International order from 1945 to 1969 Essay Example for Free

International order from 1945 to 1969 Essay Introduction By the end of Second World War in September 1945, world had seen human tragedies and devastation of civilizations on an unprecedented scale. The enormity of disaster had brought complete social, economic and political chaos in the countries involved in the war, requiring long term restoration and rebuilding projects (Cottam and Woodby, 1998). The victorious countries, with the only exception of USA, fared hardly better than the defeated Axis nations. The creation of UNO in 1945 to restore peace and order in the world brought a sense of general relief in world and people felt that after 6 years of intense violence stability and tranquility were returning back. However, almost as the War ended sharp ideological and strategic differences emerged between the two new superpowers, USSR and USA that pushed the world from World War to Cold War. The countries that fought against Axis powers during war years were now polarized against each other in communist and democratic factions pursuing political and strategic agendas against each other. The US led democratic world was wary of the dangers of totalitarian society under the communist rule, as marked in the Stalin’s USSR (Robbins, 1988). As the dangers of communism became manifest, USA realized that its status of a true world-power required it to take effective actions and develop long term plans in promoting the ideals of democracy justice , and liberty that had shaped the free world since past two centuries. The rift between these two opposing factions assumed serious proportions in the Berlin Crisis, Korean War, Cuban missile crisis, Czechoslovakian invasion of USSR and finally Vietnam war; events that defined the period ranging from 1945 to 1969. The Strategic Condition after 1945 The strategic affairs of world saw a revolutionary changeover with the atomic strike on Hiroshima and Nagasaki (Laver, 2005). Previous to the atomic age, the strategic considerations generally involved three dimensions of land, sea and air forces. However the post war strategic planning defined defense just in two dimensional terms, where air, land and sea forces were categorized as conventional system and atomic weapons, including atom bombs and atomic missiles constituted the nuclear dimension of the strategy (Laver, 2005). As Laver (2005,) points out, under the new strategic system, the approaches were apparently limited to mere identification of the more appropriate strategy between conventional and nuclear. The real strategic situation however did not unfold itself as simply as it was made to be sound on paper. There were a broad range of issues in creating an optimum strategy and policy in the deployment and use of nuclear weapons within the new international framework that required a total departure from previously established norms and tactics. According to Laver (2005) some of the major issues affecting the new strategic policies were 1. Development of new technology to effectively implement the nuclear option. 2. New defense equipments that meet the nuclear requirements. 3. Mobilizing resources for effectively equipping the armed forces with a perfect combination of conventional and nuclear weapons. 4. Evaluation and measurement of economic, political and social fallouts of nuclear strategies throughout the world. These issues occupied the US foreign and strategic completely, especially in the wake of nuclear buildup in the USSR that created a possible threat of global nuclear catastrophe between the two superpowers. The first American nuclear strategy was forwarded in 1950 that proposed that national defense strategy should be build around the concept of containment. The core of the policy was simple- halting communism through combined conventional and nuclear strength of USA. In 1953, the policy of containment was replaced by policy of deterrence where nuclear option superseded the conventional strategy. However this policy was exposed as inefficient by Henry Kissinger who argued that US lacked sufficient conventional force to check communist expansion throughout the world and that implementing nuclear option towards this end would be catastrophic for the world. The end result, as put forward by Kissinger, would be US inaction and inability to counter the growth of communism (Kissinger, 1957). Kenney recognized the utility of this idea and he established the predominance of conventional strategy over the mindless destructive potentiality of nuclear option. The Vietnam War of 1960s offered US to test its conventional strategy and the incomplete success and the delayed results brought realization that the conventional strategies required further investment of resources and technology in the way of establishing democratic ideals and principles in the world. Cold War is referred to the period from 1945 to 1990 where the strategic conflict and conflicting ideologies of US and USSR that had enveloped world under a continuous shadow of war. The terror of mutual nuclear holocaust was the only factor that prevented both countries from fledging an all out war. Cold War originated due to different political, economic and strategic standings of both USA and USSR after the end of Second World War that created a hostile world environment (Dobson and Marsh, 2001). Three reasons have been put forward to explain the origin of the Cold War. US had emerged as a colossal economic power after the War but it failed to help USSR in building up it war ravaged economy and society, whereas Western Europe received massive funding and help from the US. The second reason was contrasting economic policies and world view of USA and USSR that pitted USA’s democratic and individual ideals against totalitarian and centrally planned philosophy of Soviet Russia. The third major reason was clash of geo-political interest and ambitions of the two superpowers. Driven by the