Political Science Essay

Chapter 1 1. Authority: the recognized right of officials to exercise power 2. Constitutionalism: the idea that there are lawful restrictions on government’s power 3. Corporate power: operates in part through the influence that firms have with policy makers 4. Democracy: a form of government in which the people govern, either directly or through an elected representative. 5. Elitism: the power well exercised by well positioned and high influential individuals 6. Free market system: operates mainly on private transactions. Firms are largely free to make their own production, distribution and pricing decisions 7. Judicial action: the use of courts as means of asserting rights and interests. 8. Majoritarianism: the situation in which the majority effectively determines what the government does 9. Pluralism: holds that, most issues, the preference of the special interest largely determines what government does 10. Political Science: the systematic study of government and politics 11. Political thinking: careful gathering and sifting of information in the process of forming a knowledgeable view about a political issue 12. Politics: the means by which society settles in conflicts and allocates the resulting the benefits and costs 13. Power: refers to the ability of persons, groups or institutions to influence political developments 14. Public policies: decisions of government to pursue particular courses of action Chapter 2 1. Anti-Federalists: raised arguments that national government would ne too powerful and would threaten self government in the separate states and the liberty of people 2. Bill of Rights: includes those as freedom of speech, religion, due process protections. 3. Checks and Balances: no institution can act decisively without the support or acquiescence of the other institution. 4. Constitution: a fundamental law that defines how government will legitimately operate; the method for choosing its leaders, the institutions through which these leaders will work, the procedures they must follow in making policy and the powers they can lawfully exercise; highest law of the land 5. Constitutional democratic republic: the type of government created in the United States in 1787. a. Constitutional: in its requirement to gain power through elections be exercised in accordance with law and with due respect for individual rights b. Democratic: in its provisions for majority influence through elections c. Republic: in its mix of deliberative institutions, each of which moderates the power of others 6. Delegates: officeholders who are obligated to carry out the expressed opinions of the people they represent 7. Limited government: one that is subject to strict legal limits on the uses of power, so that it would not threaten the people’s liberty 8. Self Government: one in which the people would be the ultimate source of governing authority and would have a voice in their governing 9. Inalienable rights or Natural rights: life, liberty and property, which are threaten by individuals 10. The Virginia Plan:/Large State Plan: included separate judicial and executive branches as well as two chamber congress that would have supreme authority in all areas 11. The New Jersey Plan / Small State Plan: call for a stronger national government than that provided by the articles of confederation 12. The Great Compromise: the agreement of the constitutional convention to create a two chamber congress with the House appointed by population and the Senate apportioned equally by the state 13. 3/5 Compromise: each slave was to count as less than a person. 14. Federalists: Constitution supporters 15. Liberty: the principle that individuals should be free to act, and think as they choose, provided they do not infringe on the well being of others 16. Grants of Power: framers chose to limit the national government in part by confirming its scope of authority to those powers expressively granted in the Constitution. 17. Denials of Power: a means to limit government to prohibit certain practices that European rulers had routinely used to oppressed political opponents 18. Separation of Powers: division of the powers of government among separate institutions or branches 19. Separated institution sharing power: 20. Checks and Balances: No institution can act decisively without the support or acquiescence of the other institutions 21. Judicial Review: the power of the judiciary to decide whether a government official or institution that has acted within its limits of the Constitution 22. Tyranny Sovergnty: a government cannot be sovereign if it can be overruled by another government 23. Federalism: a governmental system in which authority is divided between two sovereign levels of government, national and regional. 24. Unitary system: sovereignty is vested solely in the national government. 25. Confederacy: the type of government that existed under the Articles of confederation 26.

