, M, Martin, J. C. (2004) Chronic Disease Self-Management Improved with Enhanced Self-Efficacy: Journal of Clinical Nursing Research; Volume 13, No 4, p 289-308 http://cnr.sagepub.com/content/13/4/289.full.pdf+html (04.04.11) Gibson PG, Powell. H., Coughlan J., Wilson A. J., Abramson M., Haywood, P., Bauman, A, Hensley MJ, Walters, E. H. (2004) Self-management education and regular practitioner review for adults with asthma: The Cochrane Library Issue 2. Chichester: John Wiley Sons. Gillet M, Dallosso HM et al (2010) Delivering the diabetes education and self management for ongoing and newly diagnosed (DESMOND) programme for people with newly diagnosed type 2 diabetes: cost effectiveness analysis; British Medical Journal, Issue 341, p 4093 Glader, E. L., Stegmayr, E., Johansson, L., Wester, P. O. (2001) Differences in Long-Term Outcome Between Patients Treated in Stroke Units and in General Wards: Journal of Stroke; Volume 32, p 2124-2130 Godfrey, C. M., Harrison, C. M., Lysaght , R., lamb, M. (2011) Care of self care by other care of other: the meaning of self-care from research, practice, policy and industry perspectives: International Journal of Evidence Based Healthcare; Volume 9, Issue 1, p 3-2 Greenhalgh, T. (2007) Chronic Illness, beyond the expert patient: British Medical Journal; Vol 338, p629-31 Griffiths, C., Foster, G., Ramsay, J., Eldridge, S., Taylor, S. (2007) How effective are expert patient (lay led) education programs for chronic disease? British Medical Journal: Volume 334, p 1254-1256 Hanson, E. J., Tetley, J., Clarke, A. (2001) Respite care for frail older people and their family carers: concept analysis and user focus group findings of a pan-European nursing research project: Journal of Advanced Nursing; Volume 30, Issue 6, p1396-1407 Heller, S., Shearer, A. Bagust, D., Sanderson, A, and Roberts, S. (2004) Cost-effectiveness of flexible intensive insulin management to enable dietary freedom in people with Type 1 diabetes in the UK; Journal of Diabetic Medicine, issue 21, 460-467 Heller, R. S. (2009) Structured education in type 1 diabetes: British Journal of Diabetes Vascular Disease; Volume 9, no 6, p 269-272 http://dvd.sagepub.com/content/9/6/269.full.pdf+html (02.03.11) Help the Aged (2009) Common Assessment Framework for Adults proposals to improve information sharing around multi-disciplinary assessment and care planning Jordon, J., Osborn, R. (2007) Chronic disease self management education programs: Challenges ahead; Medical Journal of Australia, Volume 182, Issue 2, p 84-87 Keen, A., Hillson R. (2010) Six years on: delivering the Diabetes National Service Framework; Parliamentary Under State Secretary for health National Clinical Director for Diabetes; DOH (19.02.11) http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/@ps/documents/digitalasset/dh_112511.pdf Kaptein, A. A., Klok, T., Moss-Morris, R., Brand, L. P. B. (2010) Current Opinion in Allergy and Clinical Immunology: No 10, p 194-199 Kennedy, A., Reeves, D., et al (2007) The effectiveness and cost effectiveness of a national lay led self care support programme for patients with long-term conditions: a pragmatic randomised control trial J. Epidemiol. Community Health Issue 61; pages 254-261 Larsen, P., Lubkin, I. M. (2009) Chronic Illness: Impact and Intervention; 7th ed, Jones Bartlett, Canada Lindsay, S., Virjhoef, H. J. M. (2009) A sociological focus on expert patients: Health Sociology Review; Vol 18, Issue 2, p 139-144 http://www.atypon-link.com/EMP/doi/pdf/10.5555/hesr.18.2.139?cookieSet=1 Luchsinger, J. A., Tang, M., X., Stern, Y., Shea, S., Mayeux, R. (2001) Diabetes Mellitus and Risk of Alzheimers Disease and Dementia with Stroke in a Multiethnic Cohort: American Journal of Epidemiology; Volume 154, No 7, p 635-641 http://aje.oxfordjournals.org/content/154/7/635.full.pdf+html Michie S, Miles J, Weinmann J (2003). Patient centeredness in chronic conditions: what is it and does it matter? Patient Education and Counseling, vol 51, pp 197-206 Miller, N. (2000) Hard to swallow: Dysphagia in Parkinsons disease; Journal of Age and Ageing; Volume 35, issue 6, pages 614-618 Moore, S., Knowles, S. (2006) Beliefs and Knowledge about Parkinsons Disease: E-Journal of Applied Psychology: Clinical and Social Issues, Volume 2, Issue 1, p 15-21 Mulligan, K., Steed, L., Newman, S. (2009) Chronic Physical Illness: Self-Management and Behavioral Interventions; Open University Press, England Murphy, A. (2007) Asthma in Focus: Royal Pharmaceutical Society of Great Britain; Cornwall Newman S, Steed L, Mulligan K (2004) Self-management interventions for chronic illness Lancet, volume 364, pp 1523-37 NICE (2008) Inhaled corticosteroids for the treatment of chronic asthma in adults and in children aged 12 years and over; http://www.nice.org.uk/nicemedia/live/11945/40099/40099.pdf