True Romance Essay Example For Students

True Romance Essay Once again, Quentin Tarantino outdoes himself. The movie True Romance wasexcellent. It presented real issues that some people are forced to deal within their lives. The title of the movie is misleading. You would think thiswas going to be a lovetory. Actually it is, but unlike any love story Ive ever seen. Its filledwith violence, action, blood, guts and gore.Like most other Tarantinomovies it revolves around the violence we rarely see or experience in ourlives. He also incorporatesrugs and racism, hate and love and his usual corny way of portraying them. In Tarantino films, violence is presented in a totally different approachthan movies like Rambo or Die Hard. Although you have the same amount ofpeople dying, Tarantino seems to have this perverted and gruesome way ofpresenting it to his audiences. He always takes violence to the extreme. In the scene with the pimp hedoesnt just shoot the pimp in the back or chest. He goes right for thegustohis balls !!!! (OUCH) Another example of this is when Dennis Hopperwas killed. We all knew what hpened to him, but Tarantino makes sure he shows us the oozing bullet wound tohis head. Some people think this is taking violence too far; however, actsof this nature happen in the real world every day. I guess this is his wayof giving us a realityheck.Shit like this happens to people. We are so sheltered in ourcomfortable little worlds we dont even realize this kind of stuff goes on. We will write a custom essay on True Romance specifically for you for only $16.38 $13.9/page Order now Variety. Isnt it supposed to be the spice of life? Well, Tarantino getsso damn spicy it can make yosweat bullets. What is it about violence that is so attractive to the general public?There are so many people who would rather see a violent movie than a moviefilled with romance or adventure. If you were to compare the revenues frombox office earnings Im almospositive the movies filled with blood and guts earn much more than othermovies. (Disney is the only exception I can think of off the top of my head!!!) Naturally, if a person in the movie industry knows this will make themmega bucks , they will connue to make movies like this to make more money. Tarantino tends to slide in a little racism in his flicks. Its prettyobvious its not the main topic, but it is apparent. Hopper was unique whenhe told the Sicilian guy his great, great, great, great grandmother had sleptwith a nigger and thats y he had dark skin and brown eyes. I think Hopper knew he was a goner andwanted to insult the hell out of the guy before he died !!!!! He was socasual about the whole thing. He just sat back smoking the dudes cigaretteand blasting his family. There are so many people who say this kind of movie affects people in anegative way. They think it has an impact on criminal behavior. Thatsbullshit. I have seen violence in movies and on television and I havent hadthe smallest inkling to go ouand kill anyone or anything. I believe if a person has it in them to committhese kinds of acts they will do it regardless of what they see on T.V. or inthe movies.Their moral upbringing or lack of one would be a biggercontributing factor than vieng a movie. Movies are made to entertain. The social issues they touch on are justthat, issues. The controversy they create comes solely from the opinions ofthe viewers. Isnt that half the fun of watching a controversial movie? Itgives our minds food for tught. It affords us the opportunity to discuss what we have seen with ourfriends. We can learn from listening to how other people perceive things. .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f , .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f .postImageUrl , .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f .centered-text-area { min-height: 80px; position: relative; } .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f , .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f:hover , .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f:visited , .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f:active { border:0!important; } .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f .clearfix:after { content: ""; display: table; clear: both; } .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f:active , .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f .centered-text-area { width: 100%; position: relative ; } .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f:hover .ctaButton { background-color: #34495E!important; } .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8cc56b7b57d0fbc2ae2d91e2fa1ab76f:after { content: ""; display: block; clear: both; } READ: Defines the morality of an action EssayTHAT is what makes a movie great !!!!Music and Movies

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sero Essays sero Essay sero Essay LIST OF PETROLEUM COMPANIES OPERATING IN THE PHILIPPINES Address Contact Nos. Company 2. ALCORN GOLD RESOURCES ATTY. EDUARDO F. HERNANDEZ 3rd Floor, Tabacalera Building, 900 Phone: (632) 524-9236 / 524-9238 CORPORATION Contact Person / Designation President D. Romualdez Sr. Street, Paco Manila Fax: (632) 524-7452 ALCORN (PRODUCTION) PHILIPPINES, INC. 2/F First Life Centre 174 Salcedo Street, Legaspi Village, Makati City (632) 813-0623 / 54/44/59 (632) 812-9828 2/F First Life Centre 174 Salcedo Street, Legaspi Village Executive VP General Manager 3. ALTISIMA ENERGY, INC. Makati City, Philippines 4. ALSONS CONSOLIDATED RESOURCES, INC. Alsons Bldg. , 2286 Pasong Tamo Extension, Makati City MR. MELVIN AL ROY 5. ANGLO-PHILIPPINE OIL MINING MR. CHRISTOPHER M. GOTANCO 6/F Quad Alpha Centrum Building, 125 Pioneer St. , Mandaluyong City 7. 8. BASIC CONSOLIDATED, INCORPORATED COPLEX RESOURCES NL FORUM EXPLORATION, (632) 817-5506 (632) 894-0655 (632) 631-5139 / 634-8573 President Director 6. Treasurer (632) 631-3113 6/F Basic Petroleum Bldg. , Carlos Palanca Jr. St. , Legaspi Village MR. OSCAR DE VENECIA (632) 817-8596 to 98/817-8642 to 43 632) 817-0191 (613) 6232-9900 Roxburgh House MR. PETER S. SALUD 160 Elizabeth Street, Tasmania 7000 Australia MR. KENNETH J. FELLOWES Managing Director 22/F Citibank Tower 8741 Paseo de Roxas (613) 6231-2263 9. GLOBAL EXPLORATION (GLOBEX) INC. (713) 463-7710 suite 1680, Houston, Texas 77024 (713) 463-7722 NYK tennoz Building, 2-2-20, Higashi-Shinagawa, Shinagawa-ku, Tokyo, Japan Chairman (632) 848-1075 (632) 848-1137 Memorial Plaza II, 820 Gessner MR. JOHN C. MILLER Phone: +81-3-5461-7327 MR. RICHARD P. CRIST Exploration Director 10. JAPAN PETROLEUM EXPLORATION CO. LTD. CAPEX) YAYUSHI HAMADA Senior Geologist 12. 