mutual misperceptions and fear of each other’s intentions, ambitions and power, USA and Soviet Russia acted in ways to ostracize each other from their exclusive zones. In 1947 Marshall Plan of USA, that aimed to provide financial assistance in preventing an immanent collapse of Europe, sought to keep USSR out of the entire project. USSR, growing deeply suspicious of USA’s expansionist policies reacted by closing Western access to Berlin, creating first major crisis of the Cold War in 1948. Events unfolded dramatically with US led forces providing airlift to Berlin through 1948 and 1949, USSR responding by closing Western’s access to most of eastern European nations and creation of NATO in 1949 (Dobson and Marsh, 2001). These events firmly sequestrated the two sides and sealed any possible chances of reconciliation. With the outbreak of Korean war in 1950 and USSR’s expansionist policies in South East Asia, USA prepared itself for an all out diplomatic, ideological and if required armed intervention to combat its sworn enemy. The Cold War essentially transformed into a battle of showdown with both the countries trying to outmatch other by trade embargos, increasing efforts of polarization, espionage and technological race to develop greater horde of nuclear weapon and space research. The second major crisis of the Cold War was precipitated in the form of Cuba missile crisis. US intelligence information reported deployment of USSR’s nuclear missile in Cuba with range and payload to strike major US cities and places of strategic importance. There was intense pressure on the then President Kennedy to respond to crisis by military intervention in Cuba. However this step involved risks that the crisis may evolve into a full fledged nuclear war between USA and USSR. Restrain from Kennedy and right diplomatic measures helped to avert a major nuclear disaster. The final episode marking the international order from 1945 to 1969 was civil war in Vietnam in 1965 and the US intervention that led to more than 50, 000 US casualties and international embarrassment for US policymakers. Reference Cottam, M. L, Woodby, S. (1988). The Changing Agenda: World Politics since 1945. Westview Press: Boulder Dobson, A. P. and Marsh, S. (2001). U. S. Foreign Policy since 1945. Routledge: London. Henry Kissinger, Nuclear Weapons and Foreign Policy New York: Harper, 1957, Laver, H. S. (2005). Preemption and the Evolution of Americas Strategic Defense: Parameters. Volume: 35. Issue: 2. Robbins, K. (1988). The World since 1945: A Concise History. Contributors: Oxford University Press: Oxford.

Gilmans “The Yellow Wallpaper” and Steinbecks “The Chrysanthemums Essay Example for Free

Gilmans â€Å"The Yellow Wallpaper† and Steinbecks â€Å"The Chrysanthemums Essay â€Å"The Chrysanthemums† by John Steinbeck and â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman are short stories which have a female protagonist struggling through a suffocating marriage and living in a society that says that women can not exist outside of marriage. The Chrysanthemums written by John Steinbeck is a story about a woman worn and oppressed by a male dominated world. A world which breaks a womans will, strips away their humanity, and obscures who they really are and what they really want out of life. Eliza, a married woman forgotten by her husband and the world, has found a bit of happiness in her garden. It is here that she finds solace and comfort. The flowers are her companions. Similarly, in The Yellow Wallpaper, written in the century before The Chrysanthemums, is also about the oppression of women in society by men. On the surface it was the story of a woman who has a child and suffered from depression. Her husband, who is also her doctor, prescribed the â€Å"The Mitchell Treatment†. This was a standard treatment for all mental disorders during this time which consisted of isolation and rest. The woman, the main character, was placed in an attic for a month of recovery. Her only companion was the peeling yellow wallpaper. In the end, both women find, brief as it may be, freedom. Though written decades apart, both Steinbeck and Gilman use symbols and character development to develop a theme of female oppression and survival. The major symbol in Steinbecks short story is the Chrysanthemum flower. Chrysanthemums are hearty flowers which need specific care, patience, and tending. Like children, they must be cared for daily, treated with delicate and gentle hands. Within her garden paradise she hides herself, as a woman. Steinbeck describes her as a woman that wears a man’s black hat pulled low down over her eyes, clodhopper shoes, a figured print dress almost completely covered by a big corduroy apron†¦ (1). Eliza, who is childless, takes pride and comfort in her ability to grow these amazing flowers. They represent for her the children she was never able to have. She is extremely protective of these flowers caring and feeding them like mother nursing her baby. She creates a crib of wire to ensure that [n]o aphids, no sowbugs or snails or cutworms are there. Her terrier fingers [destroy] such pests before they [can] get started (1). Like pointy corners of tables and light sockets, Eliza protects her children from the hazards of life. She cares for this flowers like she wishes someone had cared for her gentle fingertips caressing her own blooms. These flowers inspire the only intimate moments that occurred between Eliza and her husband in the entire short story. He husband stops by her garden and tells her how lovely her flowers are. She blushes and Steinbeck observes on her face there [is] a little smugness(1). Eliza gives birth to these amazing creatures which bring so much beauty to the world, and supplies Eliza with her only taste of motherhood (Demott 3). Similarly, Gilman uses the symbol of yellow wallpaper. The Yellow Wall-Paper is a small literary masterpiece. For almost fifty years it has been overlooked, as has its author, one of