McCarthyism :: Joseph McCarthy Communism

The Alien Registration Act passed by Congress on 29th June, 1940, made it illegal for anyone in the United States to advocate, abet, or teach the desirability of overthrowing the government. The law also required all alien residents in the United States over 14 years of age to file a comprehensive statement of their personal and occupational status and a record of their political beliefs. Within four months a total of 4,741,971 aliens had been registered. The main objective of the Alien Registration Act was to undermine the American Communist Party and other left-wing political groups in the United States. It was decided that the House of Un-American Activities Committee (HUAC), that had been set up by Congress under Martin Dies in 1938 to investigate people suspected of unpatriotic behavior, would be the best vehicle to discover if people were trying to overthrow the government. In 1947 the House of Un-American Activities Committee (HUAC), chaired by J. Parnell Thomas, began an investigation into the Hollywood Motion Picture Industry. The HUAC interviewed 41 people who were working in Hollywood. These people attended voluntarily and became known as "friendly witnesses". During their interviews they named nineteen people who they accused of holding left-wing views. One of those named, Bertolt Brecht, a playwright, gave evidence and then left for East Germany. Ten others: Herbert Biberman, Lester Cole, Albert Maltz, Adrian Scott, Samuel Ornitz,, Dalton Trumbo, Edward Dmytryk, Ring Lardner Jr., John Howard Lawson and Alvah Bessie refused to answer any questions. Known as the Hollywood Ten, they claimed that the 1st Amendment of the United States Constitution gave them the right to do this. The House of Un-American Activities Committee and the courts during appeals disagreed and they all were found guilty of contempt of congress and each was sentenced to between six and twelve months in prison. Larry Parks was the only actor in the original nineteen people named. He was also the only person on the list who the average moviegoer would have known. Parks agreed to give evidence to the HUAC and admitted that he had joined the Communist Party in 1941 but left it four years later. When asked for the names of fellow members, Parks replied: "I would prefer, if you would allow me, not to mention other people's names. Don't present me with the choice of either being in contempt of this Committee and going to jail or forcing me to really crawl through the mud to be an informer.

Patterns of World History Vol 1

â€Å"Humans and Ideas† Some of the most powerful ideas humans developed during early divination of 3000 BCE to 618 CE have been about techniques to improve living. New technological ideas from the invention of the wheel to the hand crank pump have transformed how millions of people live. The way technological ideas have accumulated over time and the effects they have had on society is one of the main themes of world history. Shortly before 3000 BCE, Mesopotamians invented a technological idea which ended in a writing system called cuneiform that increased communication, record keeping, and abstract thought.Through symbols written on wet clay tablets that represented objects and sounds, history could be recorded for the first time. Writing was a major expansion of the conceptual horizon of humankind that reached back to the first flaked stones, ornaments, figurines, and cave paintings in the Paleolithic (Von Sivers 44). Early metallurgists discovered that by adding tin to copp er they were able to make bronze which was much harder than copper and provided a sharper cutting edge which was the start of the Bronze Age (Lecture).By 2800 BCE Sumer entered into what is described as the protoliterate period where scribes would work with pictograms and official seals but there was still no official written language (Lecture). Harappan cities were unique to the 1700’s BCE due to the meticulously planned grid-like design that included a most elaborate urban sewer system for ancient times. Remarkably straight, brick paved streets ran in north/south, east/west axes forming square blocks of public buildings, temples, and markets in convenient locations.Houses had brick-lined indoor wells and primitive toilets emptying into terra-cotta cesspits whose overflow connected to the city’s drains and sewers (Von Sivers 80). Located several miles up the Sabarmati River from the Gulf of Khambat, Lothal was a large, perhaps the chief, of all trading seaports around 1700 BCE. Lothal central structure is an enormous basin, approximately 120 feet long and 70 feet wide. The location of Lothal on the Arabian Sea indicates a link between Harappan cities and trade that would have reached Mesopotamia and possibly Egypt.Lothal was also a famous regional craft center, with micro beads used for decorative craft items and jewelry as its chief product for internal trade and export (Von Sivers 80). Around 1700 BCE, the chariot and composite bow made their entry into the Middle East and eastern Mediterranean region, transforming armies who previously relied solely on foot soldiers. Black smiths mastered the art of iron making and incorporated iron into their chariot armies, in the form of swords, helmets, and protective armor (Von Sivers 53).The Shang Dynasty used the horse to drive chariots, which transformed the Chinese warfare for transportation, which linked disparate regions of China and helped the Shang to expand. It was a featured in art and poetry a nd thus offered a new symbol for artist and poets to work with. It will also link China to nomadic horse people from the north and west (Von Sivers 110). The people in Meroe mined, smelted, and forged iron which they were the first to do so in sub-Saharan Africa. The craft of iron smelting evolved gradually in Hittite Anatolia during several centuries after 1500 BCE.The possible spread of iron-working sills from the Middle East to Africa has not been satisfactorily proved. Iron workers in African villages adapted iron-making to local village circumstances. The production of iron, or greater import was the knowledge f how to forge the bloom-the combination of raw iron and slag- into an iron- carbon allow that was neither too soft nor too brittle (Von Sivers 165). Chariots and bows were introduced to the Shan army between 1300-1200 BCE. Around 1200 BCE, The Olmec crafted figurines, mask of clays, and made figurines from jade and serpentine.The Olmec heads were carved from 18 ton block s of basalt that were quarried 70 miles away from San Lorenzo. Large groups of workers shouldered beams from which the basalt blocks, weighing 18 tons on average, hung in slings. They carried these blocks to the coast and