3. NIDO PETROLEUM PHILIPPINES pn. LTD. NOVUS PETROLEUM LIMITED ORIENTAL PETROLEUM MINERALS CORP. MR. JOE SALOMON Manager DR. PHILIP VINGOE Director MR. JAIME L. LEDESMA Vice President MR. APOLLO P. MADRID General Technical +81-3-5461-7396 E-mail: [emailprotected] co. Jp (612) 9248-0766 11. (612) 9248-0767 (612) 9299-4077 29th Floor, Galleria Corporate Center (632) 633-7631 / 240-8801 Edsa cor Ortigas Ave. , Quezon City (63 2) 636-2924 Orangehill,451 Bregory Terrace, (61-8) 3216-1000 Spring Hill, Brisbane 4006 61-8) 3216-1888 Level 9, 321 Kent St. GPO BOX 4830 Sydney 2000, NSW, Australia GPO BOX 4830, Sydney NSW 2001 Australia Executive Senior Vice President Operations 14. PACRIM ENERGY LIMITED (AS of 5 April 2002) MR. KERRY W. DOBLE Executive Director MR. EDWARD F. DURKEE Director Exploration Queensland, Australia 15. PANCONTINENTAL OIL GAS N. L. MR. EDWARD SVALBE Managing 127 Edward St. , Perth, Western Australia 6000 P. PETROENERGY RESOURCES MS. MILAGROS V. REYES (632) 631-8151 to 59 (632) 631-3870 / 631-5310 Queensland 400, Australia 18. MR. ALFREDO C. RAMOS /F Quad Alpha Centrum Bldg. 25 Pioneer St. , MR. FRANCISCO A. NAVARRO PHILODRILL CORPORATION Mandaluyong City Vice President-operations 19. PHOENIX ENERGY CORPORATION ATTY. ANTONIO Q. SEVILLA 20. PHILIPPINE NATIONAL OIL COMPANY-EXPLORATION CORPORATION (PNOC-EC) (632) 892-2946 6/F Sagittarius Condo 1, H. V. dela Costa St. , Salcedo WI, Makati City (632) 815-2855 MR. RUFINO B. BOMASANG president CEO Energy Center, Merritt Road (632) Fort Bonifacio, Makati City (632) 840-2015 / 1608 Vice-president COO COMPANY ENERGY DEVT. MR. RAFAEL E. DEL PILAR 21. (632) 817-5420

A Collection of Classic and New Poems for Winter

A Collection of Classic and New Poems for Winter When the cold winds begin to blow and the nights reach their longest stretch at the solstice, winter has arrived. Poets through the ages have lent their quills and pens to write verses about the season. Snuggle up around the fireside with a snifter of brandy or a mug of hot chocolate or go out to greet the late morning sunrise and contemplate these poems. This anthology of winter poems begins with a few classics before suggesting some new poems for the season. Winter Poems from the 16th and 17th Century The Bard of Avon had several poems about winter. No wonder, since the Little Ice Age kept things chilled in those days. William Shakespeare,â€Å"Winter† from  Loves Labours Lost (1593)William Shakespeare,â€Å"Blow, Blow Thou Winter Wind† from As You Like It (1600)William Shakespeare,Sonnet 97 - â€Å"How like a winter hath my absence been† (1609)Thomas Campion,â€Å"Now Winter Nights Enlarge† (1617) Winter Poems from the 18th Century The pioneers of the Romantic Movement penned their poems end of the 18th Century. It was a time revolution and enormous changes the British Isles, the colonies, and Europe. Robert Burns,â€Å"Winter: A Dirge† (1781)William Blake,â€Å"To Winter† (1783)Samuel Taylor Coleridge,â€Å"Frost at Midnight† (1798) Winter Poems from the 19th Century Poetry blossomed in the New World and female poets also made their mark in the 19th century. Besides the power of nature in winter, poets such as Walt Whitman also took note of the technological and manmade environment. John Keats,â€Å"In drear-nighted December† (1829)Charlotte Brontà «,â€Å"Winter Stores† (1846)Walt Whitman,â€Å"To a Locomotive in Winter† (1882)Robert Louis Stevenson,â€Å"Winter-Time† (1885)George Meredith,â€Å"Winter Heavens† (1888)Emily Dickinson,â€Å"There’s a certain Slant of light† (#258)Emily Dickinson,â€Å"It sifts from Leaden Sieves† (#311)Robert Bridges,â€Å"London Snow† (1890) Classic Winter Poems from the Early 20th Century The early 20th century saw enormous changes in technology and also the carnage of World War I. But the change of season to winter was a constant. No matter how much mankind seeks to control the environment, nothing holds back the onset of winter. Thomas Hardy,â€Å"Winter in Durnover Field† (1901)William Butler Yeats,â€Å"The Cold Heaven† (1916)Gerard Manley Hopkins,â€Å"The Times Are Nightfall† (1918)Robert Frost,â€Å"An Old Man’s Winter Night† (1920)Wallace Stevens,â€Å"The Snowman† (1921)Robert Frost,â€Å"Dust of Snow† and â€Å"Stopping by Woods on a Snowy Evening† (1923) Contemporary Winter Poems Winter continues to inspire modern-day poets. Some may achieve the title of classics in the decades to come. Browsing them can enlighten you as to how poetry is changing and people are expressing their art. You can find most of these poems online. Enjoy this selection of poems on winter themes from contemporary poets: Salvatore Buttaci, â€Å"From Cold Unblinking Eyes†Denis Dunn, â€Å"Winter in Maine on Rte 113† and â€Å"Silent Solstice (Winter Becomes Maine)†Jim Finnegan, â€Å"Flightless Bird†Jesse Glass, â€Å"The Giant in the Dirty Coat†Dorothea Grossman, Untitled winter poemRuth Hill, â€Å"Land of Long Shadows†Joel Lewis, â€Å"Making a Meal Out of It†Charles Mariano, â€Å"This Winter†Whitman McGowan, â€Å"It Was So Cold†Justine Nicholas, â€Å"Palais d’Hiver†Barbara Novack, â€Å"Winter: 10 degrees†Debbie Ouellet, â€Å"North Wind†Joseph Pacheco, â€Å"Cold Winter Morn in Florida†Jack Peachum, â€Å"The Migrant†Barbara Reiher-Meyers, â€Å"Blizzard† and â€Å"Sweet and Bitter†Todd-Earl Rhodes, Untitled poemRobert Savino, â€Å"Shortcut Through the Storm†Jackie Sheeler, â€Å"Underground Xmas†Lisa Shields, â€Å"Reaching for White† and â€Å"Climate Change†Aldo Tambellini, â€Å"October 19, 1990†Joyce Wakefield, â€Å"Winter Conversation†

Tragic Dramas of Oedipus Rex and Antigone Essay