Impact of Caste System in India Essay

1. Introduction 1.1 Brief introduction of the background: Feminist translation rose in the process of â€Å"cultural turn† proposed by Bassnett Susan and Lefevere at the end of the 1970s and in the early 1980s, it was the product of the latest advances in translation theory and the vigorous development of the feminist movement that first launched in Canada by some outstanding Canadian translators, like Susanne de Lotbinià ¨re-Harwood, Barbara Godard and Kathy Mezei.(Susan 1990) A strong movement of French-language feminist experimental writing in Quebec stimulated their desire to promote and to theorize activities of literary mediation. Since then, some feminist theorists came up and made a lot of critics about the feminist translation theory, the most typical and influential ones are: Sherry Simon’s Gender in Translation: Cultural Identity and the Politics of Transmission; Luise Von Flotow’s Translation and Gender : Translating in the Era of Feminism; and Barbara Godard’s Views on feminist translation studies. The purpose of feminist translation theory is firmly opposed to placing women in the lower social class and making translation subsidiary to literature. They are against that, as John Forio summarized:â€Å"translators are handmaiden to authors, women inferior to men.† This is the core of feminist translation theory, which seeks to ‘identify and critique the tangle of concepts which relegates both women and translation to the bottom of the social and literary ladder’. We can see that it stressed the subjectivity of translation, hold the idea that original is equivalent to the translation and the gender discrimination can be eliminated by rewriting the translation. (ç ®â‚¬Ã¤ ¸ ½Ã¤ ¸ ½2012:1-27) From this point of view, the theory is accepted by most, especially translation theorists, since it has provided a new learning perspective for them in translation theory research and translation practice. 1.2 The application of the feminist theory in literature. As one of the most important foundational texts of our Western culture. However, there are many masculine language, image and metaphor in the early Bible so that it is hard to avoid not to consider God as male. With the rising of feminism, women Christian became awakening to the situation of women’s oppression, so they reacted strongly against the overwhelmingly masculinist bias of the Bible, and the way it had for so long been used to constrain women. While the method they adopted is to reinterpretate the Bible from a feminist point of view, to translate the Bible by means of â€Å"neutral† or â€Å"gender-inclusive language† and propose several amendments of the translation of the Bible, which resolves the concept of feminist translation. However, some people think that the rewriting of the Bible may lead a misunderstanding of it, for the fact is that the social status of female in that era is extremely low. We can judge from the following: The Bible teaches that woman brought sin and death into the world, that she precipitated the fall of the race, that she was arraigned before the judgment seat of Heaven, tried, condemned and sentenced. Marriage for her was to be a condition of bondage, maternity a period of suffering and anguish, and in silence and subjection she was to play the role of a dependent on man’s bounty for all her material wants, and for all the information she might desire on the vital questions of the hour, she was commanded to ask her husband at home. Here is the Bible position of woman briefly summed up. (Stanton l972:7) Different translation versions of the Bible are allowed nowadays, on condition that the religious rules and the historical truth of the original text not be violated. Otherwise it won’t become an authorized and popular one. With the rapid development of the feminist translation theory, there sprang up numerous recomments on the reinterpretation of feminist literature in China and abroad. Some main research texts are: Pride and Prejudice; Zhang AIling’s translations; Jane Eyre; Diary of a Mad Black Woman; A Frolic in the Snow; The Color Purple;《王å ®â€°Ã¥ ¿â€ Ã¯ ¼Å¡Ã§â€ ·Ã¤ º ºÃ¥â€™Å'Ã¥ ¥ ³Ã¤ º ºÃ¯ ¼Å'Ã¥ ¥ ³Ã¤ º ºÃ¥â€™Å'城å ¸â€šÃ£â‚¬â€¹and so on. Through the recomment on the feminist literature, and the comparison of different versions from gender point of view, more and more people were awakened by the feminist consciousness, it earned widespread attention to some extent, it even changed the position of men and women in an unnoticed , fast way. For example, there are two different translated versions of Li Limei and Sun Zhili to Pride and prejudice. As far as Austen’s ideas on marriage are concerned. Li Limei’s preface for her translation of Pride and Prejudice:She criticized most of the marriage at that time†¦(she thought) the base of an ideal marriage should be mutual love and understanding†¦but she never put money and love ai the opposite position; instead, she showed that money played a key role in an ideal marriage. In Sun Zhili’s preface for his translation of Pride and Prejudice : she accepted Collin’s proposal just for the purpose to have a good home, a â€Å"safe box† whi ch ensured that she can be protected from cold and hunger. She didn’t mind the fact that she couldn’t enjoy the happiness of love after she got marriage. And to some extent, it reflects the miserable fate of women. It shows us that how the subjectivity influences the translation, in the example above, the female translator, influenced by gender consciousness, can better grasp and reproduce the details related to feminine in the original text. However, the male translator, lacking the gender consciousness, often neglects these details, and even weaken or distorts the feminist purpose in the original text. 2. Theory foundation and their strength and weakness 2.1 Sherry Simon and her Gender in Translation: Cultural Identity and the Politics of Transmission Sherry Simon and her Gender in Translation: Cultural Identity and the Politics of Transmission, which is one of her most significant monographs of translation studies and is also the first comprehensive discussion of the western translation studies from feminist perspective. The book mainly explored the influence on translation theory and practice on the part of feminism based on political and literary movement. In Simon’s words, the book is the product of feminism and translation studies from the perspective of culture. It abandoned the traditional translation theory and held that translation was not a simple mechanical language conversion ,but also the constant extension the renewal of an unlimited number of text discourses. Therefore, translation, considered as an act of writing through highlighting the subjectivity of the translator, is also a rewriting behaviour in specific social, historical and cultural context. Sherry Simon concentrated on the discussion of replacing those hackneyed language by means of the positive discourses that enable to convey the function of identity in translation practice. Sherry Simon’s feminist theory has broken the shackles of translational translation theory, promoting the play of individual initiative, advocating individual interest and needs and recognizing the individual world view.(Simon 1996:105-108) Simon focus on underlining the importance of the cultural turn in translation. Cultural studies brings translation an understanding of the complexities of gender and culture. It allows us to situate linguistic transfer within the multiple ‘post’ realities of today: poststructuralism, post colonialism and postmodernism. (Simon 1996:136) Thus Simon links gender and cultural studies to the development in the post colonialism. The exact scope of post colonialism is open to some debate; however, it is generally used to cover studies of the history of the former colonies, studies of powerful European empires , resistance to the colonialist powers and, more broadly, studies of the effect of the imbalance of power relations between colonized and colonizer. The consequent crossover between different contemporary disciplines can be seen by the fact that essays by her and Lefevere appear in collections of postcolonial writings on translation, and Simon herself makes extensive reference to the postcolonialist Spivak.(Jeremy 2010:133) 2.2 Luise Von Flotow’ Translation and Gender : Translating in the Era of Feminism Followed by Sherry Simon, Luise Von Flotow wrote her Translation and Gender : Translating in the Era of Feminism . After the publication of this book, there came into being a lot of thesis about the feminist translation theory almost at the same time. The importance of it is quite evident. However, does it rightly or properly criticize and comment on the feminist translation perspective? We know that (a) the book systematically expounded the origin, development of the feminism, as well as its relationship with translation. (b) And it perfectly combined theory and example by citing abundant cases. The most heating topic was her three feminist translation strategies: â€Å"supplementing†, â€Å"prefacing† and â€Å"footnoting† as well as â€Å"hijacking†. She explained to us those methods the translators use in their work elaborately. (c) More importantly, as a women, Luise did not hold a bigoted idea, but a justice one to feminism. All of those are strengths, but (a) the language she studied focused on Hebrew, French, and German which all of them have typical gender, number and case. It is not convincing for the Chinese, Japanese and Korean readers for their language can not be obviously distinguished. (b) her criticizes from Outside Feminism and Within Feminism leave us an impression that the feminism overemphasize their manipulative and political act by tampering and the authors’ writing style, without regard to the readers’ feeling. Presenting to us their colonialism in translation. (Flotow 2004) 2.3 Barbara Godard’s Views on feminist translation studies. Barbara Godard was born in Toronto in 1941, she was one of the most famous feminist translators who were the first to engage in feminist translation. She published six translation works including dozens of translations of poetries, proses and fiction excerpts. Godard emphasized on the profiling of women and the translator in the translation. She wrote prefaces all her translators, showing her rejection of invisible women, translators and translations. An important discovery she found was that the language differences between women and men, she found that women must put female language translated in to patriarchal language when they got involved in to the public domain, so women were â€Å"bilingual†, with at least two kind of visions of looking at reality. However, men has a single perspective because of their power positions of masters. When it came to the translation of women’s work, this narrow perspective of men were fully exposed. What she sought was not the â€Å"one to one correspondence† between the translation work and the original texts, but the recreation of the translation to the feminism in the original text. Godard was absolutely a pioneer in western feminist translation and her feminist translation practice and theory were extremely important for us to study the western feminist translation. However,(a) her works were so radical that it was almost impossible for the translators to find the so-called equivalence of the original work and the translation work. (b) Godard’s translation were indeed limited to the highly educated elite readers for she thought it was one of the strategies of feminism that required the text of elitism to make the text more readable. 3. Conclusion It is regarded as a good way to improve the women’s social status with language and translation, we are also delighted to see the improvement of the subjectivity and the translators, but it will become debateable if the translators attempt to change the style of the original work, or rewrite it to serve their political act. If the translation is not fidelity ,we won’t care whether it is beautiful or not. What we should do is not to rewrite all the works forcefully, but fully analyzing and translating the feminist works with female consciousness, so that our voice can be heard,and our female consciousness can be released from the male-centered one.(ä ¹ Ã© »â€ºÃ¤ ºâ€˜ 2002) The translation theory and translation practice now mainly focus on some typical literary translation and texts, but not spread to the people at bottom. It is suggested that the mass reading and some other aspects should also be involved. As for China, we still did not have any formal feminist movement, plus we lack of the deep research about translation. Hence we haven’t achieved a remarkable achievement concerning the feminist translation. We should avail ourselves of this opportunity to call on Chinese translators apply this feminist consciousness into their translation. Because it benefits not only the development of feminism, the gender study, but also the translation studies. The revolution of the translation may be a revolution of literature, and a revolution of human culture.