the most commanding feminists of her time. Now, with the new growth of the feminist movement, Charlotte Perkins Gilman is being rediscovered, and The Yellow Wall-Paper should share in that rediscovery. The story of a womans mental breakdown (Gilman 37). A major symbol in The Yellow Wallpaper is the wallpaper itself. The Yellow wallpaper was a familiar character in realist fiction and was often found to be distasteful. (Roth). The narrator is annoyed and eventually repulsed by her only companion, the yellow patterned wallpaper. The evolution of what the wallpaper symbolized parallels the mental state of the narrator. When the narrator first settled down to her months worth of rest in the attic of her house, it is the wall paper she hated most. It was old, tattered, and a dirty yellow color. She commented that the worse part of the wallpaper was the dull pattern. She pondered about the wallpaper : It is dull enough to confuse the eye in following, pronounced enough to constantly irritate and provoke study, and when you follow the lame uncertain curves for a little distance they suddenly commit suicideplunge off at outrageous angles, destroy themselves in unheard of contradictions. The color is repellent, almost revolting; a smouldering unclean yellow, strangely faded by the slow-turning sunlight (Gilman 24). The pattern became the focus of much of the narrators time. She attempted on many occasions to figure out what the pattern was with no success. She is mad, of course, by this time, reduced to a paranoid schizophrenic who writes, Ive got out at last in spite of you and Jane. And Ive pulled off most of the paper, so you cant put me back! (36).(Bak). After several days of trying she began to see a sub pattern which can only be seen at certain parts of the day depending on the amount of light being filtered through the windows. She decided that the sub pattern is that of a woman who is creeping along the floor on her knees, not even being able to stand. She states â€Å"There is a recurrent spot where the pattern lolls like a broken neck and two bulbous eyes stare at you upside down† (Gilman 25). This woman was imprisoned by the main pattern and wished only to escape her cage. The main pattern became clear to the narrator. She believed the main pattern were heads of those women who attempted to escape but were caught between the bars. It was clear that as the month passed the mental state of the narrator became increasingly unstable. The wallpaper and its pattern also represented the societal chains (treatment, family, and marriage) which have imprisoned her for so long. The yellow wallpaper has become synonymous with the domestic bars which trapped women in their inferior roles as wives and mother in the 1800s. Through the use of both symbols, Steinbeck and Gilman track the internal conflict of their respective protagonists. In Steinbecks short story, it is the Chrysanthemum which are indirectly responsible for Eliza awakening. The chrysanthemums create a situation in which Eliza meets a man which stimulates and re-ignites her female sensuality, that has been long forgotten. Steinbeck describes Eliza stripped of her female side and like her home, that she was hard-swept and hard-polished (1). Henry fails to notice and takes for granted the feminine qualities which Eliza brings to the relationship. His love for her did not exist anymore. The couple lives like strangers. Eliza, submissive and loyal, does not addresses her discontent with her husband and their relationship remains empty. He remarks, to her about her chrysanthemums, I wish youd work out in the orchard and raise some apples that big (1). She is resentful and unhappy which causes her to hide in her garden. One afternoon while she is attending to her flowers she meets a traveling salesman who stops and admires her flowers. Steinbeck describes the stranger in the following way: Elisa saw that he was a very big man. Although his hair and beard were graying, he did not look old. His worn black suit was wrinkled and spotted with grease. The laughter had disappeared from his face and eyes the moment his laughing voice ceased. His eyes were dark, and they were full of the brooding that gets in the eyes of teamsters and of sailors. The calloused hands he rested on the wire fence were cracked, and every crack was a black line. He took off his battered hat. (1) When he flirts with her indirectly, she melts. She is thirsty for the attention a man gives to a woman. The stranger visually caresses the flowers, commenting that the flowers were like delicate quick puff[s] of colored smoke,(243) and she can feels his fingers like they were on her skin. Chrysanthemums represent Eliza long last sensuality and her need to be fulfilled physically and emotionally. Eliza quickly responds and [tears] off the battered hat and [shakes] out her dark pretty hair(1). The cold Elisa suddenly becomes the image of perfect femininity soft and flowing, contrasting against the strong male. She is attracted to him and offers him the only gift she can, a singe red chrysanthemum a symbol of her sacred femininity. Through this stimulation, Eliza is inspired to again get in touch with her body and soul (Wilson 34). After a dinner eaten in silence with a man who does not love her, Eliza is forced to endure the car trip home. Weeping, and staring out the window she sees her bloody red chrysanthemums tossed on the side of the road, and she feels her soul die once again. Gilman utilizes her symbol of the yellow wallpaper in the same way, her protagonist is first imprisoned and then awakened by the wallpaper. Gilman actively asserts through her use of symbolism and the mental deterioration of the narration that women, at the turn of the century, suffering from mental illness were mistreated. Her husband, who is also her doctor, prescribed the â€Å"The Mitchell Treatment† (Hume). This was a standard treatment for all mental disorders during this time which consisted of isolation