NHS (2004) NHS Continuing Care Report to the House of Commons Health Committee: Stationary Office; http://www.parliament.the-stationery-office.co.uk/pa/cm200405/cmselect/cmhealth/399/399i.pdf (27.03.11) Nolan, M., Delasegga, C. (2000) `I really feel Ive let him down: supporting family carers during long-term care placement for elders; Journal of Advanced Nursing, Volume 31, Issue 4 p 759-767 Orem., D. (2003) Self Care Theory in Nursing: Selected papers of Orem Springer Publishing Company Patel, A. (2003) Diabetes in Focus: Understanding inevitably leads to hope; Pharmaceutical Press, UK Rosen, R., Asaria, P., Dixon, A. (2007) Improving Chronic Disease Management, an Anglo-American Exchange: The commonwealth Fund Report; The Kings Fund Rosen, R., Corben, S. (2005) Self- Management for Long Term Conditions, Patients Perspectives on the way ahead: Managing Long Term Conditions; Working report, Kings Fund Ruppar, T. M., Conn, V. S., Russell, C. L. (2008) Medication adherence interventions for older adults: literature review: Journal of Research and Theory for Nursing Practice, Volume 22, Issue 2, p 114-147 Schlenk E. Dunbar, J., Engberg, S. (2004) Medication non-adherence among older adults: a review of strategies and interventions for improvement: Journal of Gerontological Nursing, Volume 30, Issue 2, p 46 Schrag, A., Jahanshahi, M., Quinn, N. P. (2001) What contributes to depression in Parkinsons disease? Journal of Psychological Medicine, Volume 3, Issue 1, p 65-73 Schreurs, K. M. G., De Ridder, D. T. D., Bensing, J. M. (2000) A one year study of coping, social support and quality of life on Parkinsons disease: Journal of Psychology Health; Volume 15, p 109 Sharkey, J., Ory, M., Browne, B. (2005) Determinants of self-management strategies to reduce out-of-pocket prescription medication expense in homebound older people: Journal of the American Geriatrics Society; Vol 53, Issue 4, p 666-674 Siminerio, L. M. (2007) Is the Diabetes Educator Our Next Endangered Species? Lessons From the American Bald Eagle: Diabetes Spectrum; Volume 20, no 4, p 197-198 Sinclair, A., J., Girling, A. J., Bayer, A., J. (2000) Cognitive dysfunction in older subjects with diabetes mellitus: impact on diabetes self-

My Community Service Taught Me About Leadership Essay -- Volunteer Wor

In the past four years of my life, voluteer work has left an indelible mark on my heart and mind. When I became a voluteer, I had a very vague notion of leadership. As my high school days come to an end, I am left with the feeling that I have finally come into my own shoes, discovering the things that are important to me and those that are not. I have found my personal leadership style, and I now pay attention to the leaders I come across each day. For this reason, voluteering has been both an enlightening and inspiring experience, for I am surrounded by peers, mentors, and the voluteer program director, all of whom are leaders with creative visions of their own. At the beginning of the school year, my voluteer project goal was to organize a program about emotional and verbal abuse that would be welcomed into area high schools. I wanted the program to include speakers who could share their personal experiences in emotionally destructive rela... ...th this single life that I have been given. I am going to touch as many other lives as I possibly can. The moments we spend leading others to find their own personal definitions of happiness are worth so much more than ours alone. Sometimes to see the beauty and meaning in the small things, we must rid ourselves of all the "fluff' that threatens to distract us. Time is too precious and our gifts, as leaders, too valuable to be wasted on things that do not touch our hearts. My Community Service Taught Me About Leadership Essay -- Volunteer Wor In the past four years of my life, voluteer work has left an indelible mark on my heart and mind. When I became a voluteer, I had a very vague notion of leadership. As my high school days come to an end, I am left with the feeling that I have finally come into my own shoes, discovering the things that are important to me and those that are not. I have found my personal leadership style, and I now pay attention to the leaders I come across each day. For this reason, voluteering has been both an enlightening and inspiring experience, for I am surrounded by peers, mentors, and the voluteer program director, all of whom are leaders with creative visions of their own. At the beginning of the school year, my voluteer project goal was to organize a program about emotional and verbal abuse that would be welcomed into area high schools. I wanted the program to include speakers who could share their personal experiences in emotionally destructive rela... ...th this single life that I have been given. I am going to touch as many other lives as I possibly can. The moments we spend leading others to find their own personal definitions of happiness are worth so much more than ours alone. Sometimes to see the beauty and meaning in the small things, we must rid ourselves of all the "fluff' that threatens to distract us. Time is too precious and our gifts, as leaders, too valuable to be wasted on things that do not touch our hearts.

