Essay --

This also shows early ego deficits at the level of part-object relations formulated by Klein (1975) on early ego deficits. self-consciousness is the main factor perpetuating feeding disorderliness symptoms, and so treatment outcome should improve her self-conceit, which in turn improves her symptom in eating disorder (Fairburn et al., 2003 Yel low-pitchedlees, 1997). Treating self-esteem improved eating disorder symptomatology again was shown by the study by Newns (Newns, Bell, & Thomas, 2003) and raising self-esteem helped to maintain the switch over that obtained aft(prenominal) the treatment (Beresin, Gordon, & Herzog, 1989 Hsu, Crisp, & Callender, 1992 Peterson & Rosenvinge, 2002 Rorty, Yager, & Rossotto, 1993). Ms MA had shown to have chronic low self-esteem since adolescence when her academic performance was worse than all her siblings yet she always put unrealistic goal for herself. In addition, her pay back always liked to equate her with other siblings which furth er lower her self esteem. Subsequently, her failed marriage life made her self-esteem broken down and she had begun to attempted suicide. She then decided to push herself up and work to support her daughter, so she used bulimia and binging as her defense mechanism and so she could get over to function. Treatment methods could be used for bulimia is Psychodynamic, cognitive behavioral and Disease/addiction. A psychodynamic psychotherapy emphasizes internal conflicts, motives, and unconscious forces. The belief is that addressing and resolving the underlying cause for disordered behaviors, they may not return or lapses. (Medina LM, 2003)The most frequently applied concepts of brief psychodynamic psychotherapy have been the methods developed by Luborsky, Horowitz, Shapiro and Firth, and Davanlo... ...ent is important to ensure the success of this treatment. To continue this kind of therapy for too want without symptom change seems unnecessary and unfair. As for Ms M, she has decide d to make a change to her obesity and health. In addition, she began to break away her impulsive eating after attending dietitian and Bariatric surgery clinic. Thus, the risk for the symptoms to continue is not existence. The priority now is to raise her self-esteem, to gain her new understanding, to change her interpersonal skill which afterward ensured long-lasting change. This could be achieved by the psychotherapy to improved her insight and subsequently patient developed a more adaptational way of relieved her stress. firearm she was attending a nutrition clinic and she was dieting to reduce weight, psychotherapy at this moment would increase her self-esteem and self-confidence to change. evidence -- This also shows early ego deficits at the level of part-object relations formulated by Klein (1975) on early ego deficits. Self-esteem is the main factor perpetuating eating disorder symptoms, then treatment outcome should improve her self-esteem, which in turn improves her symptom in eating disorder (Fairburn et al., 2003 Yellowlees, 1997). Treating self-esteem improved eating disorder symptomatology again was shown by the study by Newns (Newns, Bell, & Thomas, 2003) and raising self-esteem helped to maintain the change that obtained after the treatment (Beresin, Gordon, & Herzog, 1989 Hsu, Crisp, & Callender, 1992 Peterson & Rosenvinge, 2002 Rorty, Yager, & Rossotto, 1993). Ms MA had shown to have chronic low self-esteem since adolescence when her academic performance was worse than all her siblings yet she always put unrealistic goal for herself. In addition, her mother always liked to compare her with other siblings which further lower her self esteem. Subsequently, her failed marriage life made her self-esteem broken down and she had begun to attempted suicide. She then decided to push herself up and work to support her daughter, so she used bulimia and binging as her defense mechanism and so she could continue to function. Treatme nt methods could be used for bulimia is Psychodynamic, Cognitive behavioral and Disease/addiction. A psychodynamic psychotherapy emphasizes internal conflicts, motives, and unconscious forces. The belief is that addressing and resolving the underlying cause for disordered behaviors, they may not return or lapses. (Medina LM, 2003)The most frequently applied concepts of brief psychodynamic psychotherapy have been the methods developed by Luborsky, Horowitz, Shapiro and Firth, and Davanlo... ...ent is important to ensure the success of this treatment. To continue this kind of therapy for too long without symptom change seems unnecessary and unfair. As for Ms M, she has decided to make a change to her obesity and health. In addition, she began to stop her impulsive eating after attending dietitian and Bariatric surgery clinic. Thus, the risk for the symptoms to continue is not existence. The priority now is to raise her self-esteem, to gain her new understanding, to change her interpe rsonal skill which subsequently ensured long-lasting change. This could be achieved by the psychotherapy to improved her insight and subsequently patient developed a more adaptive way of relieved her stress. While she was attending a nutrition clinic and she was dieting to reduce weight, psychotherapy at this moment would increase her self-esteem and self-confidence to change.

My Chevrolet Pride :: essays papers

My Chevrolet assumptionWith the turn of a key, my LT1 350 engine fires up with a roar that sends Mustang owners whimpering back to the garage. I own a 1997 Chevrolet Camaro Z28. The 1997 Camaro is the ordinal anniversary of a long annals of Chevrolet heritage that has built muscle cars, like mine, and a lowly three-cylinder Geo metro. My raging machine comes off the factory host line with a pavement pounding 285 horsepower. That number only if is impressive, only when I give way tinkered with my engine and it now has around 400 horsepower. The six invigorate manual transmission lets me tear through with(predicate) the gears like a madman ripping out of his straight jacket. As I mentioned earlier, I have through with(p) a lot of work to my car, the intimately important work being Flowmaster exhaust. This is a rather inexpensive modification that not only gives the beastly sound, but in like manner increases exhaust flow, thus change magnitude horsepower. The next thing I did to my Z28 was install a pair of Hooker headers, these also help the engine issue off the exhaust. I then tack a K&N cold air induction kit and changed the mass air sensor. These two things alone made the biggest difference in grease-gun response and improved my overall torque through the six gears.On the outside my car is relatively the like as all other Camaros with only slight modifications in the cars tint percentage and the fact that I changed the original emblems from black to chrome. I also used some chrome create to paint the 2 hood vents located on each side of the hood. I am the only person in Morganton, so far, that has his vents painted. Everyone I have talked too says it looks really good and gives the car an even more aggressive look in the front end, so probably in the near afterlife more people will do this and I put up say that I set a crusade Camaros are one of the nigh fun cars I have ever had the pleasure of owning. At any given time I can gear down to second and clobber the head of my unsuspecting passengers into the back of their seat. This has caused me to take numerous painful slaps to the chest and arms from my friends and mother.My Chevrolet Pride essays papersMy Chevrolet PrideWith the turn of a key, my LT1 350 engine fires up with a roar that sends Mustang owners whimpering back to the garage. I own a 1997 Chevrolet Camaro Z28. The 1997 Camaro is the thirtieth anniversary of a long history of Chevrolet heritage that has built muscle cars, like mine, and a lowly three-cylinder Geo metro. My raging machine comes off the factory assembly line with a pavement pounding 285 horsepower. That number alone is impressive, but I have tinkered with my engine and it now has around 400 horsepower. The six speed manual transmission lets me tear through the gears like a madman ripping out of his straight jacket. As I mentioned earlier, I have done a lot of work to my car, the most important work being Flowm aster exhaust. This is a rather inexpensive modification that not only gives the beastly sound, but also increases exhaust flow, thus increasing horsepower. The next thing I did to my Z28 was install a pair of Hooker headers, these also help the engine vent off the exhaust. I then put a K&N cold air induction kit and changed the mass air sensor. These two things alone made the biggest difference in throttle response and improved my overall torque through the six gears.On the outside my car is relatively the same as all other Camaros with only slight modifications in the cars tint percentage and the fact that I changed the original emblems from black to chrome. I also used some chrome paint to paint the 2 hood vents located on each side of the hood. I am the only person in Morganton, so far, that has his vents painted. Everyone I have talked too says it looks really good and gives the car an even more aggressive look in the front end, so probably in the near future more people will d o this and I can say that I set a trend Camaros are one of the most fun cars I have ever had the pleasure of owning. At any given time I can gear down to second and slam the head of my unsuspecting passengers into the back of their seat. This has caused me to take numerous painful slaps to the chest and arms from my friends and mother.

Genetic Engineering Is Not Safe Essay -- Genetic Engineering Essays

Genetic engineering science is the intended modification to an organisms genetic makeup. on that point have been no continuing studies on this topic or action so there is no telling whether or not it is harmless. Genetic engineering is not safe because scientists have no absolute knowledge about living systems. Given that, they are unable to do DNA surgery without creating mutations. whatever interference on an organisms genetic makeup can cause permanent damage, hereditary defects, lack of nutritious food, or a mete out of dangerous diseases. Even through the downsides of genetic engineering scientists have had a few breakthroughs. It can help us in our farming needs and as well as drugs for animals, and pesticides. For agriculture, engineering is used for herbicide tolerance which is the most commonly used form of alteration in plants, and it is excessively able to keep insects away. Drugs are also produced so that animals have healthier meat to eat. For example, chickens can be modified to produce more eggs and grow larger faster. Which is not a just thing exactly it is not necessarily bad. Also by doing this a persons moral compass doesnt exactly point payable north. Biotechnology is when you produce something by using life sources. This process has an unlimited amount of possibilities. By forcing these changes on organisms and not letting them be, it can be reformative and or cause many dangerous risks to nature. By not letting the plants create their own pesticides naturally it can be helpful now but dangerous and regretful later on. Also, with the pesticide everywhere in a farm, it will lead to a tolerance to the pesticide on the part of the bugs and they will sooner or later be immune to it.For many people including myself who are against genetic eng... ... stop this process. Hopefully soon scientists will be able to minimize and project the amount of beneficial genetic changes they make. Thus preventing any unwanted changes to our futur e society.Works CitedOMOTO, CHARLOTTE K. and LURQUN, PAUL F. Genes and DNA A Beginners Guide to Genetics and Its Applications. bare-assed York Columbia University Press, 2004.LILLISTON, BEN and CUMMINS, RONNIE. Genetically Engineered Food A Self-Defense Guide for Consumers. Marlowe & Company, 2000.SINGH, RAM J. and JAUHAR, PREM P. Genetic Resources, Chromosome Engineering, and curb Improvement Grain legumes. Volume 1 of Genetic Resources, Chromosome Engineering, and Crop Improvement, CRC press, 2004BIO Biotechnology Industry Organization. June 2011. August 25 2011. httpbio.org/node/517.Genetic mutation. August 25 2011. http//www.environmeltalcommons.org/ctos/.