and rest. The woman, the main character, was placed in an attic for a month of recovery. Her only companion was the peeling yellow wallpaper. Slowly the unnamed narrator slipped into deep depressive psychosis. It is not until she shirked off the treatment and the invisible societal chains that she becomes well again. The theme of oppression is overwhelmingly present in both short stories. Elizas gift of the chrysanthemum represents the physical interaction between a man and a woman. After the stranger leaves, with quicken breath, she almost floats into her house and draws herself a hot bath. She finds her little block of pumice and literally scrubs her body legs and thighs, loins and chest and arms, until her skin was scratched and red(1). She urgently washes, symbolically bringing blood back into her lifeless body and soul. She dresses slowly finding her best lingerie and dress. She applies makeup and prepares to go out on a date with her husband. She patiently awaits for her husband to come in from the fields. She hopes her husband will feel romantically toward her again. She hopes that he provide her with the same sensual stimulation that those few brief moments with the stranger. Unfortunately, her hopes are not fulfilled. When Henry finally sees his wife, he casually comments You look strong enough to break a calf over your knee, happy enough to eat it like a watermelon (1). Eliza laments her husbands lack of charm, as if he is intentionally trying to crush her soul. She slowly loses the woman that she had found hours before. After a dinner eaten in silence with a man who does not love her, Eliza is forced to endure the car trip home. Weeping, and staring out the window she sees her bloody red chrysanthemums tossed on the side of the road, and she feels her soul die once again. Gilmans narrator is also mistreated by her husband and society in general. John, her husband, a wise man of medicine, inflicts a loutish and gender-biased cure on herand this tale, as Gilman claims, exposes such boorish barbarism. However, Gilmans mad narrator unveils not only the ills of the rest cure treatment and a repressive domestic culture filled with Johns and Jennies, but also her hatred for a domestic (and maternal) role she has no desire to assume. The Yellow Wall-Paper not only rejects, as Gilman intended, the gender-biased rest cure of the nineteenth-century, but also indicts, less successfully, gender-biased definitions of mental illness. Married women during this time were â€Å"freed from the necessity of contributing to society outside the home, presumably because marriage befit her for motherhood and motherhood required all of her energies.(ODonnell). Despite her triumphant unmasking of medical (predominantly male) gender bias in this tale, Gilmans narrator falls apart so completely in the end that she tends, unfortunately, to reinforce the common nineteenth-century gender stereotype of the emotionally and physically frail nineteenth-century woman. Steinbeck through the use of chrysanthemums asserts that women are oppressed and imprisoned by world that was built for men. Through intricate detail, wit, and symbolism Steinbeck breathes life into the story of a woman completely controlled by her husband, and suffocated by world. She experiences momentary awakening during a brief interaction with a stranger. Steinbeck uses chrysanthemums evoke the feeling of rebirth, renewal, autonomy, and femininity. Eliza completely broken down and she crumbles crying weakly-like an old woman(X). Her husband takes her granted and does not notice that she is woman with needs and desires. Not only does her husband ignore her but so does the world. The stranger which seemed to admire all of Elizas qualities represents the world. Just as that man tossed away Elizas beautiful flowers because they were unnecessary. Steinbecks point is that is exactly the male dominated world views and treats women. Society is oppressive to women, allowing them not to bloom, keeping women submissive and docile. Eliza is not valued by the world because she is female. She meant only to exist for her husband and family. Eliza tries to be a woman in world where her womanly charms are ignored by her husband and the world in general. To survive she forgets about who she truly is and finds happiness in her garden. When she is briefly re-awakening, she attempts again to find her true self. However, her husband and the world will not let her and she must once again, for the last time, suppress who she is and what she wants. Through the use of similar literary devices the theme of female oppression and liberation is explored differently in â€Å"The Chrysanthemums† and â€Å"The Yellow Wallpaper.† The oppression of women in a male dominated world has plagued society for centuries. The stories of women are often left untold and considered unimportant. To fully explore this theme both authors use symbolism and careful character development. The main symbol found in The Yellow Wallpaper is that of the decaying yellow wallpaper that is in the attic where the narrator is sent for isolation. Its decay parallels the decay of the narrator. In addition, Gilman details this decline and explores the inner workings of the narrator through the character development leading up to the narrators decision that she did want to live. Similarly, Steinbeck uses the symbol of the Chrysanthemum to represent Elizas life, isolation, liberation, and emotional death. There is only a small set of literary tools available to authors, of any genre, through which themes like oppression can be examined. It is through the unique manipulation of these tools, and the intense expertise of great American authors that such a varied approach to survival can be interrupted, demonstrated, and shared. Works Cited Bak, John S. Escaping the Jaundiced Eye: Foucauldian Panopticism in Charlotte Perkins Gilmans The Yellow Wallpaper.. Studies in Short Fiction 31.1 (1994): 39+. DeMott, Robert. Steinbecks Typewriter: Essays on His Art. Revised ed. Troy, NY: Whitston Publishing, 1997. Gilman, Charlotte Perkins. The Yellow Wall-Paper. Revised ed. New York: Feminist Press, 1996. Hume, Beverly A. Managing Madness in Gilmans The Yellow Wall-Paper. Studies in American Fiction 30.1 (2002): 3+. ODonnell, Margaret G. A Reply to Charlotte Perkins Gilman: Reassessing Her Significance for Feminism and Social Economics. Review of Social Economy 54.3 (1996): 337+. Roth, Marty. Gilmans Arabesque Wallpaper. Mosaic (Winnipeg) 34.4 (2001): 145+. Steinbeck, John. â€Å"The Chrysanthemums.† Literature: An Introduction to Reading and Writing. Ed. Edgar V. Roberts and Henry E. Jacobs. 4th Compact ed. New York: Prentice Hall, 2007. Wilson, Edmund. The Boys in the Back Room: Notes on California Novelists. San Francisco: Colt Press, 1941. Questia.