shipped them to San Lorenzo on rafts. There, sculptors fashioned the blocks into fierce-looking, helmeted heads, kneeling or sitting figures, and animal statues (Von Sivers 145). The Lydians are notable for having created in 615 BCE the first minted money in world history, coins made of silver and gold and used in trade (Von Sivers 199).The Achaemenids created an elaborate system of roads known as the royal roads around 550 BCE for communication and transportation of troops and trade. The Persian Empire in particular covered vast amounts of land, from Anatolia to Egypt and Mesopotamia, to modern day Afghanistan. The Persian Empire was both centralized and decentralized. One centralized aspect, as revealed by the roads, was the need to pay taxes and tribute to the s hahinshah, the emperor. Even more revealing is the style of the Persian roads, with distance markers at regular intervals, inns and depots indicating the sophistication of the Persian infrastructure.The centralization of the empire is further revealed by the regulation that local parts of the road had to be maintained by the local governors, appointed by the emperor; thus even to the local level the emperor had influe nce (Von Sivers 200). The Achaemenids achieved their conquests with the help of lightly armed; highly mobile mounted archers as well as heavily armored, slow-moving cataphracts-horsemen with protective armor consisting of iron scales sewn on leather shirts. Quilts and iron scales protected the horses. The archers fought with composite bows and the cataphracts, with 5-foot long, iron-tipped lances for thrusting.Infantry soldiers armed with bows, arrows, shields, and javelins provided support for the cavalry, complementing its tank-like thrust (Von Sivers 200). The Well- Field System was an attempt to untangle the more confusing aspects of land arrangement around 500 BCE. The Zhou was the first among many dynasties to attempt to impose a uniform system of land tenure in China. Each square Li(one li is about one-third of a mile), consisting of 900 mou(each mou is approximately one-sixth of an acre) was divided into a grid of nine plots.Individual families would each work one of the eight outside plots while the middle one would be farmed in common for the taxes and rents owed the landowner or local officials (Von Sivers 117). In the 5th Century BCE, sculptors began to explore physical movement, emotion, and individual character by Greek Painting and Sculpture. Greek vase paintings and sculptures achieved a remarkable wide range, from figures exerting themselves in their chosen sports to serene models of human beauty.Greek sculptors and painters abandoned symbolism and instead, embraced realism as their style of representation in which we call today p hotographic representation (Von Sivers 229). Craftspeople from the Chavin de’ Hauntar around 500 BCE made beads, pendants, stone tools and leather goods, but pioneered new techniques combining the wool from llamas with cotton to create a new blended cloth. They decorated it using new methods of dyeing and painting. Goldsmiths demised new methods of soldering and alloying gold and silver to make large ornamental objects.Small objects, such as golden headbands, ear spools, beads, and pins, signified prestige and wealth. Gold artifacts found in the graves of the wealthy attest to the value residents of Chavin placed on gold (Von Sivers 144). What technical and cultural development allowed the people of the Lapita culture to spread throughout the Pacific Islands? 500 BCE-200 BCE- The Polynesian Islands were settled in part due to sail and paddle-driven canoes, which were further improved by the addition of outriggers or double hulls.These boats improvements allowed the Polynesian s to sail further and reach some of the more distant islands. Cultural developments included the ability to retain elaborate, detailed mental maps of islands, ability to read wind patterns and currents, and retention of celestial information that allowed for navigation (Von Sivers ). The Silk Road was an overland trade routes that connected eastern and western Eurasia, beginning at the end of the fourth century BCE (Von Sivers 286).Mayans developed writing that was a complex combination of glyphic and syllabic script as early as 400-300 BCE. Mayan writing is a glyphic as well as a syllabic script, numbering some 800 signs. It is structurally similar to Sumerian cuneiform and Egyptian hieroglyphic. The glyphic part consists of pictograms, one-word images of the most essential features of what is to be depicted. Glyphs as syllables consist of one, two, or three of syllabic glyphs, or syllabaries, are pronounced as a series of syllables.Given the mixture of pictograms and syllabaries, which is potentially immense, the complexity of Mayan writing appeared for a long time to be an insuperable obstacle to any effort at deciphering (Von Sivers 182). Around 300 BCE, The Upanishadic writers, or which one hundred are known, thought that the Vedic religion had become too distracted due to the thousands of gods. The Upanishads instead sought a monist, rather that polytheistic approach, and sought for a first principle, a universal truth that did not require the worship of many different gods.The Upanishadic writers were hermits who wanted to reach unity with the universal self, which would remove them from the cycle of rebirth and redeath that characterized earthly life. Salvation in this system was moksha, escape from reincarnation. This salvation was achieved through meditation and brief aphorisms becoming a vital part of a new evolving tradition (Von Sivers 248). Around 221 BCE, the Qin Shi Huangdi, the first emperor of the Qin, accomplished a significant part of empir e and state building.These are several accomplishments of Shi Huangdi to include: building the Great Wall of China that was massive project stretching over 1400 miles to safeguard against attacks by nomadic people in the north; standardized weights, measures, and coinage; building roads, canals, irrigation, water conservancy projects; his tomb with life-sized warriors; use of conscripted labor; and the implementation of Legalism as the primary philosophy of the realm. Each of these was designed primarily to increase the centralized power of the Qin leader and his state.Babylonians were great mathematicians, who worked fractions, whole numbers and square roots as well as some of the elementary theorems of geometry (Lecture). Starting from the foundations of the Sumerians, the Babylonians made advances in arithmetic, geometry, and algebra. Buddhism, the most profound intellectual influences from India on the surrounding regions was in science and mathematics. During the period from th e second century