racism :: essays research papers fc

What would you do if the Constitution said you were just as good as everyone else but some people still acted as if you were something they had just scraped off their shoe? This sort of thing happens to millions of people on a regular basis. Americans of African, Asian, or Mexican descent ar on the whole put in to this kind of treatment. Caucasians are as well, but it is not as publicly notarized as the aforementioned.Most of these feelings towards another of a different skin color are deeply rooted in our minds from previous generations. Many, more years ago, African-Americans were used as slaves. The slave owners treated them badly. The owners own children then grew up with the same ideals and passed them on to the new generation. Through the years, people dedicate spoken out about these ill-conceived ideas making the ominous threat of racism much discreet than ever before. While searching online I googled Supremacist groups , I discovered a numbered list of Klu Klux Klan, A ryan, Skinhead, and many other white supremacist groups. I was shocked when I saw how many this one list had. It listed over 800 different groups. I know that number is not nearly accurate because there are many smaller groups that have not yet made themselves known publicly.Even people that do not belong in these racially biased groups execute some acts of racism. Racial profiling- the discriminatory practice by police of treating blackness (or brown-ness) as an indication of possible criminality. "Driving While Black (or brown)" is a trial started by the American Civil Liberties Union because a study showed that minorities only make up 16% of all drivers, yet they are 74% of all drivers stopped and searched. Generally, only 12 to 13 percent of the U.S. citizens are African American, although Black inmates make up 40.29 percent of death rows population. As of 1996, there have been 232 citizens executed under the death penalty since 1977. Only one white person has been put to death for the murder of a black person.One absolute example of true racial profiling and discrimination is this next story. Danny Glover, a famous African-American actor was in New York City. It was late at wickedness and he was trying to hail a cab. None of the cabs would stop and pick him up because of the fact that he was an African-American male.

The Common Man’s Impact on The Revolution :: American America History

The Common Mans Impact on The RevolutionAs I began to research this paper I in short realized that the topic I was looking on would be difficult because of the aspect I was attempting to look at it from. I wanted to see everything from the look of those who remained undocumented by the history books. But if Im looking for something that isnt there, how on Earth can I find it? I moody to my paragraphs to show me the light. George Hewes was a lowly shoemaker in Boston in the pre-revolution years, and was written roughly by Alfred Young. But what did the author leave out, and why was he biased towards the young patriot. Alfred Young is a well-known writer on the topics of the Revolution, and events leading up to. He wrote a essay called The Shoemaker and The Revolution, about George Hewes and the affects this man made on the revolution. One of the first things you notice about the essay is the title itself, which uses the particularized title of shoemaker for Hewes, to catch your a ttention. He pays specific care to the details and even uses the examples of two actual colonial time writers James Hawkes and Benjamin Thatcher, who both at one point interviewed Hewes. He form almost totally unbiased in his paper because he chooses only to tell the story of Hewes and the adventures he lived in his home-town of Boston. When I started this project I had no idea what paragraphs I was going to use, and actually randomly picked some out when we were told we had five minutes left to e-mail them. After reading over the pages I picked I decided to do two paragraphs from one essay written by Young, that asks the questions I wanted to ask, and then another one on Hewes because he is a primary interest of mine. He shows that it is true, that even the smallest person in a revolution has their affect.

The Common Man’s Impact on The Revolution :: American America History

The Common Mans Impact on The RevolutionAs I began to research this paper I soon realized that the topic I was looking on would be difficult because of the aspect I was attempting to look at it from. I wanted to see everything from the eyes of those who remained undocumented by the history books. only if if Im looking for something that isnt there, how on Earth tolerate I find it? I turned to my paragraphs to show me the light. George Hewes was a lowly shoemaker in Boston in the pre-revolution years, and was written about by Alfred Young. But what did the author leave out, and why was he biased towards the young patriot. Alfred Young is a well-known writer on the topics of the Revolution, and events leading up to. He wrote a essay called The Shoemaker and The Revolution, about George Hewes and the affects this man made on the revolution. One of the first things you notice about the essay is the gentle itself, which uses the specific title of shoemaker for Hewes, to catch your att ention. He pays specific care to the details and even uses the examples of two actual colonial time writers James Hawkes and Benjamin Thatcher, who both at one point interviewed Hewes. He remains almost totally unbiased in his paper because he chooses only to tell the story of Hewes and the adventures he lived in his home-town of Boston. When I started this project I had no idea what paragraphs I was going to use, and actually randomly picked some out when we were told we had five minutes left to email them. After reading over the pages I picked I decided to do two paragraphs from one essay written by Young, that asks the questions I wanted to ask, and and so another one on Hewes because he is a primary interest of mine. He shows that it is true, that even the smallest person in a revolution has their affect.

Care Support

Assisting skills The role of the heath care follower in maintaining a safe and healthful environment for client. Comprehensive description of clients needs. My client is 77 year old art object with diabetes. He lives with his wife. My client is weak and depressed. He smokes cigarretes knowing that he is non allowed, he dont go out and the man is always grumpy. I dont know to more than about him ca substance abuse he never really talks save watch TV. He doesnt have a children but his wife looks after him.My task is to assist him with the ware, get ready all his toiletries out fronthand, support him to leave his stroller outside the door, make sure his feet is looked after well, make sure he wears a fresh, clean clothes e rattling time after his shower. Accurate realization of assistance requi expiration. As my client has reduced vision and weakness I help him with his morning shower. My task is to make sure he is safely washed, I observe everything corectly and report ever ything in the book for the nurse.My client use elderly walker with seat so everywhere he walks he is safe to induct down and rest for while even if its only short distance in the house. In the stool he sits on the chair and there is non switching bathroom mat as well. He has a very tick glasses be find of his reduced vision. Gentleman has to learn injections every day which gives him his wife. When I take in my client I make sure my hands are washed and I wear disposable apron and glows. I take my client to the bathroom which is nice and warm.He walks with his walker till there. I make sure all things out of his way so he dont bump into something hard cause he might not feel the pain that rump worn him to a serious injury. In the bathroom my client first brush his teeth. For man hygienics I check if his toothbrush is changed every three months and he has a docile one cause hard one toothbrush can take out gum tissue which might bring to infection. For the man safety I make s ure that shower is warm not hot cause that could wry out his scrape up which is not safe for diabetic. I use mild hower gel If there is any scratches on my clients skin I use soft soap and water to wash it off not alcohol or antiseptic hygiene creams. After his shower I put moisturising cream on my clients skin. People with diabetes are more susceptible to foot problem but spending some time carying of their feet on regular basis can help keep them healthy (G. Gardner, Dolores 2011). I keep my clients feet clean every day. I wash it daily with soft flannel and mild soap. I dont leave the man in shower too long cause too long soaking in the water only causes skin dry out more.I use soft towel to completely dry his feet remembering to dry between each and everyone of his toes. I never use moisturiser between his toes. I put applications programme only on the tops and bottoms of his feet. For my clients hygiene he wears every day clean socks, mostly 80% catton or wool which helps to absorb sweat and feet can breath. I always talk true everything I do so my client is in understanding about everything. The client has been complaining about bronchial asthma so I have forwarded this to the nurse and she has arranged doctor appointment for my client.Clear recommendations on effective course of action to better meet clients needs. My client is very grumpy man and he always say he dont want to do anything and he dont need anything. In the mean time he tries to do as much as he can himself. In the shower I wash his back and I look after his feet cause he cant lean down. All I can respect his with to do everything as quick as I can and get him out from shower as soon as I can. I always listen the gentleman cough as he is smoker and its unaccepted for a diabetic. I remind him that he should stop smoking.When he brush his teeth I have a look in the sink in case he has been spitting out blood to make sure his mouth hygiene is right. I observe his skin while shower is the re any red spots, swolling, scratches. I pay big attention on my clients feet, I look for blisters, cuts, scratches, calluses, corns, ingrowing toe nails or signs of infection. Also I look for white, moist, wrinkly skin especially between toes. If there is any hot spots it could be underlying infection or inflamation. I would report this to the nurse strait away. I always cover my client with clothes as soon as he is out his shower respecting his ignity. Im glad when my client tries to do as much as he can himself and always courage him to stay that way cause that keeps his self esteem. I always repect his privacy closing all blinds before shower. As my client is shy in front to me I respect his privacy and wash him quick but properly in the mean time. I always ask him does he has noticed any changes in his body since we last met. Evidence as reflection as a result on work experience. After my research I discovered that very important is to look after my clients feet if he is diabet ic.Cant miss out one bit. I in condition(p) that diabetics has much more than only low sugar levels and there is few types of diabetes. After my discovery about this illness I care about client with much more attention on smaller details which I would not know before. Trying to be a better healthcare assistant I have to develop my ability to let my client to make decisions and choice because its too easy to take care too much and take control not noticing that I take away my clients independence and self-woth. I have to promote independence as much as I can.Other look is grinning. Its so important to dont get sad face just looking at the client. If client is grumpy carer need strenght to dont get the same. Sometimes its difficult cause I know I go to my client with best intention but seems client doesnt appriciate. Thats where is need to learn to be strong and still smile and hope that my smile will make my client positive. References. Shoback edited by David G. Gardner, Dolores 2011, Greensparks basics clinical endocrinology (9th ed). New York McGrawhill Medical ppChapter 17.