Role Play In English Language Teaching

Role Play In English Language Teaching The ultimate goal of foreign language teaching is to enable the students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used in the real world. However, this is not always the case in the present day foreign language teaching practice. The primary goal of most foreign language learning is to develop the ability to use real and appropriate language to communicate and interact with others and the goal of foreign language teaching is to extend the range of communicative situation in which the learners can perform with focus on meaning without being hindered by the attention he must pay to linguistic form[1]. But the present practice in the ELT classroom in China could not provide satisfactory conditions for both teachers and students to achieve the goals. How to let English learners feel the real language situation and context when learning English? Role-play is an effective way. 2. Functions Role-play models human interactions to provide a chance for students to exercise, creating effective and memorable experiences for learners. It places learners in a situation where they are asked to take on different roles and to accomplish their specific tasks, including problem solving. They offer an opportunity for learners to practice using the language in the right place, at the right time. The strength of role-play is that it presents an opportunity for authentic and spontaneous communication because learners are placed in realistic situations and they can have the opportunity to use and practice the sort of language, particularly the vocabulary related to that situation, so that learners are rehearsed for real life[9]. In addition, they can express what they want to say whenever the situation calls for it. In addition, role-playing is of great significance as it develops students both receptive and productive skills: 2.1 It develops students listening: while role-playing, students practice listening when trying to get information from their partners. 2.2 It develops students speaking: answering the questions according to what is heard, producing responses based on given cues, it is clear that this activity can practise speaking skills. 2.3 Promoting knowledge acquisition: Students in role-playing were found to use search and retrieval strategies more frequently than students in traditional learning situations. During the process of exchanging, there will be the information transferring from one peer to the other[2]. Individual students are able to increase their mastery during this process: During the entire process, students are motivated to search language in their vocabulary storage and select the proper language to use. For example, teaching a reading about a writers biography is usually bored and the events that the writer experienced are uneasy for students to master. In this case, after the students read and understand the article, the teacher can let a student pretend the writer and stand in front of the class to relate his or her whole life. Thus promote the students to acquire the knowledge of the writer with strong motivation. 2.4 Enhancing language proficiency: There is another significant benefit of doing role-playing. Language is the main tool for human communication. Role-play largely provides more opportunities for the students to practice their oral English. It is an ideal method of reviewing what we have learned by using it in real situation. It stimulates all the students integrated skills and thus consolidates all the language knowledge in their mind while trying to express themselves out. While others who do not involved in that activity can be easy to grasp more content knowledge even just sitting silently and listening to the performance in the classroom. 2.5 Stimulate students interests and activate classroom climate to keep students engaged in class: With role play, students act out certain situations. Teachers generally try to make these situations fun and interesting. Asking your boss for a day off, or Meeting people at a party, etc. The teacher prepares the roles so that learners always have a lot to talk about. This motivates students in learning and creates a real communication situation and offers learners plenty of opportunities to practice. 2.6 Improving social competence: the true mastery of a language involves communicative competence. While role-playing, individuals work together, they must interact with each other to promote each others success, thus increase students social skills, conflict-management and compromise. It also develops students communicative skills: while act out the dialogue, students get the chance to learn to get information from partners facial expressions, gestures and other body language thus develop students communicative skills. 