Tragic Dramas of Oedipus Rex and Antigone - Essay Example It was up to the playwrights to teach the people how to behave and the rules of society within the metropolis. While many of the plays were comedies, demonstrating the more ridiculous consequences that could be experienced if individuals did not abide by the established codes of conduct, others were dramas, revealing much more serious potentialities that could affect more than just the average citizen. As they were presented, these dramas demonstrated the degree to which the entire culture could be disrupted if someone in power chose to break the rules. Some of these dramas have survived into the modern day because they had such a profound effect on their audiences and told stories about mythological or legendary characters and events. Dramas such as Oedipus Rex and Antigone are good examples of this kind of tragic drama. To qualify as a tragic drama, Aristotle identified three main factors that were present in every tragic drama and which were essential to the plot development. Thes e factors were referred to as hamartia, anagnorisis and peripeteia. The term hamartia commonly refers the idea of a tragic flaw (Aristotle, 1282). It is the concept that a noble person will fail due to some inherent flawed portion of his character which causes him to engage in a specific behavior pattern or make an error in judgment rather than due to the manipulations of a vengeful god or as a result of violating the gods' laws. Although the audience might see it, even they are not necessarily supposed to recognize the hero's mistake or misbehavior at the time he commits it, but it will eventually become clear through the action of the play that without this mistake, the tragedy would not have happened. This eventual realization of the initial mistake on the part of the character is what is referred to as anagnorisis (Aristotle, 1283). In Aristotelian terms, this word essentially means recognition. In most cases, this realization occurs suddenly for the character in a kind of epiph any moment when the hero finally understands that they brought this fate on themselves. This epiphany can also shed light on the true nature of all the characters within the play, sometimes something much different than what was expected or assumed. The anagnorisis leads naturally into the third element, that of peripeteia. This term refers to a sudden reversal in action or position based upon logic and intellect (Aristotle, 1283). In tragic drama, it refers to the reversal of the character's fortunes - everything they had is lost. This reversal of fortunes flows naturally as a part of the story, but it usually takes the audience, and the character, by surprise. Although this idea can be traced as a part of the hero’s character, it was more typically used to refer to the external circumstances surrounding the event and the character. Understanding these key elements of a tragic drama helps modern day students characterize these plays simply by looking to see if they adhere to the concepts. In Oedipus the King, for example, the action opens as Oedipus addresses his people, who have come to him hoping he will cure their city of a plague. Rather than encourage them to pray to the gods, Oedipus ridicules them for their prayers and tells them they should have come to him first: â€Å"What means this reek of incense everywhere, / From others, and am hither come, myself, / I

Operational Management Assignment Example | Topics and Well Written Essays - 2000 words

Operational Management - Assignment Example The StarField Hyper Mall is a multinational chain with brilliant success across Europe. This was its first time in settling in the United Kingdom market and this involved endeavors that were different comparatively from other of its branches. One of such endeavor was its absolute helplessness over the fact that most of its partners did not have offices here in this country. As there was an adequate absence of services and partnerships, the company had to look for other partners from the local service industries. This involved new associations and new partnerships and the work that followed was not tested from past experiences but relied on mutual interest. Customers complained of the ‘Rudeness of the staff’, ‘Problems with facilities’ and ‘Reliability’. These are drastic complaints for each of the three complaints directly involves the company’s image. The rudeness in the attitude of the staff affects the customer-company relationship most effectively though. The staff is but ambassadors of the company and if they are found to default in their ethics and handling, it leaves an overall embarrassing reflection of the company’s image (Ali, 2003). Although the staff themselves mostly complained of such faults in attitude on the ‘help staff’, the implications affect the whole company. As the complaints fail to detail the rudeness, a hypothetical situation and subsequent assumptions have to be made in order to cater to this problem. The rudeness of the staff can range from the lack in listening to disability to help a customer in need. It can fall into many categories and can be a direct implication by any staff member of the company, be it the ‘help staff’, the counter staff or even the security. The customer could have had problems with the helping staff unable to provide them with timely assistance or failure to listen to them. The term rudeness can fall into different braches and can indeed include

Indonesian Interference In Learning English Cultural Studies Essay

Indonesian Interference In Learning English Cultural Studies Essay Background of the Study Indonesian interference can be found in form of sentences in any aspects such as pronunciation, especially in grammar and vocabulary. Grammar and vocabulary cannot be separated because they are included as the important elements that depend on each other. Students who have the best concepts in grammar, it must be the students have also the knowledge of words. Interference is caused by humans first language or mother tongue that influences a second language. So, interference refers to humans when they use or adapt from their first language to say a word in second or foreign language (www.britishcouncil.org). In teaching and learning grammar and vocabulary, interference of Indonesian can be seen when students put inappropriate words in conscious or not in producing sentences of paragraphs in writing skills or when students do the exercises. This case can be seen in the process of teaching and learning grammar and vocabulary that teachers should remind students about the interference, examples and the characteristics. Therefore, teachers role is needed in the process of teaching and learning Grammar and Vocabulary. Teacher should beware or alert these elements of the interference so that students avoid in doing the interference in the unconsciousness process. Teacher is expected to alert students in the way of telling them before or in the discussing exercises. So, students will know the interference itself especially in producing sentences and will not do the mistakes in lexicogrammar of the language. Interference of Indonesian in the sentences, clauses, phrases were found in students thesis. It has enough evidences that can be concluded as the misunderstanding or not knowing