ndividual Assignment Ethics Reflection Paper Essay

Business Ethics and Social Responsibility Resources: Ethics Awareness Inventory and Ethical Choices in the Workplace assessments Use the Ethics Awareness Inventory and Ethical Choices in the Workplace assessments to revisityour personal and professional values. Write a paper of no more than 1,050-words in which you do the following: †¢ Explain the role of ethics and social responsibility in developing a strategic plan,considering stakeholder needs. †¢ Explain how your ethical perspective has evolved throughout the program. Format your paper according to APA standards. General Questions – General General Questions Take the Ethics Awareness Inventory and Ethical Choices in the Workplace assessments to assess your values. Write a paper between 600 to 700 words in which you do the following: Explain the role of ethics and social responsibility in developing a strategic plan, considering stakeholder needs. Explain how your ethical perspective has evolved throughout the program. Format your paper consistent with APA guidelines. Click the Assignment Files tab to submit your assignment. If you can’t settle on a major in your first year, then take a couple core classes for any major you are considering. You’ll learn about each field thoroughly this way. When you are ready to choose, you’ll have the credits you need for that major, plus the minors as well. This file of STR 581 Week 1 Individual Assignment Ethics Reflection Paper comprises: Business Ethics and Social Responsibility Resources: Ethics Awareness Inventory and Ethical Choices in the Workplace assessments Use the Ethics Awareness Inventory and Ethical Choices in the Workplace a†¦ Follow the link to get tutorial – https://bitly.com/1wyRSFq If you can’t settle on a major in your first year, then take a couple core classes for any major you are considering. You’ll learn about each field thoroughly this way. When you are ready to choose, you’ll have the credits you need for that major, plus the minors as well. General Questions – General General Questions Take the Ethics Awareness Inventory and Ethical Choices in the Workplace assessments to assess your values. Write a paper between 600 to 700 words in which you do the following: Explain the role of ethics and social responsibility in developing a strategic plan, considering stakeholder needs. Explain how your ethical perspective has evolved throughout the program. Format your paper consistent with APA guidelines. Click the Assignment Files tab to submit your assignment.