2.7 Promoting interpersonal relationships: Role-play has also keen accepted to improve interpersonal relationship among students. Role-play pairs or groups help students establish and maintain friendships with peers. Students who are isolated or alienated from their peers and who do not have friends are more likely to be at risk for violent or destructive behavior in society than those who experience social support and a sense of belonging. To some extent, this interpersonal relationship also promote their academic achievements. In addition, skills of improving interpersonal relationship with other peers are the foundation for the success in their social career in future. Role-playing also has been linked to increases in self-esteem, attendance, time on task, enjoyment of school and classes, as well as a decrease in dependence on the teacher. 3.Potential problems Role-play is virtually the way we can give students chances to practice improvising a range of real-life spoken language in the classroom, and it is extremely effective if the students are confident and cooperative, but it still exists some problems when processing it specifically. l The uneasiness caused by talking in front of the class would inhibit the students to some degree. Instructors must do something to lower the inhibition first, for example, a preliminary demonstration or rehearsal before the class. Practice time can be prolonged. l From students perspective, because students are used to sitting in lecture where they are not required to talk, students may resist an activity that appears challenging and difficult and that forces them to use integrated skills, rather than being a passive learners. So teachers should stimulate their students enthusiasm by keeping encouragement, coaxing them to think and open their mouth. l It will be uncontrolled and time-consuming if students fail to prepare enough. In preparation, if certain roles did not allotted, too diffuse in responsibility will also spoil the performance. l In China, time is limited in every period class and all the classes are large sized. So it is impossible to provide a chance for all students to perform. Only a couple of students could display their performance. Others just sit in a classroom to hear and with no pressure, so they may mot pay attention to learning. l Because of the characteristics, some introvert students may feel hard to perform in front of the whole class thus influence the simulated communication. But teachers could help them to overcome step by step. Ur points out that the factors that affect the success of role-play are: the teachers enthusiasm; careful instructions; clear situations and roles; and making sure that the language they will need to carry out the role-play. 4.Guiding principles for role-playing 4.1Communication purpose[: The activity must involve the students in performing a real communicative purpose rather than just practicing language for its own sake. In order for this to occur there must be some kinds of information gap that students seek to bridge when they are role-playing. 4.2 Communicative desire: The activity must create a desire to communicate in the students .That is even if communication is forced on the students, they must feel a real need to communicate. 4.3 Prepare before performing: Rushing into a role play-activity often leads to confusion and dissatisfaction. Have students practice the task in pairs before selecting a couple of pairs to perform in front of the whole class. If acting out a short play, before students display their performance, they should be given the script or the story they are going to work on. They can choose their favorite roles or they will be allotted certain roles. 4.4 Acceptable level language requirement: The language required in performance should be lower than that used in intensive language learning activity in the same class. It should be easily recalled and produced by the participants, so that they can speak fluently. It is a good idea to teach or review essential vocabulary before the activities start. If the task is too frustrating, the students are likely to give up or revert back to the native language. 4.5 Be sensitive when correcting the students: The basic principles of error correction is to remind students of their big errors that prevent from communicating and ignore the trivial one. As to when and how to give feedback, there is no definite answer, it largely depends on the teachers long time spent in teaching and a consideration in affective and cognitive factors. Nevertheless, the instructors should put it in mind that they should do their best to avoid stifling students attempt at speaking in the target language by providing correct feedback.[3] 4.6 Clear in responsibility: Allot the roles and set up goals so as to make students clear in responsibility. Students interact in small groups, and they have less pressure but they should have clear responsibility. 4.7 Praise the actors: The students need lots of support assistance to practice English. Praise them frequently and they will be competitive and active. 4.8 Choose some proper texts: not all texts to involve role-play activity while teaching. Not all texts suit for role-play activity 4.9 Choose proper students: The first few times when the teacher organizes role-play, it is a good idea to choose some more outgoing students who will not feel inhibited while performing in public, which is also setting up demonstrations at the same time. 5.à £Ã¢â€š ¬Ã¢â€š ¬Conclusion In the student-centered learning process , students are given more opportunities to practice the target language and develop their communicative ability. Role-play is one of the most effective forms of English training because it puts people into the situation where they have to rely entirely on English to do their task/reach the goal that the teacher sets for them. Its also a chance to be really creative and develop interesting conversations. In general, role-play is an effective tool for students, especially in teaching some introvert students. It enables students to learn by using the target language in meaningful interactive situations. Role-play is not easy to manoeuvre, but it helps to lead to social and academic success for all students.