BCE until the second century CE India was an importer of scientific and mathematical concepts from the Greco-Roman and Persian spheres.Greek geometry, made its way into northern India during this time. Concepts of Indian health regimens-some involving yoga discipline-along with the vast body of Indian medicine, with its extensive knowledge of herbal remedies, also seem to have moved west. In the area of mathematics and astronomy an important synthesis of ideas took place in the developing the first Indian calendars, which were based on the lunar months, through a year consisted of six seasons and an intercalary period was inserted every 30 months to make up the difference with the solar year.The Indians then adopted the calendar of the eastern Mediterranean and southwest Asia, which had a 7 –day week, a 24-hour day, and a 365-day solar year-along with the 12 zodiacal signs of the Greco-Roman world (Von Sivers 264). The earthenware produced during the Tang dyn asty 618 CE is among the most coveted in the world today. Perhaps even more impressive, by this time, too, artisans were producing a kind of â€Å"proto-porcelain† that, with increasing refinement, would be know in the succeeding centuries to the outside world as â€Å"china† (Von Sivers 284).Throughout history, humans have adapted their ideas to their environment and learned to overcome obstacles, thus paving the way for new elements of technology. Humans expressed themselves and communicated with one another in sophisticated ways through paintings, sculptures, and the decorative arts as well as writing, construction, and metals. Of more recent, humans invented writing systems that gave birth to many forms of literature. Humans have wrestled with ideas and beliefs regarding technology.

Create a Database Using Delphis File Of Typed Files

Simply put a file is a binary sequence of some type. In Delphi, there are three classes of file: typed, text, and untyped. Typed files are files that contain data of a particular type, such as Double, Integer or previously defined custom Record type. Text files contain readable ASCII characters. Untyped files are used when we want to impose the least possible structure on a file. Typed Files While text files consist of lines terminated with a CR/LF (#13#10) combination, typed files consist of data taken from a particular type of data structure. For example, the following declaration creates a record type called TMember and an array of TMember record variables. type   Ã‚  TMember record   Ã‚  Ã‚  Ã‚  Name : string[50];  Ã‚  Ã‚  Ã‚  eMail : string[30];  Ã‚  Ã‚  Ã‚  Posts : LongInt;  Ã‚  end;  var Members : array[1..50] of TMember; Before we can write the information to the disk, we have to declare a variable of a file type. The following line of code declares an F file variable. var F : file of TMember; Note: To create a typed file in Delphi, we use the following syntax: var SomeTypedFile : file of SomeType The base type (SomeType) for a file can be a scalar type (like Double), an array type or record type. It should not be a long string, dynamic array, class, object or a pointer. To start working with files from Delphi, we have to link a file on a disk to a file variable in our program. To create this link, we must use AssignFile procedure to associate a file on a disk with a file variable. AssignFile(F, Members.dat) Once the association with an external file is established, the file variable F must be opened to prepare it for reading and writing. We call Reset procedure to open an existing file or Rewrite to create a new file. When a program completes processing a file, the file must be closed using the CloseFile procedure. After a file is closed, its associated external file is updated. The file variable can then be associated with another external file. In general, we should always use exception handling; many errors may arise when working with files. For example: if we call CloseFile for a file that is already closed Delphi reports an I/O error. On the other hand, if we try to close a file but have not yet called AssignFile, the results are unpredictable. Write to a File Suppose we have filled an array of Delphi members with their names, e-mails, and number of posts and we want to store this information in a file on the disk. The following piece of code will do the work: var   Ã‚  F : file of TMember;  Ã‚  i : integer;begin   AssignFile(F,members.dat) ;   Rewrite(F) ;   try   Ã‚  for j: 1 to 50 do   Ã‚  Ã‚  Write (F, Members[j]) ;   finally   Ã‚  CloseFile(F) ;   end;end; Read from a File To retrieve all the information from the members.dat file we would use the following code: var   Ã‚  Member: TMember   Ã‚  F : file of TMember;begin   AssignFile(F,members.dat) ;   Reset(F) ;   try   Ã‚  while not Eof(F) do begin   Ã‚  Ã‚  Read (F, Member) ;   Ã‚  Ã‚  {DoSomethingWithMember;}   Ã‚  end;  finally   Ã‚  CloseFile(F) ;   end;end; Note: Eof is the EndOfFile checking function. We use this function to make sure that we are not trying to read beyond the end of the file (beyond the last stored record). Seeking and Positioning Files are normally accessed sequentially. When a file is read using the standard procedure Read or written using the standard procedure Write, the current file position moves to the next numerically ordered file component (next record). Typed files can also be accessed randomly through the standard procedure Seek, which moves the current file position to a specified component. The FilePos and FileSize functions can be used to determine the current file position and the current file size. {go back to the beginning - the first record} Seek(F, 0) ; {go to the 5-th record} Seek(F, 5) ; {Jump to the end - after the last record} Seek(F, FileSize(F)) ; Change and Update Youve just learned how to write and read the entire array of members, but what if all you want to do is to seek to the 10th member and change the e-mail? The next procedure does exactly that: procedure ChangeEMail(const RecN : integer; const NewEMail : string) ;var DummyMember : TMember;begin   {assign, open, exception handling block}   Seek(F, RecN) ;   Read(F, DummyMember) ;   DummyMember.Email : NewEMail;   {read moves to the next record, we have to   go back to the original record, then write}   Seek(F, RecN) ;   Write(F, DummyMember) ;   {close file}end; Completing the Task Thats it—now you have all you need to accomplish your task. You can write members information to the disk, you can read it back, and you can even change some of the data (e-mail, for example) in the middle of the file. Whats important is that this file is not an ASCII file, this is how it looks in Notepad (only one record): .Delphi Guide g Ã’5 ·Ã‚ ¿Ãƒ ¬. 5. . B V.LÆ’ ,„ ¨.delphiaboutguide.comà .. à §.à §.à ¯..