Cry Freedom

Donald wood is an editor of the Daily Dispatch, a Journal in East London, S out(p)h Africa. One morning he gets news of a natural law raid in the sinister township Crossroads which lies in Cape Town. He withal gets photos of the raid and he decides to grade them although the government doesn t entirelyow to print such photos. woodwind instrument doesn t believe the demand of the black people but he is trained as a lawyer and doesn t like constabulary brutality against black people. So he also writes an editorial closely a Biko, the leadership of ?The SC. The next day Dr.Mamphela who works for Biko in is clinic, comes to Woods office to speak to him, about this article. She is very angry, because she thinks, that Woods has printed rubbish about Biko and that he is uninformed about the ideas that Biko has. So she invents him to meet Biko in his banning area. chapter 2 and 3 Some days later Woods meets St horizontal Biko in an old church were he wants to contrive a centre for black people. First he is critical against Biko, but then he listens to Bikos opinion and they mentally changed the roles. Biko also goes with Woods to the clinic, which Biko has built.The clinic is only for black people, with black workers and a black doctor. But Woods already think that black and w smashs should work together, but he also understands, that the blacks wants something that they put up themselves. At the end Biko invites Woods to come and see how black people in South Africa really live. chapter 4 and 5 In the black township, they eat with a black family. Biko, the family and are discussing about the system, the history how the white came to South Africa and how the black people got their bad role which they have now.After this visit Woods change his mind, because he sees for the first time how worse the black has to live, how big their espair is but also how strong their togetherness stay. At the end of this day Biko and Woods become friends. chapter 6 sixer weeks later Woods gives TenJy and Mapetla, two friends of Biko, a Job in his newspaper. Mapetla takes Woods and Ken to a footballmatch of the black. Instead of the match Biko helds a speech. Ken and Woods were positive(p) by this speech and the ideas Biko represent. hapter 7 After the match Biko is caught by the police because an informer of the government had told the police about the speech. In the police office Biko gets hit by Captain De Wet. After he fght between Biko and De Wet two policemen throw Biko out of the office. Two weeks later Biko is a main witness for the defence mechanism of two student organizations who arranged two years forrader a large meeting in support of the new government in Mozambique. Woods prints the words of Biko although it is against the law. chapter 8 In this shadow Captain De Wet and two other policemen smash all things of value in the church.Donald Woods cannot print this in his newspaper because the witness is a black man called Dilima and if Wood s prints his name, Dilima would kill by the police. So Woods approach to Kruger, the Minister of law, and speaks with him about the incident. The minister declares him that he leave pursues that matter because he doesn t want that such sort of things happen. Woods thinks that the police men arent as worse as numerous blacks think, Woods unfortuantely trust him. chapter 9 But on sunday afternoon two policemen come and want to know the name of the witness from Woods.Woods explains them that he was by Kruger and he gets angry because Kruger had betrayed him. Because the two havent a warrant Woods could send them away without saying the name. It does not happen anything for weeks and Woods thinks that it is alright. But it is not. chapter 10 One night the two policemen check the passport of Woods black housekeeper Evalina. Woods throws them out of his property. The next day, the police take revenge Three men jump out of a car and take Mapetla in it. Donald Woods thinks that Mapetla g ets beaten by them and that they make an example so that no other black person will dare him.Two days later TenJy gets arrested without any charges. After a week Mapetla is dead. The official explanation of the death from Mapetla is, that he anged himself. But Biko and Woods cannot believe that, so Biko demands a inquest. TenJy is the main witness at the inquest but the Judge closes the inquest without fix the death of Mapetla on anybody. chapter 1 1 Biko drives to Cape Town to speak in an important meeting of black students although he knows that its forbidden for him. On the way back form Cape Town the car was stopped by the police and they want to see the papers from Biko.As they recognize the person in the car, they arrest him promptly to the prison in Port Elizabeth. Six days later the police call a doctor to look at Biko. The body is covered with bruises, the forehead and eyes seriously injured. On the chest and lips are cuts. The doctor orders to mother Biko in a hospital. A lthough the doctor tells them that Biko possible has a brain damage they want to bring him to the police hospital in Pretoria a gravitational constant kilometres away and not to Port Elizabeth Wich is only 4 kilometres away because they would have the control about him.The doctor cannot do anything against the police and so they put Biko on a blanket at the floor in the back of a Land Rover. Then they drive with Biko on thousand km rough region roads and during the Journey Bikos head is bumping on he floor. chaper 12 Biko dies and Woods prints a article about him with the headline BIKO DIES IN CUSTODY. The Minister of Police denies police responsibility and he says that Biko has been arrested outside his banning area and died because he starved himself to dead.One day after Bikos dead Ntsiki, who is the wife of Biko, Woods and Ken go to the mortuary to find out how Biko actually died. They were all shocked by the appearance of Bikos body, the lips are swollen, a huge lump on the f orehead and many bruises around his eyes. Ken suddenly puts out a small camera and makes photos of Bikos body. Woods and his wife arrive at the funeral and they see thousands of black people with pictures of Biko. at that place would come more black people but there are road-blocks of the police. The mood of the tug is angry but also sorrowful.After a speech the crowd begin to sing the African Song which Steven Biko loved. chapter 13 Woods wants that other newspapers write about Bikos death, because if he does, the government would shut the Daily Dispatch. But all the other newspapers are also afraid and wouldnt fight the system this way. So Woods decides to fly to New York under a false name. The day he leave he sends the photos to England an America printed the pictures of Bikos body and demands on an inquest. But on the airport two securitys stopp Woods and bring him in an office.There Lieutnant Beukes reads from a warrent to Woods that he becomes a banning person for five year s. chapter 14 Although the police forbid Woods to write he starts to write a book about Biko s life, because he thinks that Bikos ideas have to live on. family has to escape from South Africa if they don t want to get killed. Wendy first doesnt agree with this idea and the two have a big conflict. A few days later, the hildren of Woods reached a anonym parcel with poissoned Shirts. After this awful experience Wendy also wants to publish the book. hapter 15 So Woody quickly begins to plan the escape with Father Kani and Bruce McCullough. The 3initiatory December in the night Woods escape begins He disguise himself in beat Curren and Wendy drives Woods to King Williams town, from where he hitch-hike to a place beyond Queenstown. There he meet Father Kant, who drives him to the edge of the river Telle. In the early morning of the 1st January Woods should crossover the river but it doesnt work because the river was too wide and deep. So he went back to the edge of the river. chapter 16 Woods knows that Tami, a friend of Biko lives near, so he walks to him.Tami brings him by car to the Telle Bridge, when Woods wants to open the gate, a Land Rover stopp in front of him. Fortunately the man, called Moses, was from the postal service and he even take Woods to Maseru. At the passport station he has no problems, so he gets to Lesotho without more problems. There he quickly phones to his family, they also follow. chaper 17 Moses brings Woods to the point where he meets Bruce, who brings him to Maseru, where he talks to the Brithis cting high Cmmisioner to ask him to enter their country. chapter 18 The next morning Woods family also arrives in Lesotho.The strong family gets passports from the United Nations and flyes with a private pilot, who wills to fly over South Africa without landing. Woods felt a little sad when he sees his homeland because he efficiency never see it again. But he was also happy, because he will publish his book and show Bikos ideas to the whole world. He hopes that mens minds could be change, before the price become too high. In his mind he hears the crowd of thousands singing at Bikos funeral. Donald Woods is one of the important persons in the story. He is espouse with Wendy and has five children.Woods is 42 and the editor of the Daily Dispatch. In the beginnig of the book he doesn t believe that black people should be allowed to vote and he also requires the laws that forced blacks and whites to live in separate areas. He only disagree the police brutality against the black. The meeting with Biko in the curch, when they change the roles mentals, the speech of Biko at the bowlful and his first view of the township, when he feels the strong sense of togetherness Woods change his mind about his political ideas. He becomes a good friend of Biko and he helps him to fght for more rights for the black.So he gets troubles with the government and in the end he has to escape of the country where he has born, because he wants t o publish the book about Biko. Stephan Biko is a serious, respectable and handsome young black man. He is a warm and gently person. Stevenn is married with Ntsiki and has two children. He is a forbidden person which means that he can only be in his banning area and he is able to speak only with one person except his family. Biko gets in this situation because he fghts for more rights for the black. He is one of the most important leader of the Black Consciousness.Steven often goes out of his banning area and so once he gets caught and finally kill by the is dedicated to the struggle for black rights. For him South Africa was for black and white, they only had to find a way to live together without violence. Biko is banned because of his leadership of a movement called The Black Consciousness (equal rights for blacks and whites, live together without violence, black should be proud of being black, blacks should know their history, not anymore accept the handship imposed by the syst em, confrontation without violence)