at all about the interference itself. If students did mistakes in usage of words appropriately, it means that students have not had the right or strong concepts in understanding structures of grammar and the usage of words, so it will affect in the writing of the thesis. According to www.britishcouncil.org, lexicogrammatical meant the systematic and predictable manner by human beings when they use language to communicate with one another. It can be said that the sentences, clauses or phrases that are wrong in placing the words or even the usage called lexicogrammatical. It makes a person who read the sentences, clauses or phrases cannot be analyzed or know the meaning exactly because of the systematic itself. Here are the examples of lexicogrammatical that writer got from the websites: (http://images.google.co.id and http://img49.imageshack.us/i/32289191ut1.jpg/) Therefore, the writer is motivated to conduct this research which is aimed to find out whether the process of teaching and learning of Grammar and Vocabulary in JBSI-UNJ include the possibility Indonesian interference. The writer also learns more about the interference of the lexicogrammar in English Grammar and Vocabulary subjects. Research Question Do the process of teaching and learning of Grammar and Vocabulary in JBSI-UNJ include the possibility of Indonesian interference? Purpose of study The purpose of the study is to investigate whether the process of teaching and learning of Grammar and Vocabulary in JBSI-UNJ include the possibility Indonesian interference. Significance of study The objective in this research is to find out whether the process of teaching and learning of Grammar and Vocabulary in JBSI-UNJ include the possibility Indonesian interference. This research is expected to be a suggestion for improving the teaching and learning of English Grammar and Vocabulary at English Department and also for the writer in learning the interference of the lexicogrammar in English Grammar and Vocabulary subjects. CHAPTER II LITERATURE REVIEW Lexicogrammatical Features of Language According to www.britishcouncil.org, lexicogrammatical meant the systematic and predictable manner by human beings when they use language to communicate with one another. It is meant that in sentences, clauses or phrases must be systematic in writing so that the message will convey the meaning itself. When the sentences are systematically, it can be understood easily and the communication from the sentence or the message will be delivered well. Whereas, when the systematic are broken in sentences, the message must be not delivered well. So, in producing the writing, someone has to avoid the usage the in appropriate words in sentences that people can understand the meaning is. Hunt stated in http://www.ihes.com/bcn/tt/eltconf/lexico-grammar.pdf that lexicogrammar sees language as meaning conveyance of words working in grammatical parameters. It can be said that the parameters of the conveying of words is part of lexicogrammar. Parameters were used as the benchmarks in writing the sentences. If the sentence are not systematic, it does not convey the meaning of its. In applying or writing thesis, students have to write or use the appropriate words in conveying the message. Students have to use the parameters in producing writing skill. As stated in www.englishforum.com, lexicogramamtical means a combination of vocabulary (lexus) and grammar. Wikipedia adds that lexicon of a language is its vocabulary, including its words and expressions. Usually a lexicon is a container for words belonging to the same language. While grammar is the set of logical and structural rules that govern the composition of sentences, phrases, and words in any given natural language. The term refers also to the study of rules. From the meaning of each part above, lexicogrammatical consists of vocabulary; how the vocabulary in a language is structured, how people use and store words, how they learn words, the history and evolution of words (http://en.wikipedia.org/wiki/lexicon), the usage of words and related to the meaning while grammar; the study of the rules of structural in sentences, clauses or phrases. Both of them cannot be separated because the bounded of the meaning and structural. Influences of Mother Tongue in Learning Grammar and Vocabulary Language interference (also known as L1 interference) is the effect of language learners first language on their production of the language they are learning. The effect can be on any aspect of language: grammar, vocabulary, accent, spelling and so on (http://wiki.eflgeek.com/index.php/ESL-wiki/Language-Interference/). Interference happens when learners first language cannot find words to say then they use or adapt from their mother tongue (www.macmillanenglish.com). It means that learners first language can be interfered when they are not able to communicate the second language of conveying in the sentences, clauses and phrases. In learning Grammar and Vocabulary, students maybe interfere in producing sentences, clauses and phrases. The interference can be happened if students are not able to communicate in second language, they still use their mother tongue in conveying the message of the communication itself. So, students have to know the concepts of structural rules of grammar and also the words are used and learned. If they do, they can be avoided from the Indonesian of interference especially in producing sentences. When the relevant unit or structure of both languages is the same, linguistic interference can result in correct language production called positive transfer correct meaning in line with most native speakers notions of acceptability. However, that language interference is most often discussed as a source of errors known as negative transfer. Negative transfer occurs when speakers and writers transfer items and structures that are not the same in both languages (http://en.wikipedia.org/wiki/Language_transfer). It can be said positive transfer is the transfer that is related to the languages and tend to mutualism aspect. While negative is the transfer which is not related in languages and cannot complete each other. So the function of the language will be error. Teaching Grammar Dixson (2004) explained clearly about the principles of the teaching of modern languages that was discussed at an international seminar organized by UNESCO. The principles are divided into five aspects; Approach to the teaching of all foreign languages-should