Entreprenurship - 783 Words

Current Event Article #1 Current Event Article #1 For this assignment I decided to choose an article related to entrepreneurship. The article that I chose for this assignment is called â€Å"The Choices That Led Small Business Owners to Wealth† by Paul Sullivan. This article talks about some of the obstacles that some of the most successful entrepreneurs faced and what they did in order to get past those obstacles. This article goes over decision-making, risk taking, recruiting and more. The article starts off with an entrepreneur named William Greenblatt. It talks about how Mr. Greenblatt’s decision-making skills and confidence allowed him to take a company that he founded when he was in college to a global business with 3,900†¦show more content†¦After this spike in revenue he decided to hire a chief operating officer to take over the company. Blaine Vess thought that it would be best to let someone else with more experience take over his company and it was. Once the new chief operat ing officer took over, StudyMode’s revenue increased to $20 million a year. Overall the article I chose talks about entrepreneurs and how certain decisions they made helped them become successful. Overall, I really enjoyed this article. This article not only informed me about why certain things are important but also provided examples of real situations. In the business world you will constantly be confronted with problems and decisions to make. Therefore, knowing how to make and choose the right decisions will be crucial when stepping into the business world. However, knowing how to make the right decisions is not as simple as it seems. Making decisions requires strategy and technique. The article did a great job explaining how entrepreneurs made a final decision based on what they thought was best for their business. As mentioned earlier, the article also touches on recruiting and pay. It provided an example of an entrepreneur who decided to invest in his employees. In orde r to make his business successful an entrepreneur decided that he would first need to makeShow MoreRelatedMcq Entreprenurship5346 Words   |  22 PagesChapter 1 The Foundations of Entrepreneurship    Multiple Choice Questions:    1. A recent study by Ernst and Young found that 78% of influential Americans believe that entrepreneurship will be the defining trend of this century. The entrepreneurial opportunity that topped their list was: a. the Internet b. globalization c. downsizing of corporate America d. None of the above.    Read MoreJadelink1358 Words   |  6 PagesDAY TWO, TUESDAY 28TH. 1:30PM – 3:20PM ENTREPRENURSHIP IN CHINA PART 2 CASE: JADELINK AND THE LUXURY GOODS MARKET IN CHINA Comentario en Internet de Harvard Business Review : â€Å"The experienced entrepreneurial chief executive officer (CEO) of Jadelink International Limited strives to create a modern jewelry brand representing a new perception in jade. The CEO has achieved early success of growing sales rapidly and bringing Jadelink products to Shanghai, the trendiest city in China. But the companyRead MoreEnterprise : An Entrepreneur Who Demonstrates Passion, Commitment, Technical Skills And Dedication Essay1436 Words   |  6 Pageschallenges enterprises face in today`s world. 3. Compare the theory with one of the other entrepreneurial theory. 4. By taking examples from the interview confirming the theory of entrepreneur. 5. Conclusion of theory of entrepreneur. THEORY OF ENTREPRENURSHIP: There are many classical as well as modern theories that define the theory of entrepreneurship. Analysing these various entrepreneurial theories and understanding them to put into practice is the main aim Theories of entrepreneurship can broadlyRead MoreExploring Employment Seeking Behaviors Of Persons With Hiv / Aids1579 Words   |  7 Pages Photovoice is also an important tool to address more specific issues like problems in organizational climate as it allows a better understanding of moral and control implications within organizations. In other contexts, photovoice triggers entreprenurship behaviour, supports the development of social identity and also serves as an empowerment tool. All these insights provided me with the foundations to develop the photovoice project that is presented in the following section. Read MoreThe Southern Training Group: An Analysis3656 Words   |  15 Pagesopportunities to train laborers, develop partnerships and support the improvement of the domestic labor force. References: Alvarez, S.A., Barney, J.B.. (2007). Discovery and creation: alternative theories of entreprenurial action. Strategic Entreprenurship Journal. Vol. 1 Braunerhjelm, P. Svensson, R. (2009). The inventors role: was Schumpeter right? Springer-Verlag Fergusson, J.; Baron, S.; Alhomaili, I.; Al Jerayed, T.; Basera, P.; (2012). Southern Training Group Frenz. (2010). farming in

Death Of A Salesman By Arthur Miller - 949 Words