Essay --

MEDIATION ANALYSIS ESSAY – 1994-95 MAJOR BASEBALL LEAGUE STRIKE MSgt ANGELA SANDERS AIR FORCE SENIOR NONCOMMISSIONED OFFICER ACADEMY DECEMBER 2, 2014 INSTRUCTOR: SMSgt THOMAS HOLMES How could baseball team owners lose $580 million in revenue and baseball players lose $230 million in salary pay in one year? The 1994-95 Major Baseball League 232 day strike lead to millions of dollars lost and millions of fans frustrated by what they say was an act of war. The mediation between Major League Baseball team owners and baseball players was ineffective in delivering a bargaining agreement that would protect the players from being used by the owners for the benefit of their businesses. First, I will provide some background information about the baseball strike followed by cross cultural competence factors and how they affected the event. Next, we will look at the negotiation factors that will include the TIPO model and negotiation strategies. Finally, I will give some highlights and effects of the mediation process. Now, let's look at one of the most famous baseball strikes of all times. The 1994-95 baseball strike was the fourth strike in 22 years and has been known as the worst strike in sports history. The major impact was approximately 948 games canceled along with the World Series resulting in millions of dollars lost. Team owners proposed a salary cap agreement to the players due to difficult financial situations the league was experiencing. The owners said that teams needed to share broadcasting revenues to make it equal amongst the teams to prevent market clubs from falling. This meant that smaller teams would not lose their bigger players to teams that c... ...iation factors. We learned that the selfishness of one person or group of people can have a major ripple effect on other things. Sometimes not fast forwarding and looking into the future of effects are not realize until it actually takes place. Unfortunately, in this situation that is exactly what happened and effected an entire nation. REFERENCES Source A 1994–95 Major League Baseball strike. (2013, November 9). In Wikipedia, The Free Encyclopedia. Retrieved 17:14, November 29, 2013, from http://en.wikipedia.org/w/index.php?title=1994%E2%80%9395_Major_League_Baseball_strike&oldid=580905114 Source B Federal Mediation and Conciliation Services. (2013, November 29). In Federal Mediation and Conciliation Services, Collective Bargaining. Retrieved 11:08, November 29, 2013 from http://www.fmcs.gov/internet/searchResults.asp?categoryID=81

Essay --

Health Care Models Analysis A 26 year old white female presented to her physician’s office complaining of chronic abdominal pain. The pain appeared to be more intense 30 minutes after eating. The patient reported no unusual bowel activity. The patient had a normal body temperature and blood pressure. The patient was of normal weight and height for her age and body structure. The patient underwent an abdominal ultrasound, Hepatobiliary Scan, Upper GI, Small Bowel Series, and an Upper and Lower Endoscopy. The lower endoscopy study revealed abnormal mucosal patterns and was suggestive of Celiac disease. The patient was then tested for Celiac disease and the results were positive. Celiac disease is the inflammation of the small bowel, particularly the upper small bowel resulting from a gluten sensitivity. The inflammation may lead to malabsorption of key nutrients such as iron, folic acid, calcium, and fat soluble vitamins. Symptoms can range from abdominal discomfort to diarrhea. In patients with the malabsorption issue, anemia or osteoporosis may be manifest. The main medi...