What's the difference between greek theatre and roman theatre Essay

What's the difference between greek theatre and roman theatre - Essay Example Greek theatrics are considered to be a refined form of artistic expression, whereas Romans adopted it from the Greeks just for the sake of entertainment. For this reason, unlike the elaborate architectural designs of Greek theatres, Roman theatres were just temporary structures that were put up for a particular show and then taken down soon after (Walton & McDonald, 2007, p. 218). However, Roman did construct massive amphitheatres but those were primarily meant for gladiatorial activities and games. Roman theatres were largely 180 degrees and the orchestra was found in the seating area. Whereas, Greeks had open-air theatres that were built in the landscape, despite their simplicity the setting and stages were more elaborated decorated than that of the Romans and were slightly lower. The structure was 270 degrees and the entire theatre was more planned, with a clear demarcation of the areas allocated for the actors, audiences and the orchestra (Walton & McDonald, 2007, p. 136). All in all, the Greeks were incredibly serious about theatrics as a form of social expression, while Romans simply pandered to the demands of the audiences and focused just on making an act as entertaining as possible. As the elders feared that Roman pragmatism would be tarnished by Greek frivolity, the art form could not go beyond its superficial status. The perceptions of Theatrical Arts varied significantly between the Romans and the Greeks, which is the greatest difference between the two and forms the basis for all other dissimilarities in the production of their plays and the general architecture of the

E-government Program of Saudi Arabia Dissertation

E-government Program of Saudi Arabia - Dissertation Example In conclusion, the implementation of the Yesser program will allow technology to be used as a way of further refining existing processes in order to eventually promote economic growth. As such, most countries nowadays have their own e-government program which they use to achieve their own ends. Table 14. Frequency and percentage breakdown: The countrys economy would improve upon the implementation of the Yesser program, in the aspect that investors would find it easier to transact with the Kingdom of Saudi Arabia (government employees). Table 21. Frequency and percentage breakdown: The implementation of the e-government program would allow a better medium for sharing knowledge and information within government agencies (government employees). On a global scale, governments have placed high importance on the adoption of a new program referred to as e-government, as it resembles a fundamental change in the structure of any nations public sector and cultivation of culture (Silcock 2001; Lofstedt, 2005). In addition, it is also beneficial in the process of conducting business through the utilization of Information and Communication Technology (ICT) tools in government agencies. Prior to the introduction of such a concept, public sectors mainly focused on internal automation through the utilization of data processing machines as a means to gain efficiency in processing e-government services. The Saudi government has adopted an e-government program for political, economic, social and technological reasons.

Principles of perioperative nursing care - Management of postoperative Essay

Principles of perioperative nursing care - Management of postoperative pain - Essay Example tient, family members and other health-care professionals to help plan, implement and evaluate treatment Perioperative registered nurses provide surgical patient care by assessing, planning, and implementing the nursing care patients receive before, during and after surgery. The activities included in perioperative nursing care includes patient assessment, creating and maintaining a sterile and safe surgical environment, pre- and post-operative patient education, monitoring the patient’s physical and emotional well-being, and integrating and coordinating patient care throughout the surgical care continuum.  (Tramer, 2006) This assignment, deals with a particular selected aspect of perioperative patient care (among the multifaceted duties), â€Å"The patient experience – Postoperative pain†. This essay ravels through the dealing with pain, its path physiology, post operative main, its management, role of nurse in post operative pain management, role of patients and in the conclusion, deals with how changes brought in educational, managerial or nursing, that could be considered/ implemented to affect the improvement of quality care. The knowledge of pain is essential successful management of it. According to the International Association of for the Study of Pain, (IASP), pain is defined as an unpleasant experience in both emotional and sensory way that is described in term of actual or potential tissue damage. They further describe that the pain is subjective and each individual experiences the meaning of the term through early experiences. The pain can be further at micro levels be understood as a experience that comprises of sensory, emotional and cognitive components , with its expression and management, biological, psychological and social factors interacting in complex ways. Though it could be understood that pain is basically a physiological phenomenon, whose biological function is to provoke special reactive patterns that aims the removal/avoidance of

Will Evolving Forms of Journalism Be an Improvement Essay

Will Evolving Forms of Journalism Be an Improvement - Essay Example The growth of the Internet has had far reaching effects on almost all industries. In journalism, the internet has expanded the opportunities for individuals to generate content and disseminate it to potentially millions of users at a low cost. Participatory journalism takes two forms; civic journalism and independent journalism. The former is most suited to improve the field of journalism. In civic journalism, media outlets give their audience an avenue to comment and report on public matters concerning them. Social media provide a gathering place for a broad range of people to participate in a discourse on everyday issues. During the Arab Spring, Social media played a large role in informing the public and gathering support for civil disobedience efforts. While traditional media remained gagged by Arab governments, social media sites of both regional and international media were alive with thousands of user-generated reports. Even when Arab governments shut down internet access, citizens worked to provide alternative internet access. Alex Jones claims that the collapse or diminishing popularity of traditional news media has the potential to impact negatively on democracy (Alexander and Hanson 169). His argument is valid to some extent as the verification of news that traditional media offers ensure that the information provided to the public is free and fair to all parties and devoid of irregularities. However, throwing a blanket condemnation on participatory journalism ignores evidence that do not support Jones’s argument. Jones mistakenly believes that quality journalism is entirely responsible for democracy. In 19th Century America, while most newspapers openly favored particular parties, voter turnout was considerably higher than modern day America where journalism could be considered to be of a higher quality than in the past. The impact of social media on audience levels are seen in two approaches. The first approach is that through

Islamic banking Essay Example | Topics and Well Written Essays - 5500 words

Islamic banking - Essay Example The authorship would remain anonymous. (4) I agree to my Project being submitted to a plagiarism detection service, where it will be stored in a database and compared against work submitted from this or any other School or from other institutions using the service. In the event of the service detecting a high degree of similarity between content within the service this will be reported back to my supervisor and second marker, who may decide to undertake further investigation which may ultimately lead to disciplinary actions, should instances of plagiarism be detected. (5) I have read the University Policy Statement on Ethics in Research and Consultancy and the Policy for Informed Consent in Research and Consultancy and I declare that ethical issues have been considered and taken into account in this research. People should be flexible enough to learn new things and this is the only key of trying new things. People, who tend to learn and try new things, bring all significant and productive change in environment. That can only save the world from repeating past mistake in future. People learn and try things in their own way and styles. VARK stands for Visual, Aural, Read/Write and Kinesthetic learning styles. The literature review highlights the nature of Islamic Banking, showing it to be more moral and justice based as against the misconception of it being religion based. This by itself augurs well for world communities that have been cheated of their investments through high risk securities that were based on speculation rather than healthy investments. The research carried out, though limited in nature, also points to the fact that due to its sharing of risk methods and high collaterals, the Islamic Banking system may be restrictive in a sense, yet it offers means of consolidations of investments as against throwing it away in speculative practices. Therefore, I really