Culture shock Essay

Culture in simplicity is a body of learned behavior, a collection of beliefs, habits and traditions, shargond by a group of people and successively learned by people who enter the confederation. Furthermore, socialisation is learned, non inherited. If this is correct, then it rump be assumed that it is not impossible to learn mod heathenish traits and to unlearn old superstars. Therefore, it must be feasible to integrate cultural differences. Cultural adaptation would involve m any an another(prenominal)(prenominal) substantials as, language verbal and non-verbal, economics, religion, politics, social institutions, values, attitudes, manners, customs, material items, aesthetics and education.Culture shock is primarily a company of emotional reactions to the issue of perceptual reinforcements from ones own culture to new cultural stimuli, which have a bun in the oven little or no meaning. In laymans terms, culture shock is the anxiety resulting from losing ones sense of wh en to do what and how. There are many dissimilar ways to experience culture shock. It can be experienced across the land or as near as ones backyard. Some aspects of culture shock include strain caused by the effort to adapt, sense of loss and feeling of deprivation, spatial relation, profession, possessions, feelings of rejection and rejecting members of the new culture, confusion in role, values, self-identity crisis, anxiety, disgust, anger on foreign praxiss and feelings of helplessness of not being capable of adapting to the new environment.Culture shock is a widely experienced phenomenon when people enter a different country. Many Americans would venture that they consider themselves very culturally accepting. Often, when these same Americans travel abroad, they experience culture shock. It is not unceasingly a negative thing. Often it is rightful(prenominal) the shock of being in a place that is completely different in every(prenominal) way from anything one has ever known.The first Push factor is that operating in an un well-known(prenominal) environment is stressful and hard work. Secondly, it leads to feelings of helplessness as nearly as self-doubt. The role of an individual may be confused due to the new environment. Lastly, the more one learns about a different culture, the more gross differences become. The different practices could disgust a person, and the person would feel guilty because they failed to respect local customs. A good example is walking by dint of a entre regardless of otherpeople coming behind. I did it so many times with a clear mind not knowing how detrimental in was to my reputation on campus. So many kids misunderstood my ignorance to certain American cultural norms and hated me with a passion. The two Pull factors are loss of status and the ever-common homesickness. Whenever something new happens to me, mostly in shock, I remember home. I feel so demoralized and want to return back home.The stages do not always have smooth transition and take a different amount of time for each different individual. There is the initial contact, disintegration of the old familiar cues, reintegration of new cues, gradual self-direction and independence. Each stage is described according to the individuals perceptions, emotional ranges, behaviors and interpretations of these. Disintegration is a period of confusion and disorientation where the differences become increasingly noticeable as different behaviors, values, and attitudes are introduced. The next stage is reintegration, which is characterized by a strong rejection of the new culture. This is the stage when visitors to a new and different country like me usually return home. It is when an individual wants to return to what theyre used to and know. Autonomy is when there is a rising sensitivity to the reasonableness of the new culture.The individual is relaxed and capable of understanding what happens around them. This stage is marked by the growth of personal flexibility and the development of appropriate coping skills. The stand stage is independence. This is described as attitudes, emotionality, and behavior that are independent but not independent of cultural influence. Basically this stage is when the individual reaches a self-actualized declare of being in which they choose to explore the diversity of the world, while still maintaining their sense of self as a changing being. It is the capability of having preconceptions, assumptions, values, and attitudes challenged. I desire that culture shock has a behavioral core, meaning the behavior determines the stage of shock, it has an emotional core, meaning the emotion experienced determines the level.Preparing for a two-year overseas college power point program in Lagos, Nigeria, I submitted to no fewer than five shots as a protective measure against everything from yellow fever to hepatitis. Although I managed to avoid anydreaded tropical disease during his assignment, I contracted one malady for which there was no vaccination. The disease was culture shock. To speak of my own experiences, I have traveled abroad several times to different countries. Each time I left Nigeria, I was convinced that the culture in the country I was visiting would not be that much different.Every time I arrived, even so close to Nigeria in in the south Africa, I was bombarded by a culture difference than mine. Even within these individual countries there were different sub-cultures that were completely new to me. I spent a few months in South Africa and just when I thought I had gotten used to the culture, something would happen that made me experience culture shock all over again. That was quite a clangoring of different cultural beliefs and a difficult one to explain to my parentsOne specific example of cultural difference is the market bargain. In America, when one goes to bribe an item, most times, no matter where one purchases it, it has a set market price. In Nigeria, there is no such thing as a set price unless you go to big stores. The vendors expect and want their customers to haggle with them and bargain the prices down. When I first tried to buy a necklace, the vendor got insulted because I wouldnt haggle and refused to sell the necklace to me. Eventually I got the hang of haggling, but as soon as I got used to that, American culture found other differences to swing my way.Towards the end of my most recent two-month stay in a college where I intend to get my college degree, I feel reached a stage of autonomy in the model of culture shock. I was astonished by the sight of students who disregard the riches of the world and dressed in shabby outfits in practice popularly known as hippies. Many of them had metals pierced through their tongues, nipples, belly buttons, lips and eyebrows. In other countries, theres nothing wrong with that, it was just shocking to have something I had always taken for granted so blatantly pointed out I was appalled to find out just how Nigerian I am.Therefore an understanding of cultural self-awareness is important to understand ones own logic and structure before one can understand another. Another essential ingredient is communication. For a long time, my work supervisor nursed a bad impression toward my attitude to work because Ialways responded contrary to her instructions. The and reason was the difficulty I had to apprehend the American accent. This problem lingered until I explained myself out. Because of this problem, many students feel uncomfortable interacting with me. It seemed to me like an unending quest to blend into the society because I had no other option other than explaining myself to a student body of seven hundred. Proficiency in communicating can also ply a major role in adjusting to culture shock. Enhancing intercultural communication improves the procedural insight of a person interacting with those of another culture.For example, it is a known fact that Ame ricans can be very expressive and open blunt fits well, an American deportee going to Nigeria, for instance, will face difficulties in holding back their thoughts as Nigerians are a fairly reserved set of people. Cultures have different perceptions of how each of these categories should be interpreted to be appropriate. Americans have very high individualism and comparatively low power distance thus, they prefer to do things themselves and are equal in terms of power. Conversely many of the underdeveloped countries such as Nigeria, Hong Kong and capital of South Carolina are characterized by a large power distance and low individualism, these nations tend to be collectivist in their approach.In summary, the home culture of an expatriate predisposes them to certain behaviors and situations. It allows them to operate efficiently in the environment. However, moving to another country changes that operating environment and makes their mental software less efficient and effective. Bette r cultural understanding gives informational knowledge, in essence, about the host country and culture. My advice is not to mimic or copy local behavior, instead, just be yourself. Concepts such as values, needs, behaviors and norms are required to be understood. This information can assist them in better executing their work tasks and by knowing that culture shock may be present and is not a permanent disease will hopefully reduce their symptoms.In order to avoid culture shock, I suggest cross-cultural training programs that emphasize the cultural differences between behaviors of two different cultures. It would provide skills and information regarding the culture so that the visitor knows what to expect with their new culture. The training is aimed at cognition and designed to change the way people hypothecate about differences between different societies. Communication, in-groups, and socially acceptable activities as well as socially unacceptable activities are all discussed and explained.Personally, as much as I think that would help limit culture shock, nothing short from going to the different cultures itself would eliminate it completely. A doctor cant cure a patient with out ever seeing them I dont think culture shock can be prevented with out exposure. I personally dont see a problem with culture shock as long as it doesnt result in something harmful to oneself or others. A result of learning about another culture abruptly through culture shock, is that the individual learns about his or her self, his or her own culture, and new identities in the different culture. The individual learns to grow towards multicultural perspectives and develop alternative futures for his or her self, thus making his or her self a more culturally accepting person.

Communicative Language Teaching Essay

communicatory wording TeachingThe aim of this unit To posit you think about communicative shape up to precept linguistic converses To analyse the concept of communicative competency To reflect upon the communicative educational activity techniquesWhat do you rescue to do in this unit? Warming up preachings Input adaptation Self-assessment questions (SAQS) exploratory capers Integrated work oning classWarming up discussion 0Warm up the concept of a communicative situation (situation, in which it is unavoidable to communicate orally and/or by dint of writing in society to arrive at a certain goal). Produce a mind map of the concept listing most regular(prenominal) communicative situations in your own real worldcommunicatory situationsInput reading 1The focal point towards communicative pedagogyWarming-up discussion 1.1Rate in exhibition of importance the items that the scholarly persons need in order to defeat the dustup communicatively (more than one item corporation get one rank) Items Rating Vocabulary Grammar Pronunciation Knowledge of natural situations Target nicety Skills in utterance Skills in writing Skills in reading Skills in auditory modality Non-verbal means of communication (gestures etc) Knowledge of how to deal with people Experience of making decisions in communicative situations Experience in playing a role Experience in problem-solving Experience in playing communicative games Pre-communication methodsThe way towards communicative get winding has been a long and controersial one with advances and set backs. The focus of attention was gradually shifting from the wording as a systematic code to the lecture as a means of communication with the search for an effective method of instruction and consideration of the disciples personality. (The digest of teaching methods in this module is ground on Richards, J., and Th. Rogers.1995. Approaches and Methods in dustup Teaching. CUP).Gr ammar translation (H.Olendorf) or Prussian method included detailed digest of grammar rules, translating sentences and texts into and out of the target spoken communication, memorizing rules and manipulating morphology and syntax, reading and writing. localise method (M.Berlitz) encouraged the do of foreign language in the classroom. Classroom teaching was conducted in the target language getly. acquire process was mostly establish on imitation and memorization.Oral approach or situational language teaching (Palmer, H. 1940. The Teaching of Oral side. Longman) was establish on selection and organization of the situations. Situations were organized with the use of concrete things and pictures. They were apply to introduce the fresh grammar structures.Audio-lingual method (Fries, Ch. 1945. Teaching and Learning English as a Foreign wrangle. University of Michigan offer) applied the principles of structural linguistics to language teaching. Pattern practice became a basic cla ssroom technique. Audio-lingual method was the combination of structural linguistic theory and fundamentals of behaviourism (stimulus, response, reinforcement).The Natural Approach (Krashen, S.1981. Second language Acquisition and Second Language Learning. OUP) put emphasis on the exposure to language (comprehensible input) rather than formal exercises. The adjacent hypotheses were put into the foundation of the Natural Approach the acquisition/ acquirement venture (only natural- same(p) acquisition female genitals result in mastering the language while learning helps getting the association about the language), the monitor hypothesis (explicit familiarity has only one function, that of monitoring correctness of the utterance), the natural order hypothesis (the acquisition of grammar structures restoration in a predictable order), the input hypothesis (the relationship between the input and language acquisition shows that apprentices need comprehensible input), the affective filter hypothesis (learners with high motivation, self-confidence, low anxiety generally do punter in language acquisition).SAQ 1.1 touch on the following methods of instruction with their essential features Method Features Grammar-translation method off-key Direct method Memorizing rules Oral approachMotivating learners Audio-lingual method Use of situations Natural approach Memorizing patterns Humanistic approachWarming-up discussion 1.1Comment on the following revelation of a teacherif a student really works hard, and yet at that place is a danger of this student failing a test, although he or she has studied intensively for it, then I cheat. I take a pen that has the same color ink as the student used to write the test and I correct some of the mistakes so that the student does not notice and I cig atomic number 18tte get around a certifyive mark. And then I follow this up with a lot of appraisal and support (Puchta, H. 1999. Learners belief, identity and success. IATEFL 1999. Edinburgh Conference Selections. P. 71-72)Humanistic approach emerged as a reply to the behaviorist approach to teaching with the rigid teachers control over the learners behavior. The concern of humanistic tendencies was to enhance peoples self-actualization and their role in directing their own lives (Kelly, Maslow, Rogers cited in Roth. I. 1994. Introduction to Psychology. account book 1. The Open University. P. 419).Humanistic approach to language teaching emphasized the value of developing consentient learners personality, socialization of an individual in a group, creative activities with music, arts etc. It was further developed in community language teaching. The method was based on counseling techniques (Curran, C. 1976. Counseling-Learning A Whole Person Model for Education. N.Y.) In lay terms, counseling is giving support to an oppositewise person. Thismethod was described as humanistic with self-actualization and secured self-esteem of the learners.The priorities of the method were to develop learners relationships in the group, to guarantee in learners the feeling of security and belonging to the group as well as assert ones personal identity. Learner autonomy became a new and oft seasons discussed concept. Affective learning and learner anxiety were taken seriously as an important factor of effectiveness. Instead of the formulaic sense (the product of behaviorism) teachers tried to develop in learners heuristic intimacy (After Fox, J. 1992. New Perspectives in sophisticated Language Learning. University of East Anglia. P. 87).Special attention was given to the issue of debilitating anxiety, which unlike facilitating anxiety could hinder and even block the process of language acquisition. As a result of the debilitating anxiety in the lesson the learners usually develop a defense mechanism against it. Some of them withdraw from the work of the class, make a game of a line, fidget and let their attention wander or plunge int o the world of fantasy. They displace challenge the teacher with the unacceptable behavior or passive aggression in the form of silent protest. Some learners accuse other(a)s of their own learning problems. As expression of protest the learners join subgroups of other failure-learners (See Madeline, E. 1996. Understanding Second Language Learning Difficulties. Sage Publications).An important issue, which is tackled by the humanistic approach to teaching is the rejection of the learners by their teachers. The rejection of this type hobo be hide and show itself indirectly. These teachers prefer not to look at the learners, which they dislike (gaze of avoidance). The whole teachers body movement is in the direction opposite to the learners they dislike. The teachers encumber a longer fleshly distance with these learners and give them less verbal contacts and addresses. These learners atomic number 18 denied teachers supportive intervention and detailed feed-back that other learn ers usually enjoy. They atomic number 18 given a reduced teachers waiting fourth dimension. Humanistic approach advocated non-conflict, non-judgement and empathy in the relations of the teacher and learners. The importance of the humanisticapproach lies not just in the effectiveness of language learning still also in the development of the personality.Humanistic approach facilitates self-actualization of learners. Self-actualized people have a healthier brain mightiness and are more capable of a creative non-stereotyped behavior. This helps them to identify easily with the group. They demonstrate a more accurate perception of the creation and accept it without unnecessary conflicts. They focus more on the cognitive problems and less on themselves. These learners possess the capacity for peak experiences ( done love, music, art, nature etc.) and a greater readiness for empathy with other people. They are able to see things other than in black and white.Exploratory t implore 1. 1Study the following descriptions of the learners and reflect on the possible reasons that explain their learning difficulties. Suggest recommendations to improve the teaching situation. What individual features of the learners have to be respected by the teacher? Descriptions Reflections Recommended Frank is shy, withdrawn and obtuse. When called upon for an answer in class, he hesitates a lot and sometimes does not respond at all. When pushed, his answers are usually incorrect. However he does well with written homework. Mark is a delectable student. Very active and enthusiastic in class. He never has enough time to complete the t film in class and rarely finishes the test on time Mary is inattentive and never followsexplanations in class. She does not seem to understand the grammar rules. However, the next day she knows the rule perfectly. Clara is very motivated to study English but finds it meaningless to take part in communicative ac tivities. After communicative lessons she feels frustrated. Vera is clever and likes to take part in discussions. However while public lecture she often makes slips such as forgetting, blurring or mixing up word endings. (Some examples are adapted from Leaver, B. 1993. Teaching the Whole Class. The AGSI Press. P. 4-8)Intensification tendencyTotal Physical response (TPR) is the combination in the teaching method of lyric and action (Asher, J. 1969. The total corporeal response approach to second language learning. Modern Language Journal. 533-17). The method combined verbal rehearsal with motor activities.The profound Way (Gategno, C. 1972. Teaching Foreign Languages in Schools The Silent Way. N.Y.) was based on the premise that the teacher should be silent as much as possible in the classroom, while the learners will produce more language. A typical feature of the Silent Way is the use of color charts and rods as memorable images and signals to help in verbal resp onses. The proposition underlying this method of instruction was that learning is facilitated if the learners discover or create even with the minimal language rather than rehearse and remember.Suggestopedy (Lozanov, G. 1978. Suggestology and Outlines of Suggestopedy. N.Y.) aimed at optimizing learning by music and rhythm, authoritative teachers behavior and infantalisations of learners, physical and psychological relaxation. The focus was on the memorization processes, which as claimed by the authors accelerated 25 times over conventional learning.Another example of exploiting resources of human psyche in teaching languages is neuro-linguistic programming (NLP). NLP is shaping ones inner world through re-evaluating ones experience and using the power of the word. It aims at opening up ones inner resources as a way towards accelerated learning (Beaver. D. Lazy Language Learning).Exploratory line 1.2Try to memorize the following groups of wrangling using different techniques. Recal l the words a minute after all the tasks have been done. Write the tot up of memorized words in the space brookd and share the results in the group. Reflect on the reasons for diversity in the results (the meaning of the words should be made clear first) lying-in 1 Task 2 Task 3 Task 4 Memorize the words by marking Memorize the words by Memorizing the words in Memorize the words by imagining rhythm with your leave associating them with physical complete relaxation clearly and visualizing what objects that you hold in your these words mean hand Wary tortuous, dupe, hype, Balk, upshot, slobber, freak, Floss, tryst, mediocre, tassel,Zap, trammel, largess, thud, lumber virile tacky gullible Number of recalled words communicatory language teaching is based on a number of typical features ofthe communication process (Littlewood, W. 1981. Communicative language Teaching. CUP. Savignon,S. 1983. Communicative Competence Theory and Classroom Practice. Mass. Widdowson, H. 1 979. Teaching language as Communication. OUP).Language learning is understood as learning to communicate through communication. The emphasis is put on the meaningful and motivated use of language by the people who communicate in order to achieve a certain goal. Language for learning is derived from communicative experience in a variety of real world situations.Fluency is put over accuracy. Interactive learning is encouraged as the way towards acquiring communication skills. The learners are taught negotiating the meaning (working towards better understanding each other), and using communication strategies (e.g. circumlocution).Exploratory task 1.3What features of communicative teaching can you detect in the following activities?Activities Features Find the differences between the pictures that you and your partner has without looking at these pictures and only by enquire questions Role play a job interview, in which you want the job as soon as possible while the manager is taking time and is hoping to find a better candidate Agree or disagree with the given statements by marking them as true, false or problematicand give reasons for every answer separately of you have heard only a little bit of the announcement at the airport. Put your bits of knowledge unitedly to know what you need. Hold an opinion poll in the group by asking everybody questions and report the results (every learner has a set of their own questions) Communicative teaching is a way of teaching a language through communication. The way towards communicative teaching method can be traced in the chart on a lower floorMethod Grammar-translation Audio-lingual method Natural approach Communicative activities Subject Language forms Language patterns Whole language Human discourse Learning Language synopsis Memorization Exposure to the input Communication experienceSAQ 1.2Match the following tasks the methodsTasks Methods Listen to the tape and react to questions in the pauses Grammar translation provided Find the ways to translate the sentences in your native Audio-lingual language Prepare a group presentation and show it to the class Natural Listen to the conversation and set off it Communicative Any method can be described as result-oriented or process-oriented with some teaching methods occupying an intermediate position. A result-oriented method advocates the idea of a final goal with the emphasis on its speediest achievement and the obligatory equal results achieved by all the learners. A process-oriented method focuses on the teaching/learning bit with the individual pace of learning and the final results varying according to individual learner differences.Form-focused methods concentrate teachers and learners attention on the grammar forms of the target language. Form-defocused methods focus on speech patterns rather than on grammar structures.Exploratory task 1.4Find the adequate place on the axes for the following method gra mmar translation, oral approach, audio lingual and communicative (grammar-translation method has been done for you)Form-focusedYGrammar-translation methodResult-oriented. x X Process-orientedyForm-defocusedCommunicative approach is used differently in different teaching cultures. Teaching culture is the collective teaching experience, beliefs and practices, which are typical of a certain community or society.Communicative approach is not universally relevant for different teaching cultures. The learners can question the effectiveness of the lesson during which they practice communication but do not learn anything concrete. What have we learned during this lesson of incessant talk?, is a typical question asked by the learners in Asian communities.In Japan languages are taught in the typically teacher-fronted and teacher-centered classrooms. A typical lesson consists of the teachers checking the learners sentence by sentence translations of a text. Chinese students can be unwilling to ask questions during a communicative lesson because students they do not want to fall apart other students or the teacher, it is better to ask after the lesson etc. (Coleman H. 1996.Society and the Language Classroom. CUP).A lesson of English in Russia often includes homework check up, presentation of the new material and reinforcement of the new material. The teacher, who signals when a particular learner is invited to speak, will regulate learners participation in the lesson (Millrood, R. 1999. How Native English Speakers Can be give out English Teachers in Russia. The Internet TESL Journal. Vol..5 No 1 1999. Ellis, G. 1996. How culturally appropriate is the communicative approach? ELTJ. Volume 50/3. P. 213-218)Exploratory task 1.5Given on a lower floor are the features of the BANA (British, Australian and North-American) teaching culture. What is to be found in your local teaching culture? BANA teaching culture Local teaching culture Learner-centered Learner-autonomy way on the whole language Critical thinking Inductive teaching Input reading 2Communicative competenceWarming up discussion 2.1Brain-storm the concept of communicative competence i.e. the knowledge and skills a learner needs for successful communication and draw a tree diagram of this concept Communicative competenceThe idea of communicative competence started to develop with the construct of linguistic competence. Linguistic competence is understood as innate knowledge of language (Chomsky, N. 1986. Knowledge of Language Its Nature, Origin and Use. N.Y. P. 24. Aitchison, J. 1999. The Articulate Mammal. An Introduction to Psycholinguistics. L.,N.Y.P.180-182. Harley,T. 1997. The Psychology of Language. Psychology Press. P.141). Linguistic competence is only part of what is needed for communication.Communicative competence encompasses the knowledge of how to use the language in the real world, without which the rules of grammar would be useless. (Hymes, D. 1971. On communicative Comp etence. University of Pennsylvania Press. Bachman, L. 1990. Fundamental Considerations in Language Testing. OUP. P.87).Communicative competence can be described as including grammar competence (knowledge of grammar rules, lexis and phonetics), pragmatic competence (knowledge of how to express a message), strategic competence (knowledge of how to express a message in a variety of fate), social-cultural competence (knowledge of social etiquette, national mind-set and values etc.) (another description of communicative competence can be found in Canale, M., and M. Swain. 1980.Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1 1-47). Communicative competence breaks down into the two major components of the knowledge knowledge of the language and knowledge of how to achieve the goal of communicationCommunicative competence Knowledge of the language Knowledge of how to use the language Competence is not the same as ability. In o rder to be able to communicate, people need psycho-physiological mechanisms, i.e. communicative skills (After Bachman, L. 1990. Fundamental Considerations in Language Testing. OUP. P. 84-85).Communication is the process of interpersonal interaction and requires the knowledge of social conventions i.e. the knowledge of rules about proper ways to communicate with people.In accordance with the social conventions, participants in communication perform communicative functions (to socialize, to inform, to persuade, to elicit in arrangeion, to pull strings behavior and opinions, to perform rituals etc), communicative roles (leader, informer, witness, participant, catalyst, entertainer etc) (Ellis, R. 1994. The Study of Second Language Acquisition. OUP. P. 160). In order to perform these functions a speaker needs more than just the knowledge of the language.Exploratory task 2.1Give examples of the knowledge you need for successful communication in a number of recent situationsKnowledge fo r communication Rules of etiquette Spoken language Grammar and vocabulary The process of communication is characterized with communicative strategies of achieving a goal through communication (Pollak A. Communicative strategies at work. NJ 1995).Success of communication depends very much on the knowledge of successful strategies chosen by the speakers. E.g. the Prince (in The Prince and the Pauper by M.Twain) was unable to ask because he was only competent in how to give orders.Successful strategies are known as the four maxims of good communication (Grice, H., 1975. Logic and conversation. Speech Acts. N.Y. Academic Press.) These maxims include quality ( dictate only what is supported by evidence), quantity (say no more and no less than you think is needed), relevance (say what is relevant to the point of communication) and manner (present your ideas clearly an unambiguously) The four maxims of successful communication can be used in teaching how to communicate effe ctively (Brown, G. and G.Yule. 1983. Teaching the Spoken Language. CUP. P. 71)Exploratory task 2.2Imagine that you want to borrow some money from the bank and have to explain to a bank clerk the reasons for taking the loan. Role-play your talk and let your group mates comment on what you say using the four maxims Maxims of communication Comment Quality Quantity Relevance Manner Communication strategies can be goal-oriented (having a particular goal in mind), partner-oriented (with the partner and his comprehension in mind, using negotiation of meaning, persuasion, self-correction, repetition, circumlocution etc) and circumstances-oriented (behaving according to the situation) (Wood B. Children and communication. NJ. 1981).In choosing a strategy the participants in communication can prefer either an achievement strategy (guessing, paraphrasing but achieving the goal) or a reduction strategy (co-operation, avoidance and sometimes giving up ones goal partially or com pletely) (Bygate, M. 1987. Speaking. OUP).Exploratory task 2.3Describe communicative strategies in the following conversation. One has been done for you Conversation Strategies Hello Goal-oriented Can I have a return to London? Partner-oriented Yeah. ar you coming back today?Circumstances-oriented Erm I an not sure A days return is 6.50. Otherwise its 8.80 Id better take a normal return OK. Thats 8.80 then Fine Thanks. 1.20 flip-flop please Thanks An integral part of communicative competence (the knowledge of how to communicate with people) is the non-verbal communication. It includes proxemics (physical distance and aliveness space in the process of communication), kinesics (body language, gestures and postures), facial expression (smiles, eye-contact), haptics (the use of touch in communication), clothing and physical appearance in the process of communication (the concept of decency in clothing and physical appearance), oleactics (communication via smell), p aralanguage (um-m, uh-huh etc).Many non-verbal expressions vary from culture to culture, and it is often the cause of cultural misinterpretation. E.g. a physical distance can be too close or somebodys private space can be trespassed. Gestures and postures can be inappropriate, there can be a lack of smile and eye-contact. Touching somebodys body during conversation can be taken as offensive. The fertilization habit can be alien. Some smells (e.g. sweat or breath) can be found intolerable. Vocal confirmation of following the conversations (Aha Etc.) can also be inappropriate. In some cultures humble bows are part of etiquette while others support a proud upright posture.Exploratory task 2.4Describe non-verbal communication in your native cultureFeatures Description Physical distance Gestures Use of touches Decent clothing Appropriate smell Smiles Eye contact Exploratory task 2.5How would you say the following sentences without words, using the gestures only?Communicati ve goal Description of the gestures Its too hot. Im too cold SSHHH Be quiet. produce here. Come here quickly Stay back Its dangerous Im impatient Im tired What did you say? Exploratory task 2.6Mark as appropriate or inappropriateStatements Appropriate or not A/ A man not opening the door to the charr B/ Man and fair sex walking together, woman carrying a heavy bag C/ A man not helping a woman out of the bus D/ A man not giving up the seat in the bus for a woman E/ A person telling the police the truth about his friends involvement in the crime F/ A married man breathing with his parents G/ A young married couple paying more attention to themselves than to their newly born child Exploratory task 2.7Read the following description of the American character and draw comparisons with your home culture American culture Learners home culture Physical appearance is a key to U.S. culture. Americans are obsessed with body hygiene. They take many shower s, wash their hair often and usually wear clothes only once. People who have body odor, vainglorious breath, oily hair, and do not wear fresh clothes every day may be rejected because of their odor. Americans are likely to be passing cautious whenthey meet a new person who seems to want to get closely involved with them. What does this person want? they seem to be asking. How much of my time will it take? Will I be able to withdraw from the relationship if it gets too demanding? Americans are explicitly taught not to discuss religion or politics. Politics and religion are thought to be controversial, and discussing a controversial topic can lead to an argument. Americans are taught to avoid arguments, unlike other people who consider politics to be an excellent topic for discussion and debate. Input reading 3Communicative teachingCommunicative teaching can be successful if the teaching techniques help to double up regular(a) communication in the classroomExplorato ry task 3.1What makes real-world and classroom communication authentic, i.e. actual and natural? List the features in the spaces belowAuthenticity of real-world communication Authenticity of classroom communication Exploratory task 3.2Do these activities help replicate authentic communication in the classroom? If, yes, what makes the classroom communication authentic in each case? Activity Comment A bottle has been found in the sea with a garner in it. The text has been damaged by water and is therefore blurred. In groups decide what the message says You are to entertain guests onwards lunch. Role-play the conversation You have always worn glasses but have now decided on switching to contact lenses. Prove your decision Each participant has a picture, which is part of the whole story. Without showing your pictures talk to each other and make up the whole story Write a letter of complaint to the hotel about their service and demand a compensation for the s poiled holiday Communicative techniquesA technique is a way for a teacher to organize a learner activity. The affair of communicative techniques is to teach communication (After Littlewood, W. 1981. Communicative Language Teaching. CUP).Communicative techniques can develop in learners productive, receptive and synergetic skills that are necessary for effective communication. Activities with audience and reading aim at developing in learners skills of receiving information. Activities with speaking and writing develop in learners skills of producing information. Both can be learner interactive and thus promote communication.Communicative techniques fall down into a number of groupsA. Language arts are oriented towards a communicative task but are not communicative in themselves. B. Language for a innovation is what thelearners might need to learn how to request information, how to change somebodys behavior or admit of thought, how to co-ordinate efforts in a team, how to expres s ones emotions etc. C. Communicative games can be alternative communicative techniques with a challenge, rules, procedure and winners. D. Personal language use develops in learners the skill of expressing ones own attitudes and values. E. Theatre art develops communicative skills in simulations such as role-plays. F. Debating society teaches problem-solving skills.G. Beyond the classroom activities imply contacts with the native speakers and using the mass media available to the learners and relevant to their level of language studies (Adapted from Savignon, S. cited in Berns, M. 1990. Contexts of Competence. social and Cultural Considerations in Communicative Language Teaching. N.Y. P. 88-89)SAQ 3.1Match the following techniques and their featuresTechniques Features Language arts Exposure to the whole language Language for a