The Vinland Map: 15th Century Artifact or 20th Century Forgery? Essay e

The Vinland Map: 15th Century Artifact or 20th Century Forgery? Throughout history, the discovery of an ancient artifact has always brought with it much excitement. The idea that we are able to look at something that existed so long ago intrigues us. However, along with the excitement of new discoveries, there is often much controversy. One such discovery, the Vinland Map, has been the cause of much debate since 1957. The Vinland Map, first presented to the public in 1965 in a book written by Skelton, was discovered in 1957 (Skelton 1965, p.3). In the 1960’s the map was bought and donated to Yale University where it remains today. The Vinland Map was originally thought to be a 15 th century depiction of medieval Africa, Asia, and Europe. What is most striking about the map is that it depicts Iceland, Greenland, and a part of North America known as Vinland that was thought to have been unknown before Columbus’ journey to America (Skelton 1965, p. & Brown, Clark 2002, p. 3658). In the 1950’s the idea that people had traveled to the New World before Christopher Columbus was a new concept. However since then we have found evidence that the Vikings did travel to North America before Columbus. If the Vinland Map is a true 15 th century artifact, it represents the oldest known depiction of the New World to date. There were some aspects of the map that caused confusion. For instance t he map has no history of origin (Skelton 1965, p.228). No one knows who the author might have been and there is also no date written on the map. With such a lack of historical information on the map, it is no surprise that a controversy has ensued over the authenticity of the map. Because of this controversy, many experiments have been performed att... ...raphy 1. Skelton, R.A., Marston, T.E., Painter, G.D. The Vinland Map and the Tartar Relation. Yale University Press: New Haven and London, 1965. 2. McCrone, W.C. â€Å"Analysis of Medieval Document: Tested by Small Particle Analysis†. Analytical Chemistry. 48 (1976): 677A-679A. 3. Donahue, D.J., and J. Olin, and G. Harbottle. â€Å"Determination of the Radiocarbon Age of Parchment of the Vinland Map†. Radiocarbon. 44 (2002): 45-52. 4. Higham, Thomas. â€Å"The Method†. Radiocarbon Web-info. . 5. Brown, K.L., and R. Clark. â€Å"Analysis of Pigmentary Materials on the Vinland Map and Tartar Relation by Raman Spectroscopy†. Analytical Chemistry. 74 (2002): 3658-3661. 6. Hassel, B. â€Å"The Vinland Map shows its true colors; scientists say it’s a confirmed forgery.† American Chemical Society. 29 July 2002 .

Our Toughest Struggles in Life Can Be with Ourselves Essay

In our life, struggles are everywhere. If we want to be successful, we will have to strive hard. Just as an old Chinese saying goes, â€Å"There won’t be the fragrance of calyx canthus if the flower doesn’t go through the chilly winter.† Only after we undergo different kinds of hardships, can we achieve what we aim at. Therefore, we must get ready to face the toughest struggles and try to deal with any ups and downs calmly and bravely. When I was a little boy, I always dreamed of getting a nice toy like the one my friend Henry had. One day, I told my mother about that, hoping she would buy me one. However, she just ignored my idea, encouraging me to save money and buy one for myself. At first, I was so disappointed and frustrated that I got very angry with her. Later, I calmed down and thought what she suggested might as well be a good way to accomplish my wish. So I spared every cent I could in my daily life until finally one year later I accumulated enough coins and got that fancy stuff. During that year, I overcame numerous difficulties like killing the desires of buying candies, pulling myself back from snack bars, restraining myself from watching too many movies, etc. It was really too much for a ten-year boy. Nevertheless, my mother was right – I achieved what I had always wished for and trained myself the ability to handle any tough struggles in my later life. Two years ago when I first came here, I encountered another unimaginable problem in my life – I understood little in class just because of my poor English. I was depressed and sighed in despair all the time. It was my mother and teachers who inspired me and gave me a lot of encouragement. They told me that difficulty was everywhere and it could accompany anybody anytime. As long as we got ready and took actions, nothing was impossible. From then on, I got up early every day to practice speaking English, listening to English and reading English. Besides, whenever I was free, I went to various markets to practice speaking English with native speakers. Success always shows appreciation for those who make great efforts. Nowadays, I am able to understand most of the lessons in class and express myself in English most of the time in my daily life. What I get from my own experience is that life is not always filled with  flowers and easiness. The road of our life is made up of struggles and success. How successful we are depends on how much endeavor we are willing to undertake. Accordingly, we need to prepare for any toughest struggles in life as they can come up anytime.