Assessing Young Learners’ Speaking Ability in the Fifth Grade of Three Elementary Schools in Padang Essay

CHAPTER I INTRODUCTION A. Background of the Problem Communicative view development in English learning makes the focus on English teaching changed. What once became structurally focused, it now moves toward meaningful language-focused. Students are not asked to memorize structure-based dialogues without knowing the meaning anymore. There are no more grammatically controlled sentences for students’ meaningless repetition. Dialogues, if used, center around communicative functions and are not normally memorized (Richards & Rodgers, 1986). That makes the teaching of speaking becomes the core part of English teaching. Just like the adults, young learners today are also taught speaking meaningfully and communicatively. However, young learners have distinctive characteristics compared with adult learners. One of them is children are still developing cognitively, linguistically, socially, emotionally, and physically (Teaching Knowledge Test Young Learners: Handbook for Teachers, 2010). In other words, in teaching speaking to them, teachers need to consider children’s development of skills in the native language first. Young learners also enjoy rhythmic and repetitive language more than adults do. They are more likely to play with language than adults are, and they can be more effectively engaged through stories and games (Peck, 2009). The different techniques and approaches in teaching speaking to young learners lead to different ways in the speaking assessment. This is the problem faced by Indonesian young learners’ teachers nowadays. Most teachers do not know how they should assess their young learners’ speaking ability; some finally choose to skip the speaking assessment and focus on pencil-paper-tests. Thus, this research is conducted to discover and reveal ways of assessing young learners’ speaking ability. B. Identification of the Problem Based on the background above, the speaking assessment techniques used for young learners should be different from the adult. It should be suited with their cognitive, linguistic, social, emotional, and physical development. As we looked upon Language Assessment: Principles and Classroom Practices by Brown (2010) and integrated it with curriculum standard in Indonesia, KTSP 2006, young learners will be better to be assessed in imitative and intensive speaking categories, such as imitating teachers’ saying, directed response tasks, read-aloud tasks, and dialogue completion tasks. Alternative assessments such as interviews and conferences can also be applied for them. C. Limitation of the Problem In this research, the problem will be focused on the speaking assessment techniques in the fifth grade of three selected elementary schools in Padang. D. Formulation of the Problem * What kind of speaking assessment technique used by elementary school English teachers? * Why do they use such techniques? E. Purpose of the Research The purpose of this research is to discover and reveal the technique used by English teachers to assess elementary school students’ speaking ability. F. Significance of the Research Theoretically, this research is aimed to give a description of how speaking assessment for young learners done in Indonesia. Practically, some techniques used by English teachers provided here can be a source of alternative speaking assessment. CHAPTER 2 REVIEW OF RELATED LITERATURE A. The Nature of Assessment There has been various explanation of what assessment is. Brindley (as stated in Linse, 2005) refers assessment as â€Å"collecting information and making judgments on a learner’s knowledge†. It means that in assessing students, we need to find out what students know about the subject being taught and how far that understanding has reached the learning indicator. In the same line with Brindley but with an addition, Brown (2010) states assessment as â€Å"an ongoing process of collecting information about a given object of interest according to procedures that are systematic and substantively grounded.