be primarily oral. In learning foreign language, Dixson emphasized that teacher should teach the language in oral practices. Dixson gave the situations that teachers disable to communicate English well in classroom. He stated that teachers do not have any fluency in English, not have teaching of methods that can be used in oral practice. Teachers in fact only do the translation as the major teaching technique and using the mother tongue as the one of major in communication. Dixson also stated that teachers who poorly paid are one of the reasons why teachers could not teach students to speak. Because this technique needs more energy and enthusiasm to make students are interested. b) Active methods of teaching should be used as far as possible. In this principle, Dixson invited teachers start to teach the oral practice. He also gave the examples; the teacher must participate actively in almost every phase of the lesson. She must give oral drill on all aspects of the grammar. She must teach new vocabulary, not by the simple device of translation, but by the use of pictures, pointing at objects, or explanations in English. She must be careful to keep within the vocabulary range of her students. She uses reading not merely as a passive exercise in understanding but as a source of conversational material as well. She asks questions on the text. She leads the class into whatever conversational channels may present themselves. She continually corrects faulty pronunciation. She tries vigorously to inculcate in her students correct habits of grammar and speech(p.8-9). Teachers start to give the oral practice every part of the language. Teachers must give the exercises that continuously do by students. Therefore, teachers should have enough patience for those exercises in teaching the oral of techniques. Students also can practice their language as well as possible. c) The greatest possible use of the foreign tongue should be made in the classroom. Dixson explained that when teachers use the oral approach and give students the practices in understanding and speaking the language, so that English will be the one of language that is used in our communication. Maybe, teachers face the difficulties in explaining the points of grammar or words in the language and then teachers may be choose to explain it with the native language. But, in other way, teachers must use English in her teaching. Teachers also should make students to speak in English in classroom and continuously pay attention to it. Teachers should keep and do this rule strongly. Dixson stated the reason in his explanation below. It is of great psychological advantage if students feel that they are in an English speaking environment where English is the sole means of communication. In this connection, the teacher should also use only English in such everyday classroom matters as calling the roll, calling upon students to recite, directing students in their various classroom activities etc. Teachers have the important role in using English in classroom. Students can initiate in using English and then they are comfortable in communicating the language. d) The difficulties of the foreign tongue in the matter of pronunciation, vocabulary and grammar should be carefully graded for presentation. Dixson gave some suggests for teacher to teach vocabulary for students in the simplest way of translation. Teachers also teach grammar in the simply way to make students can remember easily and make them also to pronounce. Teachers should monitor students continuously. e) The teaching of a language should be considered more as the imparting of a skill than as the provision of information about the forms of the language. Dixson stated a skill is a capacity developed through prolonged practice and repetition (p.11). Teachers must emphasize the teaching of English in sharpening the skills. So that, teachers will teach the language be fairly free and easy as an acquired skill. Dixson added in his books in teaching grammar, he explained the two main of methods in teaching grammar. They are inductive and deductive methods. He explained them below. Induction is meant a process of learning or teaching whereby numerous examples of a certain principle are presented and the rule is then inferred from these examples. Deduction means starting with the rule and then offering examples to show how the rule applies (p.25). In inductive method of teaching process, teachers give the material that contains the grammar that needs to be studied. After reading the material, teachers can give the statement of the rule that are going to discuss then followed by some exercises. While the deductive approach, teachers can start with giving the rule of the grammar then follow it with practice exercises then proceed to the reading material where the grammar rule is applied in practical form. Dixson added that there are many students who choose the inductive method in learning English. Students meet new material in context first then learn it to understand after that, students proceed to a statement of the rule. Dixson also explained, it does not matter which the two methods that is going to choose to teach in classroom. The main important in teaching grammar is the rule itself. How teacher teach the rule for students and give them some practice so that students can understand and can speak English. Therefore, it is needed teachers role in classroom that must provide the practice, control it continuously and guide it into the appropriate goals. Dixson gave some suggestion for the teachers who are going to teach grammar (p.27-45). First is about English textbook. Dixson suggests teachers to choose the best books for students and analyze the exercises appropriately. For the best result, the exercises should be repeated for several times. Teachers can make the instruction of oral practice in giving the exercises for students and then students will follow it. Second is especially for teacher to provide special oral drills, supplementary to those in the text. In textbooks English, there are many exercises that are provided the grammar part to do. While in oral practice, it is provided rarely. Sometimes, students are able to do the exercises in grammar part, but do not know in using the language itself. Therefore, teachers have to provide students in oral practice. Third is about some methods in process of teaching e.g. The question-answer. Teachers can use this technique through asking the questions that are