Death of a Salesman can be described as modern tragedy portraying the remaining days in the life of Willy Loman. This story is very complex, not only because of it’s use of past and present, but because of Willy’s lies that have continued to spiral out of control throughout his life. Arthur Miller puts a modern twist on Aristotle’s definition of ancient Greek tragedy when Willy Loman’s life story directly identifies the fatal flaw of the â€Å"American Dream†. Willy Loman’s tragic flaw can be recapped by one simple word: denial. Not only fueling his lack of ability to accept his fate as a run-of-the-mill salesman, but continuing to perpetuate denial in his entire family. During Willy’s flashbacks, the audience is able to take note of the happy times in the Loman household that lead up to such a tragic present, making it almost impossible not to see the world of fantasy and denial that Willy lives in. The first demonstration of contradiction that the audience witnesses come from a conversation between Willy and Linda when Willy says, â€Å"They don’t need me in New York. I’m the New England man. I’m vital in New England† (Miller 2109). Willy misleadingly claims that he is a crucial player in his business team in order to keep his image up with his family. Even though his sales were not great, he still continues to believe that he is needed. Willy is completely incapable of admitting, let alone accep ting, his failures. We see this behavior play out again in a conversation with hisShow MoreRelatedDeath Of A Salesman By Arthur Miller1387 Words   |  6 PagesAmerican play-write Arthur Miller, is undoubtedly Death of a Salesman. Arthur Miller wrote Death of a Salesman in 1949 at the time when America was evolving into an economic powerhouse. Arthur Miller critiques the system of capitalism and he also tells of the reality of the American Dream. Not only does he do these things, but he brings to light the idea of the dysfunctional family. Death of a Salesman is one of America’s saddest tragedies. In Arthur Miller’s, Death of a Salesman, three major eventsRead MoreDeath Of A Salesman By Arthur Miller888 Words   |  4 PagesDeath of a Salesman† is a play written by Arthur Miller in the year 1949. The play revolves around a desperate salesman, Willy Loman. Loman is delusioned and most of the things he does make him to appear as a man who is living in his own wor ld away from other people. He is disturbed by the fact that he cannot let go his former self. His wife Linda is sad and lonely; his youngest son Biff is presented as a swinger/player while his eldest son Happy appears anti-business and confused by the behaviorRead MoreDeath of Salesman by Arthur Miller972 Words   |  4 PagesIn the play Death of a Salesman by the playwright Arthur Miller, the use of names is significant to the characters themselves. Many playwrights and authors use names in their works to make a connection between the reader and the main idea of their work. Arthur Miller uses names in this play extraordinarily. Not only does Miller use the names to get readers to correlate them with the main idea of the play, but he also uses names to provide some irony to the play. Miller uses the meanings of someRead MoreDeath Of A Salesman By Arthur Miller1573 Words   |  7 Pagesrepresents a character with a tragic flaw leading to his downfall. In addition, in traditional t ragedy, the main character falls from high authority and often it is predetermined by fate, while the audience experiences catharsis (Bloom 2). Arthur Miller’s play Death of a Salesman is considered to be a tragedy because this literary work has some of the main characteristics of the tragedy genre. In this play, the main character Willy Loman possesses such traits and behaviors that lead to his downfall, and theRead MoreThe Death Of A Salesman By Arthur Miller846 Words   |  4 PagesA Dime a Dozen The Death of a Salesman is a tragedy written by playwright Arthur Miller and told in the third person limited view. The play involves four main characters, Biff, Happy, Linda, and Willy Loman, an ordinary family trying to live the American Dream. Throughout the play however, the family begins to show that through their endeavors to live the American Dream, they are only hurting their selves. The play begins by hinting at Willy’s suicidal attempts as the play begins with Linda askingRead MoreDeath Of A Salesman By Arthur Miller Essay2538 Words   |  11 PagesSurname 1 McCain Student’s Name: Instructor’s Name: Course: Date: Death of a Salesman Death of a salesman is a literature play written by American author Arthur Miller. The play was first published in the year 1949 and premiered on Broadway in the same year. Since then, it has had several performances. It has also received a lot of accordances and won numerous awards for its literature merit including the coveted Pulitzer for drama. The play is regarded by many critics as the perfectRead MoreDeath Of A Salesman By Arthur Miller1628 Words   |  7 PagesArthur Miller wrote the Pulitzer Prize winning play Death of a Salesman in 1949. The play inflated the myth of the American Dream of prosperity and recognition, that hard work and integrity brings, but the play compels the world to see the ugly truth that capitalism and the materialistic world distort honesty and moral ethics. The play is a guide toward contemporary themes foreseen of the twentieth century, which are veiled with greed, power, and betrayal. Miller’s influence with the play spreadRead MoreDeath Of Salesman By Arthur Miller1475 Words   |  6 Pagesto death to achieve their so- called American dream. They live alone and there is no love of parents and siblings. They may have not noticed the America dream costs them so much, which will cause a bigger regret later. In the play Death of Salesman, Arthur Miller brings a great story of a man who is at very older age and still works hard to achieve his desire, which is the American dream. Later, he notices that his youth is gone and there is less energy in his body. Willy Loman is a salesman, whoRead MoreDeath Of A Salesman By Arthur Miller2081 Words   |  9 Pages#1 â€Å"Death of a Salesman† by Arthur Miller is a tragedy, this play has only two acts and does not include scenes in the acts. Instead of cutting from scene to scene, there is a description of how the lighting focuses on a different place or time-period, which from there, they continue on in a different setting. The play doesn’t go in chronological order. A lot of the play is present in Willy’s flashbacks or memories of events. This provides an explanation of why the characters are acting a certainRead MoreDeath Of A Salesman By Arthur Miller1517 Words   |  7 PagesArthur Miller’s play titled â€Å"Death of a Salesman† offers a plethora of morals pertaining to the human condition. One moral, shown in Aesop’s fable â€Å"The Peacock and Juno†, pertains to that one should be content with that of which they are given, for one cannot be the best at everything. In Death of a Salesman there is, without a doubt, a paucity of content and ha ppiness within the Loman family. But what does it mean to truly be content? Aesop’s fable â€Å"The Peacock and Juno†, as the name suggests,