Public Memory and Commemoration, Roadside Memorials Annotated Bibliography

Public Memory and Commemoration, Roadside Memorials - Annotated Bibliography Example This article talks about the efforts to police the installation of road memorials. The discussion is brief but it is able to present clearly the two sides of the debate. The Gympie Regional Council, in particular, is ambivalent in its position in the debate. Although proposing to eliminate the roadside memorials that have burgeoned at the sites of different vehicular accidents the Council seems to excuse these roadside memorials as well. Hence, the councilors attempted to put into effect the statute prohibiting the roadside memorials, but simultaneously it will allow flowers or crosses provided that they are looked after and do not cause road dangers. This article demonstrates that the banning of roadside memorials is not an easy decision to make. This article presents a comprehensive discussion of the several factors that contribute to the hazards of roadside memorials for motorists. Some of the identified factors are visibility and environmental conditions. The author depicts how governmental organizations, like the National Fire Protection Association’s Standard for Automotive Fire Apparatus, try to lessen the accidents caused by roadside memorials by obliging ambulances and fire trucks in the United States to put signs in different sites and retroreflective markings. This article is relevant to the currently study due to its overarching premise that issues of roadside safety are complicated. Roadside memorials may be one of the reasons for these vehicular accidents but there are other factors to take into account. This article could be use to support the arguments for keeping roadside memorials. This book describes the symbolic sites of the ‘informal’ roadside memorials that have begun to emerge recently, marking rural, suburban, and metropolitan sceneries. Roadside memorials, according to the author, are usually considered as ‘spur-of-the-moment’ occurrence. Nevertheless,

Othello protagonist Essay Example for Free

Othello protagonist Essay The protagonist of the play, Othello is a man trapped by his own weaknesses rather than a victim of circumstance. Even though the situations that Othello finds himself in are not ideal and contribute to his downfall, it is his own fatal flaws that end up destroying him. In act 3 scene 3 Iago starts to plant a seed of doubt in Othello’s mind about his wife Desdemona and her infidelity. Iago proceeds to ask Othello, â€Å"Did Michael Cassio, when you wooed my lady, know of you love? † This question immediately causes Othello to become suspicious. Iago then follows with a series of rhetorical questions that enrage Othello as well increase the doubt that is building up in his mind. By the end of this scene we see one of Othello’s weaknesses present itself, jealousy. This particular flaw becomes one of the major contributions to Othello’s downfall. By the end of the play jealousy has clouded his judgment and taken over his perspective on everything. At first Othello insists that he needs proof of the alleged affair but quickly changes his mind. â€Å"Must be to loathe her. O curse of marriage. Act 4 scene 1, Iago informs Othello that Desdemona and Cassio have slept together and he has seen that she has given Cassio the handkerchief Othello gave her when they first fell in love. All this news that Iago keeps telling him sends Othello off into a rant, â€Å"Is’t possible? Confess? Handkerchief? O devil! † After this his falls into a trance. This is the moment when all Othello’s insecurities, fears and aversions as well as the obvious lack of judgment that a leader is assumed to have combine to create this kind of epileptic fit. In this scene stage directions are used to help the reader understand what is going on for a dramatic effect. Two of Othello’s flaws that cause this downfall are passion and gullibility. These feelings enabled Iago fill his head with lies that caused him to get so worked up that he lost control. In act 5 scene 1 Iago had convinced Othello that he would kill Cassio and that Othello had to kill Desdemona. Othello begins this scene with a soliloquy, reflecting and attempting to justify his decision to kill her. Othello refers to Desdemona as light. â€Å"Put out the light and then put out he light†. So sweet we ne’er so fatal. † Othello describes how she was so sweet but her actions caused so much pain. Before he kills her, Othello makes sure she has prayed or confessed so that she will go to heaven. â€Å"I will not kill thy unprepared spirit. † Othello’s blind faith in Iago is the flaw that leads all his other weaknesses to rise to the surfac e and in the end the inevitable happens. Othello, once a great man, falls. Desdemona speak for one last time in the play. â€Å"A guiltless death I die. † This quote enforces the reality of what has just taken place. This innocent woman was a victim because of another man’s weakness. In this play it is clear what jealousy and misguided trust can do to a person. These weaknesses, along with others, are the reason for Othello’s downfall. Each flaw produced another weakness or doubt. The fact that Othello was manipulated to be part of Iago’s plan for revenge only accelerated the speed of his demise. The fatal mix of passion, jealousy, insecurity as well as how easily he could be manipulated caused Othello to be a man snared by his own weaknesses.