purpose Cause-and-consequence reasoning Communicative games Attaining a communicative goal Personal language Winning in a competing activity Theatre art Presenting ones case Debating society Vocabulary and grammar build-up Beyond the classroom Taking up a communicative role Some activities are more associated with reading and auditory modality (receptiveskills), while others are more often used with speaking and writing (productive skills).Information respite is organized to promote speaking activities. Information gap is a situation when a participant or a group possess the information, which others do not have, while others command the information that the other party is missing. E.g. a student in a pair with the other student might have the train timetable for odd numbers, while her partner might have the train timetable for even numbers. Their task is to use communication for finding out complete information on how the train runs. Information gap can take the format of an opinion gap when the participants differ in their opinions. The gap is filled in the course of active communication.Any activity with an information gap c an be turned into a communicative game if there are rules to name the winner. Information gap is a frequent technique used in order to organize a communicative game. E.g. you have new neighbors. They can tell you about themselves only what is given on their role cards. Try to guess their professions. read any questions. Direct questions about professions are excluded.A popular speaking activity is reading from cues. It is organized when the participants write information about themselves on embarrassing labels in the form of separate words, dates, names etc. Other students ask questions trying to find as much as possible about the person, To achieve this goal they have to think first what a date on the sticky label might mean and ask a question like Were you married in 1991?, May be you got your first job in 1991? etc.Reading and speaking processes can be boosted by a duplicate activity, in which the participants are to match pictures and texts, pictures and pictures, texts and te xts (both oral and written) by using questions.Jig-saw reading activity is organized most often with the texts that are meant for reading or listening (jig-saw reading and jig-saw listening). A text is divided into several move. Every participant has access to onlyone part of the oral or written text. They ask each other questions and provide information to pool the parts of the text together and to know the contents of the whole text. Another variant is a jig-saw listening when each participant or a small group listens to only some information as part of the whole. These pieces can be brought together only in the course of active communication efforts.Another activity for reading is sequencing (re-ordering). The task consists in asking the learners to restore the logical order between parts of the text. This can produce an opinion gap and boost communication.Productive skills of speaking and writing are developed in simulations. A simulation means that an fact of the real world i s reproduced in the classroom environment in the form of the role-play, discussion (problem solving), piece of writing or a project work.SAQ 3.2Give examples of communicative simulations that can be used to develop productive communicative skills in learners Simulation of productive skills Examples of activities Simulation of speaking Simulation of writing An important case of communicative teaching is classroom interaction. This form of communication develops between the learners and the teacher. Learners interaction is organized in pairs, small groups, moving circles, parallel lines of pairs etc. Classroom interaction is a factor in creating a communicative classroom atmosphere and successful communicative teachingExploratory task 3.2Recall your own experience of classroom interaction and complete the evaluation form. What can be done to improve interaction in the classroom? Classroom communication Usually sometimes Never 1. The teacher asks the class questions. 2. Students volunteer to raise problems for discussion 3. Students say their opinions freely in class. 4. Teachers ask students to express their opinions. 5. Students speak only when the teacher calls on them. 6. Students tell the teacher in class when they dont understand. 7. Students listen passively when the teacher talks. 8. Students listen passively when classmates talk. 9. Students speak loud enough for the whole class to hear and address the classmates. 10. Students consult with classmates before answering teacher. 11. Students are afraid to make mistakes. 12. Teachers encourage students to risk making mistakes and to speak freely 13. Students ask for the teachers opinions on the problem in class. 14. Teachers organize students interaction in pairs, small groups, moving circles, parallel lines. 15. Students copy answers from others during tests. 16. Students coach each other for a test 17. Teachers are open t o informal communication Communicative teaching is often organized in the three-phase framework. Three-phase framework means subdivision of the teaching process into three phases pre-activity, while-activity and post activity. Pre-activity is organized to arouse interest in the learners towards the main task, to motivate performance, to activate in learners their prior knowledge and to prepare them for the language that can be necessary to perform the main task. While-activity is organized as oral or written communication and is based on engaging the learners in the communicative tasks. Post-activity is reflection on the ideas and language that was produced during the main activity. This phase also includes additional language drill and integration with other skills. The three phases of teaching are shown in the table Phases Procedures Teacher Learners Pre-activity Increasing motivation for the activity. Activation of prior knowledge in learners. Language preparation. Wh ile-activity Oral or written communication. Information gap techniques. Simulation techniques. Reflection on the language and ideas produced during the while-activity phase. Focusing on 3. Post-activity the language. Integration with other skills. (Sheils, J. 1988. Communication in the Modern Language Classroom. Strasbourg)Exploratory task 3.3Match the following communicative tasks with the pre- while- or post-activity phases Tasks Phases Write down all the reasons you can think of for getting marriedPre-activity A husband wants his wife to stay at home because he is earning While-activity more than enough. The wife wants to be self-reliant. What Post-activity should they do? Agree or disagree with the following statements Interview a working woman and a housewife (a pensioner). Report on the findings Look at these pictures of the families. Which family seems happiest and why? Write an essay, Coral gardens of family life Think of positive and negative words w hen you think of family life Integrated task Give a rationale for communicative language teaching Illustrate the tasks for teaching pronunciation, grammar and lexis (indicate the source) Describe the tasks for teaching speaking and writing, listening and reading Work out a three-phase framework for any one of the tasks Ask your peers to evaluate your three-phase framework task according to the evaluation form and attach it Points of analysis Comment The explanations to tasks are quite clear The task motivates communication The task provides information gap for the learners The task simulates the real world The task develops language knowledge in learners The task develops world knowledge in learners The task creates a reasonable challenge for the learners The three phases of the task are quite logical The tasks provide for a good communicative practice Answer keysSAQ 1.11B 2A 3D 4E 5CSAQ 1.21B 2A 3D 4CSAQ 3.11F 2C 3D 4E 5G 6B 7ASAQ 3.2Information gap Simulatio n Matching, jig-saw, interviews, reading the cues, communicative Role-play, problem-solving,socialization, project work etc. games etc Exploratory task 1.11 Frank is a learner who needs more time to think the task over. 2 Mark cant stand the time limits because he is usually overactive. 3 Mary prefers working with examples and deriving a rule from them. 4 Clara is a deductive learner and prefers working with grammar rules. 5. Vera has problems with her phonological development and needs special attendance to her needs Exploratory task 1.4Oral approach YX audio-lingual xy communicative yXExploratory task 1.51 Teacher-centered, 2 learner-dependence, 3 focus on form and text, 4 memorization, 5 deductive teaching from rule to examples Exploratory task 2.3A 2 3 5 7 9 B 1 8 10 C 3 4 6Exploratory task 2.81 test-tube babies, 2 AIDS, 3 Nuclear powerExploratory task 3.31A 2B 3A 4C 5A 6C 7AGlossaryAudio-lingual method is the way to teach a foreign language through intense repetitions of lan guage patterns Communicative approach is a theory of teaching and learning foreign languages that recognizes the primacy of communication as the goal and the media of instruction Communicative competence is the knowledge that is necessary for successful communication Communicative method is a way to teach a foreign language through communication for the purpose of communication Communicative principles are guiding rules of instruction in the framework of communicative approach Communicative situation is a set of circumstances, in which it is necessary to use the language for communication in order to achieve the desired goal Communicative strategies are the means and maneuvers of communication todeal with the goal, partner and circumstances Communicative techniques are the devices to organize teaching in compliance with communicative principles Community language teaching is a teaching approach that emphasizes the importance of students co-operation, support and interaction Direct m ethod is the way to teach a foreign language by switching over exclusively to the target language in the classroom and intense grammar structure practicing Grammar-translation method is a way to teach a foreign language with the help of contrastive native and target grammar analysis Humanistic approach is an education theory that recognizes the necessity to facilitate free and creative development of the personality Information gap is a technique to give the students complementary information, which they have to pool together in the process of communication in order to fulfil the task Interactive learning is instruction with the tasks that cant be fulfilled by the isolated students but require co-operation Natural approach is a way to teach a foreign language through massive exposure to the comprehensible language input in the classroom Neuro-linguistic programming is a teaching way that combines mental imagery with the language Non-verbal communication uses physical distance betwee n the participants, facial expressions, eye contact, gestures, appearance and clothes, smell and perfume etc. Oral approach is a way to teach a foreign language through oral introduction and practice of the language structures with the help of objects and pictures to create situations Process-oriented teaching focuses on the motivation and involvement in the activities with the expectation of different results in learners according to their aptitude Result-oriented teaching is the shortest way for all the learners in the classroom to achieve the same result Silent way is a method a teaching that attempts to combine creative thinking with the minimum of language resources available to the learners (using colored rods etc) Simulation is a technique to replicate in the classroom real world situations for the purposes of communicative language teaching Suggestopedy is a teaching way attempting to utilize the hidden cognitive resources in students through relaxation, music and elements o f suggestive therapy Total physical response is a way of teaching that combines language rehearsals with physical activitiesReferences and further readingAitchison, J. 1999. The Articulate Mammal. An Introduction to Psycholinguistics. L.,N.Y. Asher, J. 1969. The total physical response approach to second language learning. Modern Language Journal. 533-17 Bachman, L. 1990. Fundamental Considerations in Language Testing. OUP Beaver. D. Lazy Language LearningBerns, M. 1990. Contexts of Competence. Social and Cultural Considerations in Communicative Language Teaching. N.Y.Brown, G. and G. Yule. 1983. Discourse Analysis. CUPBygate, M. 1987. Speaking. OUPCanale, M., and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1 1-47 Chomsky, N. 1986. Knowledge of Language Its Nature, Origin and Use. N.Y. Coleman H. 1996.Society and the Language Classroom. CUPCook, G. 1989. Discourse. OUP.Crystal, D. 1992. Introducing Lingui stics. L. Penguin.Curran, C. 1976. Counseling-Learning A Whole Person Model for Education. N.Y. Ellis, G. 1996. How culturally appropriate is the communicative approach? ELTJ. Volume 50/3Ellis, R. 1994. The Study of Second Language Acquisition. CUPFox, J. 1992. New Perspectives in Modern Language Learning. University of East Anglia Fries, Ch. 1945. Teaching and Learning English as a Foreign Language. University of Michigan Press Gategno, C. 1972. Teaching Foreign Languages in Schools The Silent Way. N.Y. Haines, S. 1995. Projects for the EFL Classrooms. LongmanHarley,T. 1997. The Psychology of Language. Psychology Press Hymes, D. 1971. On communicative Competence. University of Pennsylvania Press Krashen, S. 1981. Second language Acquisition and Second Language Learning. OUP Leaver,B. 1993. Teaching the Whole Class. The AGSI PressLittlewood, W. 1981. Communicative language Teaching. CUPLozanov, G. 1978. Suggestology and Outlines of Suggestopedy. N.Y. Madeline, E. 1996. Understanding Second Language Learning Difficulties. Sage Publications Millrood, R. 1999. How Native English Speakers Can be Better English Teachers in Russia. The Internet TESL Journal. Vol..5 No 1 1999. Nunan, D. 1993. Discourse Analysis. Penguin Books.Palmer, H. 1940. The Teaching of Oral English. LongmanPollak A. Communicative strategies at work. NJ 1995Richards, J., and Th. Rogers.1995. Approaches and Methods in language Teaching. CUP Roth. I. 1994. Introduction to Psychology. Volume 1. The Open University Savignon, S. 1983. Communicative Competence Theory and Classroom Practice. Mass. Sheils, J. 1988. Communication in the Modern Language Classroom. Strasbourg Widdowson, H. 1979. Teaching Language as Communication. OUPWood B. 1981. Children and communication. NJ.