† In his statement above, Brown implies that the process of collecting and judging students’ understanding is not done orderly in one single time; it is done continuously. Harris and McCann (1994) also give an essential note that in doing assessment teachers have to measure the performance of their students and the progress they make, as well as diagnose the problems they have and provide useful feedback. In other words, collecting and judging students’ intelligence is not enough; finding out what becomes students’ problem and giving advice to them to overcome the problems is also important to create a more successful learning process. Based on the theories above, it can be seen that assessment involves collecting information about students’ knowledge and judging their understanding in order to diagnose the learning problems they have so that students can get useful feedback to be more-successful learners. B. The Nature of Speaking As stated in the previous chapter, today’s English teaching focuses more on communicative purpose of language learning than in the past. It leads to the more important consideration of speaking skills than in previous time. Just like assessment, there is also various definition of speaking. One of them is from Lingua Links (1998) that defines speaking as productive skill in the oral mode that involves more than just pronouncing words. Referring to today’s communicative view, of course speaking cannot be thought as just pronouncing words; it needs to be meaningful, and communicative. Furthermore, Noonan (2003) states that, if pronunciation included, speaking involves three areas: mechanics (pronunciation, grammar, and vocabulary), functions (transaction and interaction), and social cultural norms and rules (turn-taking, rate of speech, etc). All of them are connected to each other and prove that speaking is not only about what is uttered, but also the meaning and social purpose. C. The Nature of Young Learners Young learner is a child who is in their first six year of formal education, from age 6 to 12 (Teaching Knowledge Test Young Learners: Handbook for Teachers, 2010). Many experts argue that it is beneficial to teach the children English since young age. TKT Young Learners (2010) notes one of the advantages that those children will have positive self-esteem toward English and it will help them to learn English more once they are adult. That is why teaching English to young learners considered important today. However, young learners have characteristics that make them different from the adults (Teaching Knowledge Test Young Learners: Handbook for Teachers, 2010). First, they are still morally, cognitively, psychologically developed. Based on Piaget’s theory of cognitive development, children in age 6-12 years old are still in concrete operational thought stage, they already have the ability to do logical reasoning and understand reversibility with the help of concrete objects (Santrock, 1998). It means that explaining theory will not do for them, we need to make them move, do games, sing, etc. Second, young learners often have no obvious reason for learning English. Unlike adults who want to do it because of the career-related reasons or teenagers that do it to pass an exam, young learners do not have concrete reason why they must learn English. However, it does not mean they are not motivated to learn English; their goodwill, energy, and curiosity to learning overcome that. Third, they may not always have well-developed literacy skills to support their learning of English. Many children in the age of 6-12 years old are just getting to know their first language. It means that as a teacher we need to not have too-high expectation and do more. Fourth, young learners often learn slowly and forget quickly. It is related to the first characteristic that young learners are still developed morally, socially, and cognitively. Their still-ongoing developments in those basic things make them forget easily and learn slowly. This is why songs, agmes, and chants do best for them. D. Principles of Assessing Young Learners According to METU Open Course Ware (2006), principles of assessing children’s language learning are: 1. Assessment should be seen from a learning-centered perspective. It means that we cannot get a true assessment by testing kids what they can do alone. It has been stated by many experts that the goal of learning English is to be able to communicate meaningfully in English. Testing students, let alone young children, as a tool to get true assessment will not congruent with the real goal of English learning and it will just be wasting time. 2. Assessment should support learning and teaching. This is something that is not also becomes a problem with young learners, but also with the adult. Before performance-based assessment is introduced, teachers chose paper-and-pencil tests as their source of assessing (Puppin, 2006). It becomes a problematic then since students do not see the connection between the learning and the test they are doing, ; they see them as two different incongruent things. If the assessment done is congruent with the learning they did, children will feel that what they have learned is useful. 