Gaming in Education

Gaming in Education EDUCATION RESEARCH DESIGN AND METHODS The effectiveness of game playing activities helps students retain English vocabulary CHAPTER 1: INTRODUCTION Vocabulary is a key element in the second language class. Without vocabulary, no message is conveyed. In communication, vocabulary plays an important role, it requires learners have to acquire many of the words and know how to use them to communicate effectively. Although Vietnamese students realize the importance of learning vocabulary, they neglect in some English courses. In a vocabulary lesson, a vast amount of teaching time is consumed by explanation and definition, classroom blackboards are often littered with masses of new lexical items, and students compile page upon page of word-lists that they rarely have chance to practice. Obviously, vocabulary arises in the classroom regardless of the chosen activity, and in spite of any conscious design on the teachers part. As the result, most students, not just those with learning problems, rarely retain the meaning of vocabulary items. That is why, for most students, learning vocabulary in language lessons is time of failure and disappointment in which they gradually feel boring, often resorting to misbehavior in the classroom and a gradual rejection of the work that the teacher is doing for them. Nguyen Khuat (2003) state that students study the second language, vocabulary learning is regar ded as boring because of remembering unfamiliar vocabulary and their learning habits. With the increasing emphasis on vocabulary in foreign learning, nowadays, various vocabulary teaching methods have been introduced to help students to retain vocabulary items. And it is my experience, as a teacher of English, that vocabulary has to be presented in a way that helps students find language lessons, especially vocabulary lessons more interesting and comprehensible for them to learn, I have chosen the topic: The effectiveness of game playing activities helps students retain English vocabulary. Game playing activities not only can help reinforce students vocabulary, grammar, but also can create a non- stressful and effective learning atmosphere. This paper will aim to investigate the effectiveness of game playing activities in English teaching in my College. 1.1. Background of the school and the students. As a teacher of English for non-major English students at Viet Hung Industrial College (VIC), I can clearly see the present situation of students English knowledge and vocabulary at VIC. The students ability to use English for communication is still limited. This is due to: the students level of English when entering college is low and of mixed ability. Many of the students come from the rural areas, they did not have a lot of chances to practice English at the high school. Some of them have learnt English for the three years or seven years at the high school where only written English is taught. Therefore, they can hardly ever communicate in English. They often feel shy because of poor English knowledge and vocabulary. As a result, the teachers often find it confusing to teach to improve individual skills for the students. Thus, my school has used basic material to teach, that is: New English File Elementary. This material integrates four skills, it helps students revise knowledge and practice skills, which is important to their career. 1.2. The aims of the study. The study aims to investigate the effect of using game playing activities in teaching and learning English vocabulary at VIC. It is also to find out the students interest and progress toward game playing activities in lessons. 1.3. Research questions. 1. Are game playing activities effective in teaching and learning English vocabulary at Viet Hung Industrial College? 2. How do the students react upon the use of games in lessons? 1.4. The scope of the study. There are a lot of activities that help students to retain vocabulary. However, in this study I would focus my research on game playing activities in term of English vocabulary teaching and learning in order to help students at VIC to learn vocabulary effectively. 1.5. The significance of the study. It is hoped that the findings of the study will be useful for the researcher as well as other teachers at VIC to help students vocabulary retention be effective. It is also hoped that students and teachers will have a good habit of using interesting and active activities in teaching and learning vocabulary at VIC. 1.6. Structure of the report. CHAPTER 2: LITERATURE REVIEW 2.1. Teaching and learning vocabulary. 2.1.1. What do learners need to known about words and word learning? Gain Redman (1986) show that learners should attend to two large aspects when studying a word: Word meaning (conceptual and affective meaning, style, sense relation, collocation, idioms etc). Word formation (grammar, word building, and pronunciation). For word meaning and word formation, we find: 2.1.1.1. Word meaning. In teaching the meaning of word, teachers should teach students that a word have more than one meaning when used in different contexts. For example, the word â€Å"string† has at least fourteen different meanings when used in context. It has four meanings as a verb, five meanings as a noun, and five different meanings when used with prepositions as phrasal verbs. One can say â€Å"The string is very dirty†; another â€Å"He strings in the tree†. Teachers should make the teaching and learning vocabulary process clear and easy for their students when learning any meaning, otherwise students feel bored with learning vocabulary. Nation (1990) suggests that teachers teach meaning to students, they can use techniques and activities to motivate students such as: demonstration, pictures or verbal explanation. 2.1.1.2. Word formation. Students also need to know word form like word grammar and word building in order to use them. For example, for the common prefixes and suffixes, if students know the meaning of un-, dis- and able, this will help them guess the meanings of words like unhappy, disadvantage and sustainable. Another way, vocabulary items are built by combining two words (two nouns, a gerund and a noun, or a noun and a verb) to make one items: a single compound word, or two separate, sometimes hyphenated words (bookshelf, stand-by, air letter). Lewis (1993) points out that vocabulary, which includes not only the single words but also the word combinations that we store in our mental lexicons. Therefore, word formation is a very important in teaching vocabulary. In conclusion, relating to words students have to attend to variety of lexical areas such as word meaning, word formation, word grammar and word use, etc. However, which of these areas the teachers choose to highlight depend on the item they are teaching and the level of their students But to whatever word or what level the students are, word meaning and word formation are the first two areas they must acquire well. 2.2. Games for teaching and learning. Linguists, teachers and students think that language games are a negative activity or a waste of time. Many of them, who have not tried using language games yet, still doubt if these language games would be useful or practically possible with their students. However, there are views which are far different from those above. For them, in teaching and learning, games are one of the most useful strategies to encourage language acquisition. They have been used to promote students language proficiency in variety of aspects: grammar, vocabulary, writing, speaking etc. â€Å"Games should not be regarded as a marginal activity filling in odd moments when teacher and class have nothing better to do† (Lee 1979: 3). In this part, we will explore a clear understanding of game in the classroom. 