involved in grammar part. Then students recite answer individually. Use the simple question and can also use the drill methods to make a simple discussion. Teachers can also ask a question then a student answer it. Teachers can make some group then ask them to spoke one minute about the material that day. After students are able to do the step, teachers can add in asking students to answer rapidly. Start with the simple question so that students can catch quickly to what they are supposed to do. The Choral-Method: The Choral Method is another means of teaching language orally, but it is rather widely today. It is particularly good for teaching the aspects of grammar and related to pronunciation or intonation. The grammar forms such as contractions, verb tenses formed with auxiliary verbs, prepositional phrases, exclamatory sentences can often be taught by this method. In using it, teachers can emphasize the rhythm pattern at the same time that teachers teach the grammar principle. For example in teaching contractions, teachers might say, Hell be back at six oclock. Teachers lay stress on the rhythm. The students can repeat the teachers statement following the same rhythm. Teachers can do this step possibly two or three times. Oral grammar: For example teacher is going to teach indirect speech form. Teacher will ask one student Where did John go? Student answers, I dont know where John went. Teacher then asks the second student Does Helen speak English well? Students answer I dont know whether Helen speaks English well. Teachers can use this method for several times until students can answer automatic and sharp. After students are able to do that method, teachers can add the exercises in making some group of them. Teachers give the same question which has just practiced orally. Then, the first group will be a teacher which read the questions and the second group will answer it. After it done, students reverse the role. The teachers can choose the best methods in teaching grammar in classroom. Teachers can take the special techniques in encouraging students to learn the language. The methods are chosen to not make students bore in process of learning grammar. Teachers also should limit the time or period in using the method especially when students are encouraged in doing exercises and enjoying their parts. Diane Larsen explained briefly how to teach grammar and emphasizes the focus on form theory. She said from the research that shown, teachers who focus students attention on linguistic from during communicative interactions are more effective than those who never focus on form or who only do so in contextualized grammar lesson (Spada and Lightbown 1993: Lightbown 1998). It follows, then, that most educators concur with the need to teach grammatical form. However they advise doing so by focusing on form within a meaning-based or communicative approach in order to avoid a return to analytic approaches in which decontextualized language forms were the object of the study. Focusing on grammatical form during communicative interactions rather than forms in isolation (Long 1991) is one way to prevent the pendulum from swinging beyond its point of equilibrium. Teachers are not interested in filling our students head with grammatical paradigms and syntactic rules. If students know all the rules that had ever been written in English but are not able to apply them, teachers would not be doing their job as a teacher. Teaching grammar exactly means to make students be able to use grammatical structure accurately, meaningfully and appropriately. Teacher should think grammar is a skill to be mastered rather than as a rule to be memorized then teachers will teach students in the right way. Harmer (1998) in How to teach English p 1-6 explained the criteria how to be a good teacher. He stated that teacher must be approachable that means students can share their problems to the teachers even tough students do not get along with the subject. Teachers also have an affinity that means she/he can identify with the hopes, aspirations and difficulties of the students while they are teaching. In classroom, teachers not only give their attention to students who dominated by loud, extrovert, bright, teachers should takes efforts to students who dominated by quiet, shy, to get some chances. It means that a good teacher should try and draw out the quiet ones and control the more talkative ones. Teachers also have to learn how to manage students and how to control boisterous classes which is one of the fundamental skills of teaching. The way that teachers talk to students is also the main points to be a good teacher. Harmer added that teachers have to use physical movement; gestures, expressions, mime. It can show happiness and sadness, movement and time sequences. In giving instructions, teachers must be kept as simple as possible and must be logical. It should be clear and well staged. Teachers can check students understanding what they have learnt before giving the instructions. In teaching lesson, teacher should not make the students be bored. It means that teacher have to know the way she/he is wearing, the way they are explaining, the way they are arranging the activities in classroom. Good teachers find a balance between predictable safety and unexpected variety. In arranging plan, teachers have to concentrate on the teachers ability to respond flexibly in classroom, flexible enough to cope the situation [unplanned event], recognize that their plans are only prototypes and they may have to abandon some or all of them if things are going too fast or too slow. From all the explanation above, teachers are equipped in teaching grammar with the several of methods even the best of them that will be chosen. Teacher should give the appropriate and useful exercises for students in order to make students master the grammar and the component. So they have the right concepts in their mind and apply it successfully. Teachers also know how to behave as a teacher in class or outside. The best teacher is a teacher who cares about their students learning than they do about their teaching. Teaching Vocabulary I.S.P Nation (2001) gives the explanation of method in teaching vocabulary. The What is it? technique is a useful way of learning new vocabulary. Teachers gradually communicate the meaning of a word by using it in context. When the learners know the word, they raise their hands and answer it. After that, teachers ask the explanation or