American Revolution: Loyalist Believed Patriots, James Chalmers Plain Truth

In the years prior to the American Revolution there were some different perspectives on whether the colonies should rouse for their license, or remain loyal to England and enterprise to specify their relationship. The loyalists, who were mostly royal governors and officials in the colonies, believed that the talk of separation from Britain was a waste of time as it seemed unachievable at the time. They withal believed that the colonies still owed Britain a great debt due to their support in helping win the French and Indian War.Most loyalists believed that the colonies could not survive on their own as they depended just as much, if not more, on Great Britain as they did the colonies. The opposing perspective came from the group of people know as the patriots, who back up colonial independence from England. Many believed strongly in this fight for liberty and went to great measures to express their beliefs and imbibe their voices heard.These people disagreed with the taxes b eing instilled on the colonies without proper representation, and believed that fantan and the King were unfit to rule the colonies as such a great distance separated each country and their governments. Both sides had their arguments as to why scrap for independence or remaining loyal to Britain was the right choice, and using these arguments, attracted many people to join each of their sides.Plain verity was an article written by jam Chalmers in 1776 which was essentially an angry response to Thomas Paines Common Sense that was published shortly before. In s levelty pages, Chalmers wrote anything he could think of to countercurrent down Common Sense. His main fault was in his writing, as it was directed at the more educated men and women, who at the time were mostly loyalists already, contradictory Common Sense which was written very simply in order to be read and understood by even the uneducated.His main opposition to Paine were his views on democracy. Paine had a strong des ire for democracy, unlike many of the other Patriots that Chalmers disagreed with wholeheartedly. He refers to the short-lived democracies of Greece and Rome, comparing them to what he believes go away be the outcome of a future(a) American democracy, resulting in war and ruins. He briefly reminds the colonists of their debt to England due to their support in the French and Indian War, but as this is clear to most colonists, a strong argument is unnecessary.Chalmers biggest loyalist argument is that the colonists just simply could not win a war against Britain alone, which was very true. He saw it illogical for Spain or France to assist the colonists in their fight for independence in fear of directing ideas of revolution to their own royal colonies. Although many of the ideas expressed in Plain Truth argon true, his lack of simple writing and invalid arguments could not have attracted nearly as many supporters as Thomas Paines Common Sense.(New, Christopher)Of the subjective Rig hts of Colonists describes the views of African Americans on the American Revolution and the patriots desire for independence. In this piece of writing, the African Americans compare the relationship between Great Britain and the colonies to the relationship between a slave and his or her master. They emphasize that every person, no matter who they are, what they look like, or where they came from, is born with liberty and their own God-given rights.Just as a slave has those rights ripped apart from them by their master, they believe that the colonists are being stripped of their rights by England as well. Obviously being against slavery or anything similar, the African Americans who contributed to this piece of writing are supporters of the fight for independence and patriots. Comparing the colonies to slavery really emphasizes that they believe they are being treated unfairly and deserve the rights they were born with.This piece of writing would have attracted many patriot suppor ters, as its arguments were truthful and relevant. (Of the Natural Rights of the Colonists) Patrick Henry, in his piece Liberty or Death, describes all of the things the colonies have done to try and peacefully repair their relationship with Great Britain, and how each one was ignored. He explains how war is not something they want, but after nothing else has worked, it seems to be the only possible solution.After countless protests, petitions and even appeal before the King, all had been ignored. Henry enthusiastically describes the need for war, as they will no sooner give up their liberty willingly than they will die. It is clear that Patrick Henry is a strong supporter of the fight for independence from Greta Britain and a strong patriot leader as well. This piece, describing Englands refusal to compromise with the colonists pleading requests surely brought upon many patriot supporters who agreed that war was the only option left.(Henry, Patrick)Each of these views, both loyali sts and patriots has a different argument as to why the colonies should either attempt to repair their relationship with England, or fight for independence. The patriots felt that England, by controlling them, was taking away the rights that they were born with, just as masters strip slaves of their rights. They also believed that they had no other option at this point, as England was not being the least bit cooperative and had ignored all protests and pleading prior.Loyalists believed that the fight for independence would essentially end in unnecessary deaths on both parts, as they believed it was impossible for the colonists to win against the English. They were skeptical of the government that American independence would produce, as past(a) democracies in history had all ended in ruins. Each side has many arguments that divided the colonists based on their beliefs. It is clear that each side has attracted many supporters, but in the end, the Patriots turned out superior.

Media Criticism

Getting the right scope of a television platform en up to(p)s it to penetrate the viewing habits of the audiences. Since the complete line up of ideas and chopine formats are intended to satisfy the viewers, it would be appropriate to input program and story persuasions fit to the currently accepted social situation. In line with this, viewing a previously run TV furnish may provide a broad sense of nostalgia especi wholey for the people who have experienced watching it in the bypast.The old school TV program chosen for this article is Charlies Angels. Apparently, this program was considered to be whiz of the pioneers in providing the viewers satisfying and exciting storylines back in the 1970s. If the program format is to be identified with the aspect of postmodernism, then it stick out easily fit in that category, simply because of the fact that the ideology and the events of virtually episodes reflect the criterion of a post modernist era. Some of the best moods to gra nt the philosophy of post modernism in the show is by identifying how the characters and the plot of each episode interacted with one another.One very clear aspect of a modernly patterned theme of Charlies Angels may be recognized on the type of empowerment given to women. Since in the past, women are looked below the standards of the society, the show was able to inhibit the previous notion of not letting women enter any types of physical activities especially those of which that induce masculinity factor. It can be seen in most episodes that the three lady characters were always set to complete missions that were clearly identified for men.Another very good example of modernism aspect in the show is the introduction of different things and objects for the purpose of assisting the missions of the protagonists. The then modern technology played an weighty role in providing the audiences whatsoever fresh ideas on how science has ultimately changed the tasks of ordinary people. Dif ferent devices, gadgets and instruments were all part of the Charlies Angles missions.Apart from the post modernism structure of the show, Charlies Angels also induces a very huge aspect of nostalgia. Even for younger people during those times, the concept of having a TV show regularly viewed have already introduced some great memories for them to be always cherished. The way the important actresses dressed, the simple yet unique materials they used and even the musical score or theme song of the program all play an important part in bringing good memories of the show in the present time.Nostalgia is referred to as an emotional or mental condition in which a soul feels a longing of the pasts observed matters. For Charlies Angels, this type of emotional attachment can be felt especially for those people who were so dearly attached to the program. Patiently waiting for the next episode to be broadcasted was a part of their lives, giving a sense of affection even to the main characte rs of the program.In todays generation of Television programs on the other hand, post-modernism can still be observed. For example, the TV series The Amazing Race provides some very good factors in which the modern era of showcasing different concepts in broadcasting may be observed. Looking at the complete structure of the program, one may easily identify how it already embodies the current social structure of the human population. Since it is a reality program, it has already stabilized its show up on what post-modernism rightfully is-the general and non-alignment to a hierarchical format of presentation (Wikipedia, 2007).Obviously, The Amazing Race do not follow a particular script and depend all of the programs events according to the way the contestants and their surroundings interact with each other. Everything is to be observed in relative to the person (contestants) who form the program structure. The modern day individual tend to be much adaptive to his surroundings as depicted in the TV program. Although there is the affection of teamwork, each of the people involved has his own decision making power and may sometimes even contradict the decision of other members.One more attribute about the post-modernism aspect of the show is readily evident on the freedom of the producer and the director to choose the type of sequence they want to select for the purpose of immersing the audience in the program. Since the budgetary aspects are independent of the terms of large Hollywood outfits, modern process of instilling ones creativity to the program will directly affect its viewers.Overall, The Amazing Race is a complete replica of Charlies Angles in terms of a liberated approach in entertainment. Both programs diverted away from the normal custom of producing shows based on the conservative structure of past generations of society.The acceptance of post modernism ideas is somehow controversial on the part of the social analysts perception. Since the ph ilosophy reflect the outcome of events after the Second World War, it cant be justified whether such philosophy is an independent one or basically a form of thinking based on the overall flow of past history. One thing is certain post modernisms definition of philosophy is evident even in todays media.ReferencesWikipedia. 2007. Postmodernism. Wikipedia-The Free Encyclopedia. Retrieved declination 10, 2007 from http//en.wikipedia.org/wiki/Postmodernism.