2.2.1. Definition of games in teaching. In order to understand the concept of games in teaching, we see ideas of the researchers about games in general. Deesri (2002) gives the definition to game as one kind of effective activity that you do to have fun. Hadfield (1990) says that game is a language activity with the rules, goals and elements of fun carried out by cooperating and competing players. Greenal (1990) also defines games as an element of competition between students or teams in the language practice. Thus, we can see that games consist of plays governed by rules, relaxation, cooperation and competition. Games can motivate the students to focus on learning, because they do not feel forced and stressed. For this, games are used for developing skills, vocabulary, or grammar, etc. 2.2.2. Advantages of using games in language classes. Games have advantages and effectiveness in the language classes. What are these advantages? Games are used to motivate students very highly, whenever they have opportunity to play a game, they are encouraged to choose their players and this motivates them to participle in playing game. However, sometimes, choosing the player is made by the teacher in order to help the weaker students interact with the more able ones. As a result, the weaker students are helped to gain confidence or knowledge by being guided by their fellow students. Games are also an element of competition between players. According to Saricoban Metin (2000), games provide competition to enhance the motivation of the students. I-Jung (2005) also suggests that games create the competition for students having opportunity to work together and communicate using English with each other. Thus, competition will help students pay attention to learning and engage in the activities in the class much more. And Nguyen Khuat (2003) also point out that games involve friendly competition and they make students intereste d. These help the motivation for students of English to get involved and participate actively in learning. Students always feel tired of grammatical lessons, words and long time learning periods. Games are used to change learning atmosphere to help students reduce the stress in the classroom. As a result, games will bring students fun and relaxation, they will study more effectively. Richard-Amato (1988:147) shows that â€Å"games can lower anxiety, thus making the acquisition more likely†. It is clear that students naturally want to play language games because these games can help them practice their language through playing. Therefore, it is the right time to offer them a game when they are tired of acquiring new lessons that they do not want to continue. Carrier (1990) suggests that games can be used to emphasize long formal teaching units and renew students energy before returning to more formal learning. Games stimulate students to work together in role-playing, talking, arguing and debating, and using the language in a variety of contexts. Even when played competitively, games demand a high degree of cooperation. It proves that student-student communication is created. On the other hand, when using a game, the teacher acts as a helper. He helps his students what they need to complete the games, such as: new words, new structures or some suggestions. Carrier(1990) claims that games are often used in the classroom to encourage students participation and corporation and can remove the inhibitions of those who feel intimidated by formal classroom situations. When using games with classmates in groups students do not worry too much about mistakes or they will be corrected by other students. In addition, to each game more proficient students or less proficient ones have their strong points so they can corporate to one another to get their teams goal. Therefore, games help students improv e their team-working and group-working spirit. Finally, games help increase students proficiency, so when students play a game they have to work with others, they interact and use skills concerning language. To complete the game, all the members work together to score as many points as possible. To win the game or to solve the problem, students have to think and answer the questions addressed by the teacher or other students. In order to do so they must understand that the teacher or the classmates order to practice. Games in the language classes can enhance students ability in practicing language because students can use language in the situation provided (Deesri, 2002). Zdybiewska (1994) agrees that games are the good way to practice language, they supply for learners to use the language in the real context. Kim (1995:35) summarizes the advantages of using language games as follows: 1. Games are a welcome break from the usual routine of the language class. 2. They are motivating and challenging. 3. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning. 4. Games provide language practice in the various skills-speaking, writing, listening and reading. 5. They encourage students to interact and communicate. 6. They create a meaningful context for language use. 2.2.3. Advantages of Vocabulary Games It is not enough if only advantages of using games in language classes are considered in this study. I have decided to study the advantages of vocabulary games, too. These advantages can be understood as follows: Vocabulary games make fun and relaxation for students in learning words because they are not alone in learning process, they are learning in exciting atmosphere of groups. This activity motivates students to enrich their vocabulary. Nguyen Khuat (2003) also affirm that games create relaxed and fun atmosphere for learners, thus, they help learners learn and remember words more easily. According to Urberman (1998), after learning and practicing vocabulary items, students have chance to use language in an unstressed way. Vocabulary games help English used in the classroom be flexible and communicative through real world context which is useful and meaningful. Frost (2002) says that using pictures, interesting contexts and stories can help memory and giving the students the opportunity to practice the new vocabulary in personalized and meaning tasks are also essential tools. The idea is that if the students are asked to analyze and react personally to new information, it will help them process the language more deeply, facilitating their ability to retain it better. Vocabulary games provide students some chances to discover the meaning of words and the form of words by themselves and efforts to understand them, therefore, new words will be remembered and understood much faster and better. Hadfield (1990) states that when introducing word games paid much attention to reinforce vocabulary. In his opinion, to retain a word in one memory after presentation of it, learners should go through three distinct processes: fixing the meaning of the word in their mind, making the word their own by personalizing it so that it takes on a color and a character for them and become part of their individual word store, and then using it creatively in a context for themselves. Therefore, he classified the games in accordance with these processes: memorization games, personalizing games and communication games. Vocabulary games include many encouraging exercises that really help students revise the learned words effectively. â€Å"Word games are useful for practicing and revising vocabulary after it has been introduced† (Haycraft 1978: 50). Frost (2002) suggests that some activities and games as using word cards, word bag, word tour, etc and with which students can revise words in a funny and meaningful ways. He emphasized that by encouraging the students to retrieve the words in subsequent lessons and repeatedly re-exposing them to what has been presented, teachers are able to counteract the effects of forgetting. Teachers are advised to do this as many times as possible. Uberman (1998) also agrees that games are useful for revising any types of words or aspects of word in a more amusing way than most of the other techniques. Playing a game is a great opportunity to repeat the material in a way which is encouraging and not intimidating. Therefore, games in teaching and learning vocabulary are very useful in the classroom and the use of vocabulary games is a factor to create the lessons more enjoyable, interesting and effective to motivate students to learn vocabulary. 