Tefl Teaching English to Young Learners Free Essays

string(309) " and depending on the level of English\)â€Å"Mary, What’s your favorite farm animal\? † Patrick says â€Å"My favorite farm animal is the cow moo, moo! Emma, What’s your favorite farm animal\? † Emma replies; â€Å"Me, I like dogs â€Å"woof, woof† This activity gets all the young learners actively involved\." Teaching English to Young Learners with GO TEFL Result: 81% Assignment Answer the following questions based on your course readings for this module. (100 marks) Part 1: This section covers multiple choice type questions. Choose the correct answer from the possible answers provided. We will write a custom essay sample on Tefl Teaching English to Young Learners or any similar topic only for you Order Now 1. What is one of the main differences between children and adult EFL students? (1) 1. Children are more likely to be forced to attend the classes. 2. Games are effective for children but not effective for adults. 3. It is more important to create the need to learn in adults than in children. . Which of the following is true? (1) 1. Teaching children should be based on improvisation. 2. Children should be taught only through games. 3. It is essential to plan your lessons thoroughly when teaching children. 3. What is important to do in the first class where you teach the letter ‘o’? (1) 1. to associate it with one sound and a word, for example ‘orange’, through the use of flash cards 2. to associate it with at least two sounds and at least two words, such as ‘orange’ and ‘open’, through the use of flash cards 3. o teach the name of the letter ‘O’ in the alphabet and get the students to repeat a word with ‘o’ after you, for example ‘orange’ 4. Which of the following is a phonic: (1) 1. the sound  as in ‘jet’; 2. the letter ‘j’; 3. ‘jay’ Choose one answer. 1. a. both 1 and 3 2. only 1 3. only 2 5. You are introducing the letter ‘i’. Y ou have just drilled the word ‘lip’. When will you drill the word ‘bike’? (1) 1. immediately 2. later in the same class 3. in a later class 6. You have just finished teaching single-letter vowel sounds to your students. Which of these sounds is a suitable choice to focus on in your next lesson? 1) 1. ‘ea’ as in ‘eagle’ 2. ‘th’ as in ‘thing’ 3. ‘s’ as in ‘sand’ 7. What is the double-letter sound in the word ‘headline’? (1) 1. he 2. ea 3. in 8. When is the best time to introduce the plural form of nouns? (1) 1. together with the singular form 2. in students’ second year of studying English 3. together with numerals 9. What is the best way of teaching children to pronounce the word ‘road’? (1) 1. first drill ‘r-r-r’, then ‘o-o-o’, then ‘a-a-a’, then ‘oa-oa-oa’, then ‘d-d-d’, finally drill the sounds together ‘road-road-road’ 2. irst drill ‘r-r-r’, then ‘oa-oa-oa’, then ‘d-d-d’, then drill the sounds together ‘road-road-road’   3. first drill the letters ‘ar-ar-ar’, then ‘ou-ou-ou’, then ‘ei-ei-ei’, then ‘dee-dee-dee’, then drill the word ‘road-road-road’. 10. Francis has asked her colleagues some advice on how to teach writing to her young students. Here is the advice three of them gave: (1) Fenton: â€Å"Get them to imagine that the whiteboard is a page from their exercise-books and demonstrate to them on the board where to begin writing letters/words and how to write them. Deon: â€Å"Teach them two ways of writing each letter but not at the same time – first teach all the letters in upper case, then all the letters in lower case. † Kate: â€Å"Show them how some letters fit between two lines while others reach the higher line or the lower line. † Whose advice is incorrect? 1. Fenton’s 2. Deon’s 3. Kate’s 11. You are a little frustrated because your students speak too much native language in class. They know that you understand their language, so you realise they do not feel motivated enough to speak English. How can you encourage them to speak only English in class? 1) 1. introduce a punishment for using the native language 2. do drilling for most of the lesson; as they repeat after you, they won’t get an opportunity to use their native language 3. introduce a puppet to them, tell the students that the puppet can only speak and understand English and use the puppet throughout the lesson   12. It will probably be impossible for you to keep young learners enthusiastic about learning English if you: (1) 1. don’t give them any praise. 2. don’t let them use their native language. 3. don’t use any gap-fill activities. 3. If you have a student who repeatedly misbehaves and disrupts lessons, which of the following courses of action could be reasonable and effective? (1) 1. discourage the other students from associating with him/her both during and after classes 2. talk loudly and angrily to the child 3. meet with the child’s parents 14. Annette has selected t hese three structures to teach 5 year-old children in their first year of learning English: (1) 1. ‘Which do you like better, †¦ or †¦? ‘ 2. The past simple of regular and irregular verbs 3. ‘Have you ever been to†¦Ã¢â‚¬â„¢ Are all those structures suitable for learners of that level? 