3. Children and parents should understand assessment issues. Their understanding will make the assessment process more meaningful since they can participate and supports greatly on behave of children’s English development. On the other hand, if they do not understand why the teacher does this and that, there will be no good communication between these three subjects to help children’s development. E. Techniques of Speaking Assessment Brown (2010) states some techniques of speaking assessment based on students’ language development level: Imitative Speaking This kind of assessment is intended to see whether students can imitate saying in English correctly. Eventhough it focuses on the accuracy of repeating words, it does not mean that it cannot be communicative and meaningful. Besides, in recent years many experts have discovered that an overemphasis on fluency can sometimes lead to the decline of accuracy in speech. Intensive Speaking There are four tasks in this kind of assessing: directed response task, oral questionnaire, and picture-cued task. In oral questionnaires, students are first given time to read the dialogue to get its main idea and to think about the appropriate lines to fill in. Then, as the tape, teacher produces one part orally; the students respond. In directed response task, students elicit a particular grammatical form of a transformation of a sentence. Such tasks are clearly mechanical and not communicative, but they do require minimal processing of meaning in order to produce the correct grammatical output. Picture-cued task requires a description from the students. Pictures may be very simple, designed to elicit a word or a phrase, or composed of a series that tells a story or incident. This task is meaningful since sometime a little sense of humor is injected. Responsive Speaking Assessment of responsive tasks involves brief interactions with an interlocutor, differing from intensive tasks in increased creativity given to the student and from interactive tasks by somewhat limited length of utterances. The kinds of this assessment are question and answer, giving instructions and directions, and paraphrasing. Questions and answers involve oral interaction with teacher.

Definition of and Examples of Words With a Glottal Stop

Definition of and Examples of Words With a Glottal Stop In phonetics, a glottal stop is a stop sound made by rapidly closing the vocal cords. Arthur Hughes et al. describe the glottal stop as a form of plosive  in which the closure is made by bringing the vocal folds together, as when holding ones breath (the glottis is not a speech organ, but the space between the vocal folds) (English Accents and Dialects, 2013). The term is also called a  glottal plosive. In Authority in Language (2012), James and Lesley Milroy point out that the glottal stop appears in limited phonetic contexts. For example, in many  dialects of English it  can be heard as a variant of the /t/ sound between vowels and at the ends of words, such as  metal, Latin,  bought, and cut  (but not ten, take, stop, or left). The use of the glottal stop in place of another sound is called glottalling. The glottal stop is inside us all, says David Crystal, part of our phonetic ability as human beings, waiting to be put to use. We use one every time we cough. (The Stories of English, 2004) Glottal Stop Examples and Observations Glottal stops are made quite frequently in English, although we rarely notice them because they do not make a difference in the meaning of English words...English speakers usually insert a glottal stop before initial vowels, like in the words it, ate, and ouch. If you say these words naturally, you will probably feel a catch in your throat just as you [do] in the expression uh-oh.(T. L. Cleghorn and N. M. Rugg, Comprehensive Articulatory Phonetics: A Tool for Mastering the Worlds Languages, 2nd ed., 2011) Glottalization   Glottalization is a general term for any articulation involving a simultaneous constriction, especially a glottal stop. In English, glottal stops are often used in this way to reinforce a voiceless plosive at the end of a word, as in what?(David Crystal, A Dictionary of Linguistics and Phonetics, 1997) words: light, flight, put, take, make, trip, reportmultisyllabic words: stoplight, apartment, backseat, assortment, workload, upbeatphrases: right now, talk back, cook the books, hate mail, fax machine, back-breaking Uhs We often make this stop- its the sound we make when we say uh-oh. In some languages, this is a separate consonant sound, but in English, we often use it with d, t, k, g, b or p when one of those sounds happens at the end of a word or syllable...We close the vocal cords very sharply and make the air stop for just a moment. We dont let the air escape. This glottal stop is the last sound of these words: You also hear it in words and syllables that end in t a vowel n. We dont say the vowel at all, so we say the t n: button, cotton, kitten, Clinton, continent, forgotten, sentence.