2.2.4. When to use games? Games are necessary for language practice opportunities for both general and specific language skills, and they should be seen as a necessary part of a teaching program, and their use should be planned and monitored. Carrier (1990) suggests that games can be used to open or close a lesson, to relieve tension after a test or concentrated practiced session. Rixon (1981) also shows that games can be used for stages of the lesson. Thus, games can be use at any time that the teacher feels appropriate. It is important they are used positively, to give students enjoyment and useful practice, as well as being used as a thing that reduces harmful aspects in situations where students interest or motivation is flagging. Although games should be used regularly, this should not become a meaningless habit. The elements of surprise and variety should be carefully maintained. However, the mount of teaching time for games will depend on the individual teaching context, but it will probably be a relatively small proportion of the total teaching time. According to Deesri (2002), teachers have to cover contents and materials that the curriculum asks, and it is difficult to combine games into the class. Nevertheless, games become one of the means to achieve teaching objectives and improve students communicated ability and help them gain their goals. The difficult task for a teacher is how to choose the suitable type of game, the time devoted to it, and the opportunity of using it. CHAPTER 3: METHODOLOGY This chapter provides readers the detailed description of the study, namely the research methodology, the data collection instruments, the data analysis and discussion of the findings. 3.1. The English teaching and learning situations in VIC. English have been taught in VIC for.years, however, English department has been formed for 4 years with 14 teachers. The learners in VIC are mainly vocational students; their need of English learning is very low. In particular, the students of technical departments with about 100 percent male students, they almost have no interest in learning foreign languages. In recent years with the development of the college, VIC has trained a lot of students in tourism and business administration, who with high need of English learning. It is a good signal for the college in general and the teachers of English in particular. The course book is being used in the college is New English file-Elementary. This course book consists of nine lessons with grammar structures, vocabulary, pronunciation, and skills to get students speaking English. A curriculum has been designed to teach the units in the course book in 1 semester and in 75 lesson periods. During the semester, students are required to do three tests that concentrate on grammar, vocabulary, reading and writing to be given marks. At the end of the semester students have to do the written final semester test and the speaking test that of course given marks to be qualified together with 3 marks mentioned above. 3.2. Research methodology 3.2.1. The subjects. The subjects in this study were the teachers and the students in VIC. 3.2.1.1. The teachers: There were 14 teacher subjects in this study. They were all trained in universities in Vietnam with MA in English. Among of these, two teachers have had BA and three have been doing a BA course. They are teaching English to non-English major learners at VIC. They are from 30 to 52 years old with at least 5 years of teaching experience. 3.2.1.2. The students: In this study, there are 100 student subjects were selected randomly from different classes represent different departments in VIC. Their ages vary from 18 to 25. 3.2.2. The instrumentation. 3.2.2.1. Interview: The interview questions (Appendix.) were formatted and used for all the subjects in two separate group interviews (the group of the teachers and the group of the students) to discover their opinions, problems and progress toward the games in vocabulary teaching and learning. 3.2.2.2. Observation: 3.2.2.2.1. A self-observation: A self-observation checklist was created (Appendix.) to ask the teachers and students about their teaching and learning abilities. 3.2.2.2.2. Real observation: The researcher observed the classes of three teachers at VIC to discover how they teach vocabulary and how their students learn. 3.3. Data analysis and discussion of the findings. CHAPTER 4: CONCUSION 4.1. Summary and review of the main findings Games have much more advantages, they are used both entertainment and educational purposes. Using game activities is a useful technique in teaching and learning the English language to non-native students because it creates fun, interesting and motivation in lessons. The research aims to investigate the effectiveness of game activities and the real situation of teaching and learning of Viet Hung Industrial College. The experiment was carried out with the participation of two groups (the group of the teachers and the group of the students) at VIC during a period of 8 weeks. An interview and observations were used as data collection instrument. The result of the experiment shows that in retaining vocabulary, games are the most effective and games also receive positive attitude from the students in the experimental group. Although few students did not really like games, the majority of the students agreed with the use of games in vocabulary classes. Based on the findings, it can be concluded that games should be used for vocabulary teaching and learning at VIC because they can bring about a great deal of benefits to learners. However, the teachers have to pay more attention to some unanticipated problems during the conduction of the activity in order to get successful results. 4.2. Limitation and suggestions for further study. Although the paper has accomplished the objectives set at the beginning, the research can not avoid some limitations. The shortcomings of the present study are essentially about the subject of the study and the content of interview and observations. Apart from that the interview and observations focus mainly on the investigation into games activities based on teaching techniques, so there are possible inadequateness of their content. Besides, the research is carried out in a very limited scope in term of classroom based vocabulary teaching and learning: game activities that help students retain vocabulary. In fact, there are a number of activities that help students of all level retain vocabulary. The research will serves for further research on activities that help students retain vocabulary. REFERENCES I-Jung, C. (2005). Using Games to Promote Communicative Skills in Language Learning. The Internet TESL Journal, 11(2). Retrieved November 5, 2009, from http://iteslj.org/Techniques/Chen-Games.html Frost, R. (2002). Presenting vocabulary. British Council. Retrieved November 8, 2009, from http://www.teachingenglish.org.uk/think/vocabulary/present_vocab.shtml Uberman, A. (1998). The Use of Games: for Vocabulary Presentation and Revision. English Teaching Forum, 36(1). Retrieved November 5, 2009, from http://exchanges.state.gov/forum/vols/vol36/no1/p20.htm Richar-Amato, P. A. (1988). Making it happen. New York. Longman. Saricoban, A,. Metin, E. (2000). Songs, Verse and Games for teaching Grammar. The Internet TESL Journal, 6(10). 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