1. Yes, they are. 2. Structures 1 and 3 are suitable but structure 2 is not. 3. None of the structures are suitable as they are above the students’ level. 15. What is the recommended duration of each activity in a lesson with young learners? (1) 1. 2 minutes 2. 5 minutes 3. 10 minutes Part 2: In this section, questions are generally more open-ended and require a lot of thought. In your responses, particularly those requiring extended writing, please feel free to write more than is required. 1. Think of a game or activity which could help young learners develop their speaking skills (do not use those already mentioned in the module) and describe, step by step, how you would play it with your class. Note: in this game/activity the learners should talk to each other using sentences rather than single words. (Write about 100 words. ) (15) Circular group talking with a ball The young learners get into a circle of four in order to pass the ball to each other. Everyone gets a turn to communicate their name, age, favorite animal†¦ a) Sarah says Hello, What’s your name? b) Patrick says; â€Å"Hello, My name is Patrick! passes the ball to Emma, â€Å"What’s your name? † Emma replies; â€Å"My name is Emma! † c) â€Å"Sarah, How old are you? † Sarah replies; â€Å"I am six years old! † d) (If there is time and depending on the level of English)â€Å"Mary, What’s your favorite farm animal? † Patrick says â€Å"My favorite farm animal is the cow moo, moo! Emma, What’s your favorite farm animal? † Emma replies; â€Å"Me, I like dogs â€Å"woof, woof† This activity gets all the young learners actively involved. You read "Tefl Teaching English to Young Learners" in category "Papers" They practically sing the sentences to each other (drilling). 2. Describe, step by step, how you would teach the following structures. Include any visual aids you would use, what drilling (repetition) you would do and what your instructions would be. You don’t have to write a full lesson plan or activities. Write about 100 words for each structure. 1. Structure 1: Where is it? It’s on/in/under†¦ (15) By using Realia For example: playing hide and seek with a ball while simultaneously using the appropriate phrases and demonstrating their meaning. a) (Teacher hides the ball under the table) â€Å"Where is the ball? It‘s on the chair, in the bag or under the table†¦Ã¢â‚¬  Students reply; â€Å"The ball is under the table, Teacher† ) The young learners repeat the phrases and then take turns hiding the ball. c) Patrick (hides the ball); â€Å"Where is the ball? † Sarah replies, â€Å"It’s in the bag†. d) Sarah (hinds the ball) and asks â€Å"Mary, Where is the ball? † Mary replies, â€Å"it’s on Patrick’s chair†. By playing hide and se ek (repetitiion/drilling) this enables the children to have fun while learning. 2. Structure 2: How many†¦ are there? There are†¦ (15) a) Again with Realia, I start by demonstrating with sweets (amusing item for sweet tooths) â€Å"How many sweets are there in my hand? Students reply â€Å"There are three sweets in your hand teacher†. Repeating these actions until they become familiar with the phrases. b) And then, I send a bag of sweets around the class so each young learner gets a turn (to correct themselves). c) Every student offers some sweets from the bag to his/her classmate. Each student takes a handful of sweets and counts them. Then asks his/her classmate: â€Å"How many sweets are there in my hand, Sarah? † â€Å"There are two sweets in your hand Patrick. .† d) And so on around the classroom until all the students are comfortable (drilled) with these expressions. 3. Structure 3: Can you†¦? Yes, I can/No I can’t. 15) a) First of all, I give the class an example-context: Realia with a cell phone as children enjoy imitating adults on the phone. â€Å"Hello Mary, It’s Sarah, Can you come to the Cinema on Saturday? † â€Å"Yes I can come to the cinema on Saturday Sarah† Or â€Å"No I can’t Sarah† . b) I ask the students to repeat these phrases a cou ple of times-drilling. c) And then, I ask them to get into small groups of 3/4 d) And ask them to use other examples of what they like to do on Saturdays: play tennis, football etc. â€Å"Can you come to football on Saturday? † â€Å"Yes, I can come to play football on Saturday† No, I can’t. † e) Then back within the whole group, I check the comprehension with more questions around the class to make sure everyone can say and understand (drilled) these phrases. Teacher says; â€Å"Brendan can you ask Sarah can she come to class tomorrow? † â€Å"Sarah replies, yes I can come to class tomorrow, Brendan! † 3. Read the section (2. Planning an interesting lesson) at the end of the module and imagine you are giving the next lesson to the same class. Your aim is to teach the following set of new double letter sounds: (25) ai as   in sail ay as in tray ir as in girl a as in boat Write a lesson plan according to the same model. The time and level are the same and your aims will be to teach a new set of double letter sounds. Please use as much as you can from the different parts of this module and include a varied range of activities. Total  [100 marks] Using Presentation Practic e Production (PPP) as my teaching model. IntroductionStagePresentationSetting the context| First of all, I briefly revise and verify that the students have understood the previously learnt single letter sounds to get them into the context for today’s lesson. In order to set the context (double letter sounds), I show the students a set of flashcards –the students are given the time to name the noun (teamwork) and learn new vocabulary. ai – sail ay – tray ir – girl oa – boat Demonstrating these nouns with flashcards allows me to keep my Teacher Talk Time (TTT) low and can prompt the students