(Charlsie Childs, Improve Your American English Accent, 2004) Changing Pronunciations Nowadays younger speakers of many forms of British English have glottal stops at the ends of words such as cap, cat, and back. A generation or so ago speakers of BBC English would have regarded such a pronunciation as improper, almost as bad as producing a glottal stop between vowels in the London Cockney pronunciation of butter...In America, nearly everybody has a glottal stop in button and bitten.(Peter Ladefoged, Vowels and Consonants: An Introduction to the Sounds of Languages, Vol. 1, 2nd ed., 2005)

Free Essays on Gang Life

gang life Gang Life In life, teenagers and adult’s join gangs for difficulties in their life. They feel that they need a group of people to understand and support them through the rough stage of their life. In the novel, The Outsiders, by S. E. Hinton Ponyboy is a fourteen-year-old boy who is a part of the gang called the greasers. His whole remaining family are greasers. Gang life can lead to death and trouble. In The Outsiders, Ponyboy is in a gang with all of the people he grew up with in the neighborhood, including his two brothers, Sodapop and Darry. In a fight against the socials, the enemy of the greasers, Ponyboy and another member of the greasers named Johnny were outnumbered five-two. In order to save Ponyboy’s life, Johnny killed a member of the socials named Bob. This proves that gang life can lead to death. After Johnny killed Bob, they went to their friend Dally to help them get out of their situation. Dally told them to go to an old abandoned church on the top of J ay Mountain. Dally told them to stay there until he got there. On the fifth day Dally got there and took them to get something to eat. When they got back to the church, the church was on fire. As a crowd gathered around, Ponyboy and Johnny realized that there were children trapped inside. They both went in to rescue them. As they made their way out, a piece of timber caught him across the back and he was burned very badly. Ponyboy didn’t get burned but got knocked out by Dally when he tried to go back into the fire to save Johnny. A couple of day’s later Johnny died. If Johnny weren’t part of a gang, he would have never killed Bob and he wouldn’t have been at the church running away from the police. As soon as Ponyboy got back from the hospital, a rumble between the greasers and the socials was about to take place. Ponyboy fought despite being hurt and sick. After the greasers beat the socials, Dally and Ponyboy went to the hospital to tell Joh... Free Essays on Gang Life Free Essays on Gang Life gang life Gang Life In life, teenagers and adult’s join gangs for difficulties in their life. They feel that they need a group of people to understand and support them through the rough stage of their life. In the novel, The Outsiders, by S. E. Hinton Ponyboy is a fourteen-year-old boy who is a part of the gang called the greasers. His whole remaining family are greasers. Gang life can lead to death and trouble. In The Outsiders, Ponyboy is in a gang with all of the people he grew up with in the neighborhood, including his two brothers, Sodapop and Darry. In a fight against the socials, the enemy of the greasers, Ponyboy and another member of the greasers named Johnny were outnumbered five-two. In order to save Ponyboy’s life, Johnny killed a member of the socials named Bob. This proves that gang life can lead to death. After Johnny killed Bob, they went to their friend Dally to help them get out of their situation. Dally told them to go to an old abandoned church on the top of J ay Mountain. Dally told them to stay there until he got there. On the fifth day Dally got there and took them to get something to eat. When they got back to the church, the church was on fire. As a crowd gathered around, Ponyboy and Johnny realized that there were children trapped inside. They both went in to rescue them. As they made their way out, a piece of timber caught him across the back and he was burned very badly. Ponyboy didn’t get burned but got knocked out by Dally when he tried to go back into the fire to save Johnny. A couple of day’s later Johnny died. If Johnny weren’t part of a gang, he would have never killed Bob and he wouldn’t have been at the church running away from the police. As soon as Ponyboy got back from the hospital, a rumble between the greasers and the socials was about to take place. Ponyboy fought despite being hurt and sick. After the greasers beat the socials, Dally and Ponyboy went to the hospital to tell Joh...

English Essay Example | Topics and Well Written Essays - 500 words - 43

English - Essay Example There is a systematized industry and motif working behind the embalming of bodies and Jessica wanted to bring these points before the common mass, just to make it stronger that the procedure considered inevitable is not at all mandatory. An expert on death and dying, Jessica Mitford is completely against embalming dead bodies after death and puts forward many valid points in support of her contention. Her motive of writing this essay is explicit from the very beginning of the literary piece. She has placed a strong objection regarding the secrecy maintained during embalming. Another major purpose of writing this essay was to make it clear that the process of embalming is barbaric and it is evident that her real goal in writing this essay was to reach the common mass so that common people should understand, how barbaric the practices are and the mystery that actually lies behind the closed doors of the funeral parlors. She clearly claims that the ritual of embalming in North American funeral tradition is grotesque. Yet, people seem to remain ignorant about it. By highlighting these points, she wanted to create a common awareness against these rituals and tried to correct them. She brings out evidences to make her contentions more concrete. She wanted to show that a planned industry works behind these traditions which try to make burial a pleasurable thing. This ritual, according to Jessica, only prevails in North America and does not occupy any place in the tradition of other areas apart from it. She writes with specific examples. She brings forth the example of the ritual of open - casket ceremony only common in North America. She ends her essay with the following line that completely complements her intentions behind writing the essay:   Ã¢â‚¬Å"He has done everything in his power to make the funeral a real pleasure for everybody concerned. Consequently well over 90

M5A1-Conflict Essay Example | Topics and Well Written Essays - 750 words

M5A1-Conflict - Essay Example There conflict scenario entails several positives (for resolution) and negatives (for resolution) in favor of management group and in favor of the employee group. Some positives for resolution that are in favor of management include the high experience and training that is provided to the employees to build performance review systems and information systems. Accordingly, the low turnover, the visionary leadership of the three business partners and fair and comparable salaries will also help Metro services in resolving the conflict. In addition, 92 percent of employees assert that the owners have positive attitudes towards specialists and while 78 percent assert agree that Metro services offers opportunities to work in various companies. Some negatives for resolution that face the management include the inability to allow the specialists an opportunity in negotiating fees with the contracting companies, and lack of promotion opportunities in the company. In addition, the failure to ho ld employee/owner meeting for the past three years is a challenge for the management group in resolving the conflict. ... Accordingly, employees are allowed to demonstrated individual performance and 64 percent claim that the company offers job security. In addition, 80 percent of employees perceive the salary as fair and comparable and 74 percent assert that specialist positions allow them to utilize their knowledge and skills. Some negatives that may hinder employees in cooperating during the conflict resolution include lack of adequate opportunities for promotion, the confrontation with Mr. Baker that happened in 1999 and inability of the management to belief that there is a union movement by employees since it will be detrimental to all concerned. Some of the points of contention that relate to the positives and negatives include the possibility of implementing a bonus sharing system for the excess profits earned by the management. Some positive points of contention that may create conflictual conditions include the job security since some employees perceive six months full time position as temporal position that does not guarantee any job security. Another contention is the intention of employee to create a union since the management group does not believe whether such movements are necessary when the salaries and additional benefits like 401K securities are fair. The last contentious issue is the monitoring of contracting companies and requirement for a higher performance level than agree with contracting companies. The refusal of temporary specialists to participate in negating fees with contracting companies will also be contentious. Time phased strategy of addressing the conflict The management must analyze the employee survey and identify the source of conflict in the organization. The management must identify any barriers in