translation of the word. When the technique is being used, the learners are interested and paying attention. They are trying to find an answer even though it is not quickly. Still in this book, it explained the techniques of teaching vocabulary; a) Recycled words. Blake and Majors (1995) have described the five procedures; they are; 1.Preteaching of vocabulary, 2.Oral reading of a text containing the vocabulary with discussion of the meaning of the text, 3.Deliberate word study, 4. Vocabulary puzzles, quizzes, or tests, and finally 5.Writing making use of the vocabulary. This procedure moves from receptive use to productive use with a focus on deliberate learning the second-hand cloze. This activity involves three steps: 1; b) the learners read texts containing the target vocabulary, 2. They deliberately study the vocabulary, 3. Learners are then given cloze passages which are summaries of the ones they originally read. In this step the learners are helped to recall the target words by being given a list of L1 equivalents of the target words that they have to translate into L2, and then use to fill the gaps in the cloze text; b) the vocabulary interview. One of the goals of the interview procedure is to make learners aware of the aspects of knowing a word. Another goal is for them to learn new words. This technique is better to used in the process of teaching and learning Vocabulary. This technique not only simple to use or practice but students will get more knowledge about it. It emphasizes the productive skills in learning Vocabulary such as writing, oral reading, quiz, puzzle and so on. It can encourage students because the variety of the steps in understanding the words and also in applying into the real context. In journal of Modern English Teacher volume 10 number 2, Paul Docherty added his explanation and revealed the three ideas for teaching vocabulary. They are; a) Home-made cloze: The procedure is firstly, teachers prepare a list of words that are going to learn that day. Teachers take four or five words randomly then write them on cards and given to students that work in pairs or group. The students task is to make a short paragraph using the words or their derivatives. Teachers should monitor group to group and giving them help when they needed. Students who has decided the paragraph, they re-write it and omit the words originally that given to them. The home-made cloze tests invented by each group that are exchanged and filled in. If there any problem, a student of the group has to explain the meaning of the difficult word and also provide the missing word. A final task is students in group have to make the spelling of the lexis used. So, if the vocabulary will appear on the test tha t students can do in written and oral tests. b) Work with dictionaries; in teaching lexis in classroom, students can and should be encouraged to use dictionaries effectively and efficiently, especially in higher level that will possibly do their work inappropriate language. Paul gave the example in listening skill. In this example, Paul suggested teachers to use a song in improving students vocabulary. According to Paul, this is a very useful skill. Students not only have to decide words appropriately but also the form of the word that they need, which students may increase their confidence in using a dictionary effectively and fixing the words in their memories. Using pictures; Students may use pictures on magazines and pinned on the walls in classroom. Then, students are invited to write what they could see and described it. Teachers can easily check what students have written and make correction if they need. A final task is teachers can choose some pictures and show them at different times of the year. In teaching vocabulary, teachers should also show the meaning of new words. Although many new English words are listed in each lesson or at the end of the text book, it is very important that teachers must give the words meaning and provide definitions in English, use words which the class can understand. In dealing with individual words, the teacher has really a choice of four techniques: (a) to explain the meaning of the difficult words, either by translation, or by giving an explanation or gloss in simpler English; (b) to simply ignore the word, unless a question about it is raised by the students; (c) to get the students to check up the target words in their dictionaries; (d) to try to get the students to guess or infer the meaning through context, morphemes or word association (Retrieved from http://docs.google.com/gview?a=vq=cache:lmeSCg4k97kJ:www.linguist.org.cn/doc/uc200803/uc20080308.pdf+teaching+vocabulary+techniques+in+collegehl=engld) In http://www.slideshare.net/irwyn12/basics-of-teaching-vocabulary-1556430 edition June 2009, it is stated the basic of teaching vocabulary is explained that teacher should teach clearly and not have complicated explanation. Teachers also must to relate the present teaching to the past by showing the pattern so that students will understand clearly. In explaining, teachers should use oral and written techniques. Teachers write on the whiteboard while explaining the material. Then, teachers should give the attention to students who already partly known. Learning Grammar Celce-Murcia and Larsen-Freeman (1999) explained the learners of grammar. They stated that learners should not learn only the structures and master it, but they should learn it consistently Learning is a gradual process involving the mapping of form, meaning and use; structures do not spring forth in learners inter language fully developed and error-free Learners have to master the structures because sometimes students still use and apply in wrong way. In this condition, teacher should not despair for what students do. The best way to learn English, one of the most useful tools that they use grammar exercises. Such a grammar exercise is a specialized tool to learn English, with the aim to challenge and expand a persons knowledge about grammar. While it is necessary to learn the rules of grammar, there is really no substitute for learning English through grammar exercises. Students have to exercise themselves in doing grammar exercises, memorize the pattern and apply the structure into the sentences. Learning the grammar of a language will enable students understand how sentences are constructed and to construct your own sentences (http://www.alljapaneseallthetime.com/blog/). Learning to arrange the words in the correct order is probably one of the most important and useful things students will learn after pronunciation and vocabulary. Harmer (1998) p.10 explained the characteristics of learners in classroom; Learners have a willingness to listen in the sense of paying attention, listen to the English that is being used and soak it up with eagerness and intelligence. A willingness to experiment: learners who extrovert or not must have same conceptions to be successful learners in taking risks, trying it out, and see how it works. A willingness to ask questions: asking/finding out something is part of a successful learners equipment. Good teachers will respond the learners who try to ask something. Good learners also have to do it. A willingness to think about how to learn: good learners will bring their own study when they are studying. For examples learners have to read an article, translating every word, quickly, trying to get the message of the text. A willingness to accept correction: good learners are prepared to be corrected by their teachers. Teachers will give feedbacks for their responds. So, learners will do appropriately. From the explanation above, learners who know well about grammar, must be learn it consistently and will apply the concept in the right way. Learners are expected to be active in classroom for the four skills and have to able to master all. Applying the rules of grammar in those skills will make learners be creative and have the strong components of the process in their thinking. It means that learners themselves to think about the concepts or knowledge appropriate of the process itself. So, if learners are success in the process of their thinking, learners will also successfully mastering grammar and enable to apply the concept of their knowledge in doing exercises. Learning vocabulary Learning vocabulary is a very important part of learning a language. The more words students know, the more they will be able to understand what they hear and read; and the better they will be able to say what they want to when speaking or writing. Nunan (2003) explained that students are asked to learn from meaning-focused input. It means that the learning involves the listening and reading skills. The goal is students need to know 98 percent of the running words already. So, students will know exactly the usage of each word such in sentence, clauses or even phrases. Hu and Nation (2000) added that in learning vocabulary, students should be only one unknown words in every fifty running words. It concludes that students memories are strong enough in the words that have ever been in their mind. Secondly, deliberate meaning which is called form-focused instruction, language-focused learning or language study. Learners are asked to learn new vocabulary by memorizing their first language translations. Learners should give their attention to sounds, spelling, vocabulary, grammar etc. So that students always add the new words in their mind and do not meet the difficulties in comprehending text or in understanding the meaning of the text. CHAPTER III RESEARCH METHODOLOGY This chapter presents the methodology applied in conducting the study that provides an explanation of how the study is planned and conducted in order to answer the research question that ask to what extent the tutors questioning techniques effect the learners in language production. 3.1 Research Procedure In conducting this study, first the researcher finds the background of the study. Based on the background of the study, the researcher identifies the problem identification and the purpose of the study. In order to collect the data in observing classes, the researcher attends the meeting of classes and records the process of teaching and learning in classrooms while making notes in the process are held. After making notes, the researcher makes data explanations and correc

Managing Resources And Controlling Budgets Essay

Evaluate how managing resources and controlling budgets can improve the performance of Asda. It’s important for Asda to manage all its resources and control its budgets to be successful. Managing resources and budgets gives Asda more structure and stability leading to high performance and success. If resources and budgets are not controlled then many problems could occur for Asda leading to bad performance and failure. Managing the human resources department can help to build more reliable and hardworking workforce and when managing human resources appropriately can lead to highly motivated and skilled staff and can defiantly improve the business performance. E.g. at Asda it’s important to provide staff with incentives so that they feel their work is being valued and they will want to work harder to achieve targets. I believe that if the management of the human resources department is done well then that is the key element to bringing the business to success. If the sta ff are well trained and looked after, they will provide better customer service which in turn will attract more customers therefore they will make more money by just doing that one simple step, staff will also need to stack shelves quickly so that there is always fresh food for customers to buy. Managing physical and technological resources well can have substantial cost saving benefits for Asda, ensuring that the building and the space inside is well maintained helps Asda work more efficiently because customers will be more pleased about changes made therefore it will give them a reason to shop at Asda and also it will make the staff pleased and stimulates them to work efficiently. It is important to have all equipment working e.g. machinery in the factories. Otherwise resources are being wasted and not used efficiently. This can have an impact on the performance because if machinery isn’t working at all this would mean that Asda couldn’t then produce its products. Asda will need to also make sure that they have enough tills working so that customers are served quickly Controlling costs and budgets is essential so that Asda are not overspending on the budget available. Budgets need to be planned carefully in advance and contingencies need to be added in so the business knows exactly how much money is available to spend on the specific department or investment on a new product in order for a budget to be agreed on. This will ensure that enough money is available for each department to carry out their jobs in order to meet the overall aims of the business.