when they do not know the pronounciation of the double letter sounds. This way I can identify the level of the different students. | Eliciting the target| I send the flashcards around the class so each member gets a chance to attempt to say the words. Sail†, â€Å"tray†, â€Å"girl†, â€Å"boat†The students become more confident when they repeat the nouns individually. This will help them realize that they are capable of pronouncing double letter sounds and encourage them to learn new vocabulary. And then as a whole class we repeat together once again. I encourage the students to feel free t o communicate within the group and participate in each others learning. | Concept checking| Once the double letter sounds have been drilled, I ask Concept Checking Questions (CCQs) to make sure that the students have understood the targeted word meaning. I continue to incorporate drilling during this stage. Examples:Is Sarah a boy or a â€Å"girl†? What does a sailorman do? â€Å"Sails a boat† In a restaurant we serve with a â€Å" tray†| Drilling and furtherconcept checking| Using different interactions and teamwork with the aid of the flashcards Examples: All the boys please : â€Å"Sail† All the girls please: â€Å" boat†All the boys, what is the girl holding? â€Å"the girl is holding a tray†All the girls please, What does a Sailorman do? â€Å"Sails a boat†Ã¢â‚¬Å" All the students beside the window please? boat â€Å"etcThis enables me to check the level of the pronunciation that the students use so that they can use them in the following activities. | Board work| The students are invited up to the board in groups of four to form the words. The double letters are in red: ai, ay, ir, oa and they must find the other letters (previously learnt) from the alphabet to build the spellin g of the words sail, girl, tray and boat. We all correct the board work together as a class and then, I add the phonetic script next to the noun on the board. PracticePractice Activity (1)| Now that the class feels comfortable with these double letter sounds, the students can work in small groups. I randomly ask members of the class that need more practice to fill in the gaps. Pictures from a book shown to the class, randomly the teacher asks questions like â€Å"What is the girl holding student replies (with help from another classmate if needed): â€Å"the girl is holding a tray†Ã¢â‚¬Å"Can you describe the image you see here? †Reply: â€Å"The boat is sailing in the sea†I make sure to praise the students that make efforts to communicate. I then give each person a page from the book and individually ask them to describe the image with the nouns they have just learnt. | Practice Activity (2)| First, I explain that they are going to get into groups of three and think of a song with the nouns. I double check that the students understand the activity. I give them three minutes to complete the task. Using Realia: each group are given an objet: boat, Barbie doll girl, boat with a sail, a kitchen tray and they must try and think of a song with the item (noun) they have chosen:boat, girl, sail, tray I stay available to help each group if they need more motivation or ideas. When time is up, I ask one person out of each group if they want to be a team leader and present briefly their ideas of their song with the noun. The feedback involves the students reading out the answers. And then I use self and peer correction to drill the words that the students had problems with during the task. | Language Review| In order to continue drilling the double letter sounds and revise the songs they just imagined. The children then listen and sing along to the following songs on a CD player. This allows them to revise their pronunciation and the meaning of the nouns that they have just learnt. â€Å"The big ship sails on the ally ally oh†Ã¢â‚¬Å"I’m a Barbie Girl†Ã¢â‚¬Å"Little Gingerbread Men (lying on a tray)†Ã¢â‚¬Å"Row, Row, Row Your Boat†(If time and the young learners are still quite energetic they can line up sitting behind one and other on the floor and demonstrate â€Å"the row, row, row your boat† while singing the song)- drillingAn enjoyable ending to the class! | How to cite Tefl Teaching English to Young Learners, Papers

Japan Essay Thesis Example For Students

Japan Essay Thesis For over 1,000 years, the Japanese warrior class Samurai, has been considered the finest of Japan. Understanding the values and beliefs of the Bushido warriors, living in a feudal society can be difficult. Their absolute belief in duty and honor seem mystical and even impossible to modern society. Maybe it is the mystery of the Samurai that makes it so fascinating. The Samurai were very important to Japanese citizens and culture.The history of the Samurai is important to understand the history of Japan. For centuries the Samurai dominated Japan. Samurai were commonly reffered to as retainers (monofu) or men of war (bushi). They are now referred to as the Chinese-derived name Samurai, which means to serve (Ratti Westbrook, p.83) The Samurai were in control of economic, religious, social and artistic aspects of Japan. It was the Samurai government fo Tokugawa family thet effectively isolated Japan from foreign influence for two and a half centuries (Cook 6). The feudal system that create the samurai class collapse in the nineteenth century and the need for armoured knights dissapear. Alot of the following changes and modernation came from the young samurai class of people. Japan has become modern at a very astonish rate. The warrior class became civil service or bussiness men. The values that was special to the samurai were still respect by the Japanese. The Bushido, the warrior code, became an expression of national morality (Cook 9). Bibliography: