Halloween Traditions in France and French Vocabulary

Halloween is a relatively new thing in France. Some people will tell you that its a Celtic celebration, which has been celebrated in parts of France (Brittany) for centuries. OK, it may have been something important for some people, but nothing that reached the general public of France. All Saint Day: La Toussaint in France Traditionally in France, we celebrate the Catholic holiday of la Toussaint, which is on November 1. Its a rather sad celebration when family mourn their dead  and go to the cemetery to clean up the tombs, bring flowers and pray. There is often a family meal, but no special tradition about the food. We bring des chrysanthà ¨mes (a type of flower usually called mums, from the Latin chrysanthemum) because they still bloom at this time of the year. Celebrating Halloween is now in in France However, things are changing. If I remember well, it started in the early 90s. Celebrating Halloween became fashionable among young adults, especially among people who liked to travel. I remember going to a Halloween party at a very trendy friend when I was 20, and I fell I was in the it crowd!!   Nowadays, shops and trademarks use the images of Halloween, pumpkins, skeletons etc†¦ in their ads, so now, French people know it well, and some even start to celebrate Halloween with their kids. Why not? The French traditionally love to get in costumes, and its quite common to have a costumed New Year party or a costumed birthday, even more so among kids. French Teacher Love Halloween Additionally, Halloween is a great opportunity to teach some English words to kids. French kids start to learn English in elementary school. Its merely an introduction to the English language (dont expect  a fluent conversation out of a 10-year-old), but since kids would do pretty much anything for candies, elementary school teachers jump at the opportunity and often organize a costume  parade, and some trick or treating. Note, however, it never gets to tricks!! Most French homes will not have candies, and would be furious if their house got toilet papered!! French Halloween Vocabulary La Toussaint – All Saint DayLe trente et un octobre – 31st of OctoberHalloween – halloween (say it the French way â€Å"a lo ween†)Friandises ou bà ªtises/ Des bonbons ou un sort – treat or trickSe dà ©guiser  (en) – to wear a costume, to dress-up asJe me dà ©guise en sorcià ¨re – I am wearing a witch costume, I am dressing-up as a witchSculpter une citrouille – to carve a pumpkinFrapper à   la porte – to knock on the doorSonner à   la sonnette – to ring the bellFaire peur à   quelqu’un – to scare someoneAvoir peur  Ã¢â‚¬â€œ to be scaredDonner des bonbons – to give candiesSalir – to soil, tarnish, or smearUn dà ©guisement, un costume – a costumeUn fantà ´me – a ghostUn vampire – a vampireUne sorcià ¨re – a witchUne princesse – a princessUn squelette – a skeletonUn à ©pouvantail – a scarecrowUn diable – a devilUne momi e – a mummyUn monstre – a monsterUne chauve-souris – a batUne araignà ©e – a spiderUne toile d’araignà ©e – a spider webUn chat noir – a black catUn potiron, une citrouille – a pumpkinUne bougie – a candleDes bonbons – candies

The Impeachment of Andrew Johnson Essay - 857 Words

The Impeachment of Andrew Johnson President Andrew Johnson assumed office following Lincoln’s assassination. Johnson had his own ideas of Reconstruction and tried to take his own course of action in putting the Union back together following the Civil War. A series of bitter political quarrels between President Johnson and Radical Republicans in Congress over Reconstruction Policy in the South eventually led to his impeachment. nbsp;nbsp;nbsp;nbsp;nbsp;Radical Republicans wanted to enact a far-reaching transformation of Southern social and economic life, permanently ending the old planter class system, and favored granting freed slaves citizenship and voting rights. After the war, they came to believe whites in the South were seeking†¦show more content†¦The amendment granted the right to vote to all males twenty-one and older. Johnson opposed the amendment on the grounds it did not apply to Southerners who were without any representation in Congress. Tennessee was the only Southern state to ratify the amendment. The others, encouraged in part by Johnson, refused. Moderate voters in the North began leaning toward the Radicals. The Radicals swept the elections of November 1866, resulting in a two-thirds anti-Johnson majority in both the House and Senate. With this majority, three consecutive vetoes by Johnson were overridden by Congress in 1867, thus passing the Military Reconstruction Act, Command of the Army Act, and Tenure of Office Act against his wishes, (Les Benedict 18). The Military Reconstruction Act divided the South into five military districts under federal control and imposed strict requirements on Southern states in order for them to be re-admitted to the Union, including ratification of the Fourteenth Amendment and new state constitutions in compliance with the U.S. Constitution. The other two Acts limited Johnsons power to interfere with Congressional Reconstruction. The Command of the Army Act required Johnson to issue all military orders through the General of the Army (at that time General Ulysses S. Grant) instead of dealing directly with military governors in the South. The Tenure of Office Act required the consent of the Senate for the President to remove an officeholderShow MoreRelatedImpeachment of Andrew Johnson1606 Words   |  7 Pagesold-fashioned southerner named Andrew Johnson. Although an honest and honorable man, Andrew Johnson was one of the most unfortunate Presidents. Over time there has been a controversial debate as to whether Johnson deserved to be impeached, or if it was an unconstitutional attempt by Congress to infringe upon the presidents authority. The impeachment of Andrew Johnson was politically motivated. The spirit of the Jacksonian democracy inspired Andrew Johnson. In 1857, Johnson was then elected to representRead MoreThe Impeachment of Andrew Johnson Essay874 Words   |  4 PagesThe Impeachment of Andrew Johnson Impeachment, in the United States and Great Britain proceeding by a legislature for the removal of office of a public official charged with misconduct in office. Impeachment compromises both the act of formulating the accusation and the resulting trial of charges; it is frequently but mistakenly taken to mean removal from office of an accused official. An impeachment trial may result in an acquittal or in a verdict of guilty. TheRead MoreThe Impeachment Proceedings Of Presidents Andrew Johnson, Richard Nixon And William Clinton1514 Words   |  7 Pages This assignment asks us to compare and contrast the impeachment proceedings of Presidents Andrew Johnson, Richard Nixon and William Clinton, while identifying the ethical dilemmas presented by each. In addition, students are to categorize the ethical violations of each President by severity and discuss whether the actions by the Senate were politically motivated or ethical. The initial similarity obviously lies in the fact that these three gentlemen belong to a very small club of which they areRead MoreEssay about Andrew Johnson the 17th President1479 Words   |  6 PagesBackground Andrew Johnson, the 17th president, was born in Raleigh, North Carolina on December 29th, 1808. At the young age of three years old, Andrews father. Jacob Johnson passed away while drowning in an attempt to save the life of Editor Henderson from the Raleigh Gazette in 1812. Andrews mother, Mary Johnson, worked hard as a seamstress and washerwoman in order to support Andrew and his three brothers, and her; but she was unable to afford to send them to school. From the age of 14 untilRead MoreEssay about Andrew Johnson1448 Words   |  6 Pages Background nbsp;nbsp;nbsp;nbsp;nbsp;Andrew Johnson, the 17th president, was born in Raleigh, North Carolina on December 29th, 1808. At the young age of three years old, Andrew’s father. Jacob Johnson passed away while drowning in an attempt to save the life of Editor Henderson from the Raleigh Gazette in 1812. Andrew’s mother, Mary Johnson, worked hard as a seamstress and washerwoman in order to support Andrew and his three brothers, and her; but she was unable to afford to send them to schoolRead More reconstruction Essay1028 Words   |  5 Pages Andrew Johnson took office after the assassination of Abraham Lincoln in 1865. He was a Southern Democrat from Tennessee, when he became president, the Civil War had ended and reconstruction was in its beginning stages. Johnson was then faced with the same problems Lincoln had -- the challenge of mending a broken nation, yet there was a definite difference in the ways Johnson and Lincoln approached the problems of Reconstruction. Johns on was not one of our best or brightest presidents, he did notRead MoreChapter 22 Apush Key Terms1694 Words   |  7 Pages A United States federal law that was mainly intended to protect the civil rights of African-Americans, in the wake of the American Civil War. The Act was enacted by Congress in 1865 but vetoed by President Andrew Johnson. In April 1866 Congress again passed the bill. Although Johnson again vetoed it, a two-thirds majority in each house overcame the veto and the bill became law. 15. Fourteenth Amendment Its Citizenship Clause provides a broad definition of citizenship that overruled the SupremeRead MorePresidential Impeachment Trials1835 Words   |  8 PagesPresidential Impeachment Trials Mandy White Legal Methods and Process LS 500-01 June 5, 2012 The purpose of this paper is to compare and contrast the impeachment trials of President Andrew Johnson, Richard Nixon, and Bill Clinton and identify any ethical dilemmas associated with each individual case and whether or not criminal chargers were appropriate or not. Before delving into the trials here is a brief description of what impeachment is and how theRead MoreTaking a Look at the Reconstruction Era1313 Words   |  5 Pagesthe civil war. At the time the civil war won the victory around 3 million slaves had their freedom. But their where still problem in rebuilding the nation. When president Abraham Lincoln died in April 14,1865. A new president was elected named Andrew Johnson under his supervision south state submit ‘’black codes’’ to control the attitude and behavior of all African Americans. During the reconstruction era the united stated faced many challenge in rebuilding the nation. Read MoreChapter 2 Review of Related Literature Sample1295 Words   |  6 PagesLITERATURE AND STUDIES FOREIGN STUDIES In its broadest sense, impeachment is the process by which public officials may be removed from office on the basis of their conduct. Strictly speaking, it is the decision by a legislature to accuse an official of one or more offenses that warrant removal according to constitutional standards. A vote to impeach then triggers a trial based on those charges. The most famous impeachment proceedings have involved presidents, but every state has its own procedures

Saids States free essay sample

His style of writing does not follow a specific pattern, nor does it follow anything that is conventional in a normal essay. Said uses this unique style of writing in hopes to show the characteristics of the life as a Palestinian. However, this style of writing is extremely difficult to follow. The essay jumps from place to place, which makes it hard for the reader to keep track of what is being talked about. Said believes that his use of unconventional writing is necessary in order to establish the â€Å"hybrid† style of Palestinian culture. Styles discussed will include things like the use of photos, lack of transitions, multiple genres, lack of and introduction and conclusion, and most importantly, no logical organization. Through the use of unconventional writing characteristics, Said takes the reader on a complicated journey to establish Palestinian â€Å"hybrid† way of life. In â€Å"States,† Said includes multiple genres. The typical, conventional way of writing includes a focus on one genre. Said tends to switch back and forth between history and autobiography. When more than one genre is expressed, the reader may become confused by too much jumping around. For example, on page 548, Said is in the genre of history. He explains facts about the war of 1967 saying, â€Å"The 1967 war was followed shortly after by the Arab oil boom. For the first time, Palestinian nationalism arose as an independent force in the Middle East. Never did our future seem more hopeful† (548). In this quote, Said explains an important event in Palestinian life. This was important, because a glimmer of hope was beginning to show for Palestinian life. However, the start of the next paragraph just abandons what was being said in the previous quote. Said suddenly jumps into Palestinian life as being controlled and abandoned. He says, The stability of geography and the continuity of land—these have completely disappeared from my life and the life of all Palestinians. If we are not stopped at borders, or herded into new camps, or denied reentry and residence, or barred from travel from one place to another, more of our land is taken, our lives are interfered with arbitrarily, our voices are prevented from reaching each other, our identity is confined to frightened little islands in an inhospitable environment of superior military force sanitized by the clinical jargon of pure administration (548). Said is in a darker tone here. He is saying that Palestinians no longer have a value or worth. Everything that they do or will do is now in the hands of another higher power. This example of genre switch may confuse the reader, therefor making them unhappy. That is exactly what Said is trying to do. This, however, is not the only unconventional style used in this essay. One of the biggest, and most obvious unconventional characteristics is the use of pictures in the essay. Unless this was a children’s book, the reader should not expect to see more than one picture throughout an essay. However, Said manages to use 29 photos throughout â€Å"States. † Said believes that these photos will help give the reader a better understanding of how life is a Palestinian. Furthermore, he says, The multifaceted vision is essential to any representation of us. Stateless, dispossessed, decentered, we are frequently unable either to speak the â€Å"truth† of our experience or to make it heard. We do not usually control the images that represent us; we have been confined to spaces designed to reduce or stunt us; and we have often been distorted by pressures and powers that have been too much for us. (p. ) In the preceding quote, Said explains how the use of pictures can aid in the translation of emotion. He believes that the way in which the pictures are taken is key. In each picture, the photographer, Jean Mohr, has placed the reader at an angle that makes them feel as if they are in first person contact with the individuals in the picture. Though unconventional, the use of pictures in this essay makes the understanding a little easier for the reader. However, there are a few parts that get to be a bit confusing. For example, Said is talking about the picture on page 574 while the reader is on page 570. In this case, the unconventional order comes into play. While reading â€Å"States,† the reader will notice that there is no logical order. The typical essay usually has a particular order or structure. More often than not, that order is chronological order. In â€Å"States† Said jumps from place to place and from genre to genre. Said knows that there is no logical order in his essay and makes it clear to the reader saying, â€Å"The story of Palestine cannot be told smoothly. Instead, the past, like the present, offers only occurrences and coincidences. Random† (557). Said believes that this is best for the reader while explaining Palestinian life, because this style does describe Palestinian life. He elaborates on this saying, Its style and method—the interplay of text and photos, the mixture of genres, modes, styles—do not tell a consecutive story, nor do they constitute a political essay. Since the main features of our present existence are dispossession, dispersion, and yet also a kind of power incommensurate with our stateless exile, I believe that essentially unconventional, hybrid, and fragmentary forms of expression should be used to represent us. What I have quite consciously designed, then, is an alternative mode of expression to the one usually encountered in the media, in works of social science, in popular fiction. (p. 6) Said is trying to tell the reader that his use of a hybrid style is necessary. He believes that the only way to get the true emotions across to the reader is to use this style, because Palestinians themselves are hybrid. Their emotions are so different, and can change at any moment. One great example of this would be the picture on page 541. In this photo, a wedding party is displayed. The couple that has just been married are getting into a car, that is very atypical to Palestinian life. They seem to have an upset emotion on their faces. While they seem upset, the children in the back are very playful and happy. This displays a prime example of the social disorder in Palestinian culture. The picture on page 541 also represents another unconventional topic of interest. The essay â€Å"States† has no introduction or conclusion. An introduction is important in an essay, because it sets up the story for the reader by giving them an insight to what the essay will be about. Instead, Said begins with the following quote. â€Å"Caught in a meager, anonymous space outside a drab Arab city, outside a refugee camp, outside the crushing time of one disaster after another, a wedding party stands, surprised, sad, slightly uncomfortable† (541). This quote does nothing to set up the essay for the reader. It simply just explains what is happening in the picture on the page. Without the use of an introduction, the reader is immediately searching for answers that may not be answered. The conclusion is also missing from the essay. Without the support of a textual wrap-up, the reader is left questioning whether their interpretation is correct or not. However, this is exactly what Said wants. His whole goal was to confuse the readers, because that is what Palestinian life is. In order to explain the confusion, the reader must be confused. Therefor, by not including the conclusion in the essay, Said leaves the reader questioning the events that just transpired. In â€Å"States,† Said simply wraps up the essay with a final explanation of a picture. There is no satisfaction or sense of closure for the reader. This unconventional way of writing leads to confusion for the reader, just like Said had planned it. While reading a piece of writing, the reader tends to find comfort in being able to follow along with the writing. However when one topic is not clearly transferred to another, attention may be lost. This brings us to the next topic of interest. In â€Å"States,† there are no transitions. The reader becomes confused, because Said is constantly jumping from one place to another. This does not just occur in certain parts of the essay, but rather throughout the entire essay. For example, on page 543, the second full paragraph is describing the reactions Palestinian people have when approached by someone of another culture. Then, in the next paragraph, Said totally abandons this topic. He begins to talk about a man’s father who was dying. This simply just confuses the reader, which, once again, is the goal of Said. There is a lack of closure from one point to another. After reading â€Å"States,† I am left confused. Immediately I did not understand why Said wrote this the way he did. However, after I analyzed what I read nd then read it again, I understood his reason for writing it this way. He wanted the reader to become confused. By confusing the reader, it is the only way he can possibly get the truth across about Palestinian life. By abandoning all conventional ways of writing, he risks a lot. If he were to simply stick to one or two conventional ways of writing, the other unconventional ways would not stand out so bad. This essay, as pr eviously explained, is confusing for the reader. The lack of order and form is just ridiculous. The reader can expect to have difficulty when reading this essay, but through discussion and a second reading, it may be able to be interpreted. Said’s methods and form are necessary. In conclusion, Said’s way of unconventional writing is somewhat outlawed by many. In general, the writer will typically stick to a conventional style of writing with a well-structured order. However, this use of writing is necessary, in his eyes, to give a real life insight to Palestinian life. Said uses things like multiple pictures, no transitions, no conclusion, no introduction, multiple genres, and lack of chronological order for a specific reason.

The Possessed monologue from the novel by Fyodor Dostoevsky Essay Example For Students

The Possessed monologue from the novel by Fyodor Dostoevsky Essay A monologue from the novel by Fyodor Dostoevsky NOTE: This monologue is reprinted from The Possessed. Trans. Constance Garnett. New York: Macmillian Company, 1916. VARVARA: Stay, hold your tongue, don\t be in a hurry! You\re a sensible girl, and there must be no mistakes in your life. Now though you will have money under my will, yet when I die, what will become of you, even if you have money? You\ll be deceived and robbed of your money, you\ll be lost in fact. But married to him you\re the wife of a distinguished man. Look at him on the other hand. Though I\ve provided for him, if I die what will become of him? But I could trust him to you. Stay, I\ve not finished. He\s frivolous, shilly-shally, cruel, egoistic, he has low habits. But mind you think highly of him, in the first place because there are many worse. I don\t want to get you off my hands by marrying you to a rascal, you don\t imagine anything of that sort, do you? He\s an old woman, but you know, that\s all the better for you. You understand me, don\t you? Do you understand me? He will complain of you, he\ll begin to say things against you behind your back, he\ll whisper things aga inst you to any stray person he meets, he\ll be for ever whining and whining; he\ll write you letters from one room to another, two a day, but he won\t be able to get on without you all the same, and that\s the chief thing. Make him obey you. If you can\t make him you\ll be a fool. He\ll want to hang himself and threaten, todon\t you believe it. It\s nothing but nonsense. Don\t believe it; but still keep a sharp look-out, you never can tell, and one day he may hang himself. It does happen with people like that. It\s not through strength of will but through weakness that people hang themselves, and so never drive him to an extreme, that\s the first rule in married life. Of course I\m not forcing you. It\s entirely for you to decide. Sit downI haven\t finished. In my will I\ve left you fifteen thousand roubles. I\ll give you that at once, on your wedding-day. You will give eight thousand of it to him; that is, not to him but to me. He has a debt of eight thousand. I\ll pay it, but he must know that it is done with your money. You\ll have seven thousand left in your hands. Never let him touch a farthing of it. Don\t pay his debts ever. If you pay them, you\ll never be free of them. Besides, I shall always be here. You shall have twelve hundred roubles a year from me, with extras, fifteen hundred, besides board and lodging, which shall be at my expense, just as he has it now. Only you must set up your own servants. Your yearly allowance shall be paid to you all at once straight into your hands. But be kind, and sometimes give him something, and let his friends come to see him once a week, but if they come more often, turn them out. Of course, I shall be here, too. And if I die, your pension will go on till his death, do you hear, till his death, for it\s his pension, not yours. And besides the seven thousand you\ll have now, which you ought to keep untouched if you\re not foolish, I\ll leave you another eight thousand in my will. And you\ll get nothing more than t hat from me, it\s right that you should know it. Come, you consent, eh? Will you say something at last? We will write a custom essay on The Possessed monologue from the novel by Fyodor Dostoevsky specifically for you for only $16.38 $13.9/page .u0fc04a1ce840b6603ebce18d470a00fe , .u0fc04a1ce840b6603ebce18d470a00fe .postImageUrl , .u0fc04a1ce840b6603ebce18d470a00fe .centered-text-area { min-height: 80px; position: relative; } .u0fc04a1ce840b6603ebce18d470a00fe , .u0fc04a1ce840b6603ebce18d470a00fe:hover , .u0fc04a1ce840b6603ebce18d470a00fe:visited , .u0fc04a1ce840b6603ebce18d470a00fe:active { border:0!important; } .u0fc04a1ce840b6603ebce18d470a00fe .clearfix:after { content: ""; display: table; clear: both; } .u0fc04a1ce840b6603ebce18d470a00fe { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0fc04a1ce840b6603ebce18d470a00fe:active , .u0fc04a1ce840b6603ebce18d470a00fe:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0fc04a1ce840b6603ebce18d470a00fe .centered-text-area { width: 100%; position: relative ; } .u0fc04a1ce840b6603ebce18d470a00fe .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0fc04a1ce840b6603ebce18d470a00fe .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0fc04a1ce840b6603ebce18d470a00fe .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0fc04a1ce840b6603ebce18d470a00fe:hover .ctaButton { background-color: #34495E!important; } .u0fc04a1ce840b6603ebce18d470a00fe .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0fc04a1ce840b6603ebce18d470a00fe .u0fc04a1ce840b6603ebce18d470a00fe-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0fc04a1ce840b6603ebce18d470a00fe:after { content: ""; display: block; clear: both; } READ: The graphic novel Essay Order now

Definition of Dime Novel

Definition of Dime Novel A dime novel was a cheap and generally sensational tale of adventure sold as popular entertainment in the 1800s. Dime novels can be considered the paperback books of their day, and they often featured tales of mountain men, explorers, soldiers, detectives, or Indian fighters. Despite their name, the dime novels generally cost less than ten cents, with many actually selling for a nickel. The most popular publisher was the firm of Beadle and Adams of New York City. The heyday of the dime novel was from the 1860s to the 1890s, when their popularity was eclipsed by pulp magazines featuring similar tales of adventure. Critics of dime novels often denounced them as immoral, perhaps because of violent content. But the books themselves actually tended to reinforce conventional values of the time such as patriotism, bravery, self-reliance, and American nationalism. Origin of the Dime Novel Cheap literature had been produced in the early 1800s, but the creator of the dime novel is generally accepted to be Erastus Beadle, a printer who had published magazines in Buffalo, New York. Beadles brother Irwin had been selling sheet music, and he and Erastus tried selling books of songs for ten cents. The music books became popular, and they sense there was a market for other cheap books. In 1860 the Beadle brothers, who had set up shop in New York City, published a novel, Malaeska, The Indian Wife of White Hunters, by a popular writer for womens magazines, Ann Stephens. The book sold well, and the Beadles began to steadily publish novels by other authors. The Beadles added a partner, Robert Adams, and the publishing firm of Beadle and Adams became known as the foremost publisher of dime novels. Dime novels were not originally intended to present a new type of writing. At the outset, the innovation was simply in the method and distribution of the books. The books were printed with paper covers, which were cheaper to produce than traditional leather bindings. And as the books were lighter, they could easily be sent through the mails, which opened up great opportunity for mail-order sales. Its not a coincidence that dime novels became suddenly popular in the early 1860s, during the years of the Civil War. The books were easily to stow in a soldiers knapsack, and would have been very popular reading material in the camps of Union soldiers. The Style of the Dime Novel Over time the dime novel began to take on a distinct style. Tales of adventure often dominated, and dime novels might feature, as their central characters, folk heroes such as Daniel Boone and Kit Carson. The writer Ned Buntline popularized the exploits of Buffalo Bill Cody in an extremely popular series of dime novels. While dime novels were often condemned, they actually tended to present tales which were moralistic. The bad guys tended to be captured and punished, and the good guys exhibited commendable traits, such as bravery, chivalry, and patriotism. Though the peak of the dime novel is generally considered to be in the late 1800s, some versions of the genre existed into the early decades of the 20th century. The dime novel was eventually replaced as cheap entertainment and by new forms of storytelling, especially the radio, movies, and eventually television.

Use Truncated Words with Caution

Use Truncated Words with Caution Use Truncated Words with Caution Use Truncated Words with Caution By Mark Nichol When is it acceptable to use abbreviated versions of words? The type of publication and the context of the content determine the suitability of truncated words. Some words used in even the most formal writing are shortened versions of words that now seem stiffly pedantic: auto is the first part of automobile, zoo derives from â€Å"zoological gardens,† and flu was snatched from the middle of influenza. Phone and plane are taken from the third and second syllables of telephone and airplane, which are themselves becoming obsolete. But what about, for example, carb (from carbohydrate), hood (from neighborhood), or perp (from perpetrator)? Such terms may be found in newspaper and magazine feature stories (though not in news articles) and in less formal contexts such as blog posts and mass-market books, but they’re highly unlikely to be found in scholarly texts, academic papers, and business reports. This discussion doesn’t answer the question I posed in the first paragraph, however. How do you determine whether abbreviated terms such as these are appropriate for more formal content? The key is to avoid being an innovator. Once sociology texts refer to burbs, papers on nutrition mention veggies, and science journals discuss nukes, you’ll know it’s safe to employ these terms. Until then, be more circumspect about using such casualisms except in vernacular writing. Writing and speech are becoming more informal, and modern usage also reflects the inclination toward faster-paced communication enabled by more sophisticated technology, but acceptance of colloquial vocabulary still lags in general acceptance by years if at all. That last point is significant: Writers who use colloquial abbreviations risk being ahead of the curve, especially if that curve never manifests itself, and convention continues along in a straight line. Use of casualisms is especially questionable in printed books, even those dealing with popular culture and other general-interest topics, because of the delay in publication between drafting the manuscript and publication of the book. By the time the product is released, months later, the public may have rejected or forgotten the term, and its persistence in print may distract readers. In informal, ephemeral writing such as blog posts, anyone can form new boundaries, but in more formal contexts, be a follower, not a leader. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:7 Examples of Passive Voice (And How To Fix Them)Homonyms, Homophones, Homographs and HeteronymsCharles's Pen and Jesus' Name

Speech 1 - Speech of Introduction (2-4) Essay Example | Topics and Well Written Essays - 500 words

Speech 1 - Speech of Introduction (2-4) - Essay Example As a horticultural management and technology student, public speaking will enable me to share my knowledge with other people in my field of specialization. It will also enable me to pass important horticultural information to people such as farmers and suppliers. Public speaking will assist me to relate well with others and boost my confidence. At the place of work, public speaking can be one of the qualities required for promotions. Most of the greatest leaders are public speakers. In order to be a leader in any field, public speaking will be of essence. Ethics should always be a concern during speeches. Effective public speakers often employ ethics in their speech. Ethics enable the speaker to establish trust among the audience. Excellent speakers should be able to fully prepare their speeches, engage in ethical goals, avoid abusive language and practice honesty. An effective listener on the other hand is courteous, open minded and attentive. Ethics in public speaking enable the speaker to show respect to the audience and their time (Ocampo-Hafalla, 50). The objective of the speech should also be ethical and should not motivate people to get involved in illegal and harmful activities. ‘Good morning ladies and gentlemen? My name is Hawar Kadmer, a horticultural management and technology expert and will address you on the benefits of horticultural farming. First of all I would like to thank all of you for coming. Am aware of many farmers out there who have inadequate information pertaining to horticultural farming. Lack of information among such people has negatively affected their decision of changing to horticultural farming (Bussell & Mckennie, 30). Very few farmers are practicing horticultural farming with many others doing cereal crop production. I kindly request those farmers who are practicing horticultural farming

Evolution of Integrated Marketing Communications to Integrated Brand Essay

Evolution of Integrated Marketing Communications to Integrated Brand Promotion - Essay Example As marketers become more sophisticated, they are recognize that IMC is more that just coordinating the various elements of the marketing and communications to have a 360 degrees approach to deliver a single message, as the concept of branding is emerging and more importance is laid upon the creation of an experience and promise that the brand holds, the concept of integrated brand promotion is a phenomenon that focuses on building brand identity and equity with the use of IMC to communicate and deliver the branding message effectively and efficiently. Building and maintaining brand identity and equity require the creation of well-known brands that have favorable, strong and unique associations in the minds of the consumer. 2. Imus Brothers Coffee, distributed by Fred and his radio disc jockey brother Don Imus' mail order Company, makes ground coffee and has targeted heavy users in the past. The company is now considering, however, switching to targeting college students, a target seg ment that is comprised largely of people who have just started to drink coffee and don't consume anywhere near as much as the heavy users. What are the disadvantages of the heavy-user strategy? What is the term used to describe the college students the company is considering targeting? What are the advantages of targeting this college student segment? Heavy users are more conscious about the quality of the coffee and are often choosy about what they want. They may be put off by some small mistake and have a negative image of the brand and may also lead to negative word of mouth among other heavy users. The company is targeting an emerging market which is untapped when it comes to coffee and this could mean that they could have a new segment to enter and achieve. This market development and would lead to increased market share and growth in sales. 3. You are the marketing manager for a mail-order company that ships spices from all over the world to customers across the globe. Given a choice between access to a mailing list and access to a marketing database, which would you choose? What are the advantages of your choice? Be as specific as possible. Marketing database would be a more efficient choice as it would be diverse and dense. The marketing database is created taking segmentation into consideration and it is more useful in terms of reach. Marketing database would hold complete information of the users and could also enable targeting and segmentation according to the company offerings. 4. Describe what branded entertainment is, how it differs from brand/product placement, and what its future is as a branding tool. The advent of brand entertainment is considered as one of the most major changes in the way IMC takes place since the past few years. The enormous growth of the concept of brand entertainment appends to its future as a successful branding tool. Brand entertainment can be described as a blend of marketing and entertainment and the process of using the entertainment media to grab the attention of the consumers and help them gain better exposure to the brand. Brand entertainment makes us of television, music, film and technology to create the mix between entertainment and marketing. Product/brand placement was a long time phenomenon used in films although brand entertainment is the same concept, but brand entertainment has led product placement to go beyond films to now embrace all forms of media. From films, to music videos, to computer games, all forms of media can be used to create or recreate an emotional connection with the consumers and increase exposure with

Alice Walker Uses Symbolism to Address Three Issues Essay Example for Free

Alice Walker Uses Symbolism to Address Three Issues Essay Born on February 9, 1944 in Eatonton, Georgia, Alice Malsenior Walker was the eighth and youngest child of poor sharecroppers. Her fathers great-great-great grandmother, Mary Poole was a slave, forced to walk from Virginia to Georgia with a baby in each arm. Walker is deeply proud of her cultural heritage. In addition to her literary talents Walker was involved in the civil rights movement in the 1960s, walking door-to-door promoting voters registration among the rural poor. Walker was present to see Martin Luther Kings I have a dream speech. In August 1963 Alice traveled to Washington D. C. to take part in the March on Washington for Jobs and Freedom. Perched in a tree limb to try to get a view, Alice couldnt see much of the main podium, but was able to hear Dr. Kings I Have A Dream address. (Alice Walker Biography) Walker is a vegetarian involved in many other issues, including nuclear proliferation, and the environment. Her insight to African American culture comes from her travel and experiences in both America and Africa. Walker is an activist regarding oppression and power, championing victims of racism and sexism. After her precedent setting, and controversial thirteen-year marriage to a white, Jewish, civil rights lawyer, Alice fell in love with Robert Allen, editor of Black Scholar. She is currently living in Mendocino, California and is exploring her bi-sexuality. Alice Walkers first novel, The Third Life of Grange Copeland was published the week her daughter was born. Walker received praise for this work, but also criticism for dealing too harshly with the male characters in the book. Walkers best-known novel, The Color Purple won the Pulitzer Prize in 1982, and was made into a movie. Walker was the first black author honored by a Pulitzer. In Celies letters to God, she tells her story about her role as wife, mother, daughter, and sister, and other women who help shape her life. Walker portrays Africa in a positive way, and looks to it as a form of artistic and ideological expression. Walker was also criticized for her portrayal of men, often as violent rapists and wife beaters. Even as she portrays men, often in a bad light, she likes to focus on the strength of women. In her story, Everyday Use Alice Walker uses symbolism to address three main issues: racism, feminism and the black Americans search for cultural identity. The story Everyday Use is set in the late 60s or early 70s and the setting is an impoverished home in Georgia. The critical analysis of Everyday Use from the web site Sistahspace presented the following interpretation: This was a time, when African-Americans were struggling to define their personal identities in cultural terms. The term Negro had been recently removed from the vocabulary, and had been replaced with Black. There was Black Power, Black Nationalism, and Black Pride. Many blacks wanted to rediscover their African roots, and were ready to reject and deny their American heritage, which was filled with stories of pain and injustice. Alice Walker is, as David Cowart argues, [satirizing] the heady rhetoric of late 60s black consciousness, deconstructing its pieties (especially the rediscovery of Africa) and asserting neglected values (Cowart, 182). The central theme of the story concerns the way in which an individual understands his present life in relation to the traditions of his people and culture. (Sistahspace) Everyday Use depicts a poor, illiterate black mother who rejects the shallow Black Power ideals of her older, outspoken daughter, Dee, in favor of the practical values of her younger, less privileged daughter, Maggie. Mama is the orator, and like griots from tribes in Africa, she perpetuates the oral traditions and history of the family. Mamas upbeat self-image in spite of little formal education, leads the reader to feel the intense pride she has in maintaining self-sufficiency. As discussed in David Whites critical analysis of (Everyday Use: Defining African-American Heritage), Mamas lack of formal education does not prevent her from formulating a sense of heritage unattached to the Black Power movement held by her, purportedly educated, daughter Dee. Mamas daughter, Dee (Wangero), has a much more superficial idea of heritage. She is portrayed as bright, beautiful, and self-centered. Maggie is the younger daughter, who lives with Mama. She is scared and ashamed, lying back in corners, cowering away from people. (White, David) (Everyday Use: Defining African-American Heritage. ) Maggie understands her heritage, and appreciates the significance of everyday things in the house. She is uneducated, and not in the least outspoken, and is unable to make eye contact. Maggie has stooped posture and walks with a shuffle, this, combined with her inability to look you in the eye, points to her vulnerability in dealing with newfound black rights. Mamas daughter Dee, who is portrayed as quite successful, has come home to visit and display her new African style heritage. Dee has adopted things African and has changed her name to Wangero. As she handles the everyday articles fashioned and used by previous generations, she believes they should be displayed to her white girlfriends, especially the old quilts made by Mama, her sister and her mother. Mama has promised the quilts to Maggie but Dee says, Maggie does not understand their value and would just put them to everyday use. (Walker, Everyday Use) Mama must decide which daughter should receive the family quilts. Finally, Mama realizes that her daughter, Maggie, has a closer connection with her view of family history than Dee does and gives her the quilts. This is the first time Mama has asserted any authority over Dee. On a deeper level, Alice Walker is exploring the concepts of racism and the evolution of Black Society following the end of slavery, through the era of Martin Luther King, and finally to the Black Power movement in the late 1960s and early 1970s. Maggie, Mama, Dee/Wangaro and Hakim-a Barber, symbolize this. Mama is illiterate, because her school closed when she was in the second grade. The role of black Americans in the late 1920s is best illustrated by Mamas line, School was closed down. Dont ask me why: in 1927 colored asked fewer questions that they do now (Walker, Everyday Use) When Mama describes the old house, burning down it symbolizes the ending of slavery and the decreed civil rights. The scars that Mammas daughter Maggie, bear are representative of the pain of the past and difficulty in moving from the role of subservience to equality. Maggie has difficulty looking you in the eye just as the American Negro had difficulty moving from the subservient role to peer in dealings with whites. Maggies head down on the chest at first appears as an as shame for her scars from the house fire, but they come to symbolize a person caught in the old black paradigm, unable to embrace newfound freedoms in society. The fire of slavery has damaged Maggie and she resigns herself to a transitional cultural existence, neither old nor new. Mama represents the ideals of Martin Luther King through her dream of going on the Johnny Carson show to meet Dee. She embraces the idea of this fantasy and takes pleasure in replaying it in her mind. Ultimately, Mamma is thrust back to the reality that it will never happen, just as she seems to resign herself to the fact that Kings dreams are not real for her generation but for the next.

The Shawshank Redemption: A Comparison of the Short Story and the Film

The Shawshank Redemption by Stephen King is both a wonderful film and a brilliantly written short story. There are many themes represented in each form of The Shawshank Redemption. The one major theme that interests me in both the film and the story is freedom. Freedom serves a large purpose for both the story's writer and the filmmaker. Both use similar examples to signify freedom, not only in the jail, but also in a larger context about life. There are many events and examples in both the film and the short story that signifies the theme of freedom. The one main difference is when the film uses the director’s technique to portray a feel of freedom for the inmates. The overall three issues used in this essay are all linked to the feeling of the inmates feeling the sense of freedom with the prison walls. In both the film and the short story, which involves freedom is when Andy Dufresne approaches the narrator, Red. Andy asks Red, "I wonder if you could get me a rock-hammer."(28) Andy's reason for wanting a rock-hammer is because he was "a rockhound. At least... I was a rockhound. In my old life."(29) Andy states that he would like to be a rockhound again on a limited basis because it gives him the feeling of freedom. This example serves the purposes of both the story's writer and the filmmaker. The act of Andy Dufresne being able to go on "Sunday expeditions"(29) at Shawshank shows the reader and/or viewer that it will make him feel free, like when he collected ...

I was taught to see racism only in individual acts of meanness, not in invisible systems conferring dominance on my group Essay

Through work to bring materials from women’s studies into the rest of the curriculum, I have often noticed men’s unwillingness to grant that they are overprivileged, even though they may grant that women are disadvantaged. They may say they will work to women’s statues, in the society, the university, or the curriculum, but they can’t or won’t support the idea of lessening men’s. Denials that amount to taboos surround the subject of advantages that men gain from women’s disadvantages. These denials protect male privilege from being fully acknowledged, lessened, or ended. Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in our society are interlocking, there was most likely a phenomenon of while privilege that was similarly denied and protected. As a white person, I realized I had been taught about racism as something that puts others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege, which puts me at an advantage. I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize male privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have come to see white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about which I was â€Å"meant† to remain oblivious. White privilege is like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools , and blank checks. Describing white privilege makes one newly accountable. As we in women’s studies work to reveal male privilege and ask men to give up some of their power, so one who writes about having white privilege must ask, â€Å"having described it, what will I do to lessen or end it?† After I realized the extent to which men work from a base of unacknowledged privilege, I understood that much of their oppressiveness was unconscious. Then I remembered the frequent charges from women of color that white women whom they encounter are oppressive. I began to understand why we are just seen as oppressive, even when we don’t see ourselves that way. I began to count the ways in which I enjoy unearned skin privilege and have been conditioned into oblivion about its existence. My schooling gave me no training in seeing myself as an oppressor, as an unfairly advantaged person, or as a participant in a damaged culture. I was taught to see myself as an individual whose moral state depended on her individual moral will. My schooling followed the pattern my colleague Elizabeth Minnich has pointed out: whites are taught to think of their lives as morally neutral, normative, and average, and also ideal, so that when we work to benefit others, this is seen as work that will allow â€Å"them† to be more like â€Å"us.†

Health and Safety at Work

Critically review your own organisation’s Health and Safety Policy and procedures and make recommendations for improvements Organisations today widely regard their employees as their greatest assets, so it is no wonder that they are spending an increasing amount of their resources on ensuring that the workplace and work systems enable its staff to feel safe and secure; as management continues takes an active role in their wellbeing. Failure to ensure and provide a safe working environment can raise concerns in a variety of areas such as legal, financial and ethical issues. In the United Kingdom there are legislations in place designed to ensure that correct and appropriate systems of work, in regards to health and safety, exist within every organisation. Under the Health and Safety at Work Act 1974 (HASWA), section 2, â€Å"It shall be the duty of every employer to ensure, so far as is reasonably practicable, the health, safety and welfare at work of all his employees. † This highlights the responsibility employers have in ensuring their employees are safe of chemical, physical and machinery hazards and risks. Hazards can be defined as something that can cause adverse effects, such as water on a staircase because of the possibility of you slipping on it and hurting yourself. A risk is the likelihood that a hazard will actually cause its adverse effects, together with a measure of the effect. Risks are usually expressed as facts with a quantifiable likelihood, such as â€Å"one in a hundred†, paired with the effect and hazard, â€Å"fatal accident [effect] at work [hazard]†. Other important sections to highlight within the HASWA are section 3 â€Å"It shall be the duty of every employer†¦ so far as is reasonably practicable, that persons not in his employment who may be affected thereby are not thereby exposed to risks to their health and safety. † This underlines the responsibility employers have of ensuring members of the public and non-employees are not exposed to any risks. HASWA 1974, s7; â€Å"It shall be the duty of every employee while at work to take reas onable care for the health and safety of himself and of other persons who may be affected by his acts or omissions at work†. This states the duty every employee has in ensuring their own wellbeing within the workplace as well as their conduct in ensuring the health safety of their colleagues. HASWA s8; â€Å"No person shall intentionally or recklessly interfere with or misuse anything provided in the interests of health, safety or welfare in pursuance of any of the relevant statutory provisions. † Section 8 talks of the importance of not misusing or damaging property and equipment at work under a legal obligation. From each of these sections there are key phrases and words which can be interpreted differently and applied in various contexts. â€Å"So far as is reasonably practicable†, for example, involves weighing the risk against the time, money and trouble needed to control it. This is normally expected to be exerted to different extents within different organisations. In a small business with 5 employees it may be ‘unreasonable’ to put in place a system to prevent doors shutting abruptly due to the nature of the organisation and the cost of implementation. However if in a bigger organisation of significantly more employees (150), then the risk of getting fingers trapped in the door are increased, so this may be an issue that would need investigating and probably amended in order to comply with the act. I am going to make a risk assessment of my work place in my area of operation focusing on some of the health and safety concerns and what can or has been done to rectify the issue. My workplace is in ‘23 New Mount Street’ which is a grade 2 listed building of serviced offices. It used to be an old mill, later home to the ‘Cooperative Printing Society’, and now converted into a set of offices. My office is on the second floor for which you have to take stairs to enter the building and then an elevator up to the office space. One of the health and safety issues present at my workplace is the possibility of Repetitive Strain Injury (RSI) when working on the computers. Since the introduction of technology and computing that involves the use of the keyboard and mouse there has always been the risk of RSI which can be due to posture held when working or the strain on your eyes caused by the glare of the computer screen. RSI occurs when you work for prolonged periods of time on the computer without taking breaks to stretch your muscles and rest. Currently in the organisation there are adjustable chairs to sit on when working on computers so the individual can alter the height of the chair to align themselves with the monitor screen. This also helps improves the posture of the individual. This complies with The Health And Safety (Display Screen Equipment) Regulations 1992 by meeting the minimum requirements for the work chair and other equipment. There is also a â€Å"RSI Awareness† notice on near the workstations to make sure they are aware of safe computer usage. If further action was to be taken then they should try and do more in ensuring that regular breaks are taken as sometimes working on computers can make you lose track of the time, â€Å"Every employer shall so plan the activities of users at work in his undertaking that their daily work on display screen equipment is periodically interrupted by such breaks or changes of activity as reduce their workload at that equipment†, The Health And Safety (Display Screen Equipment) Regulations 1992, s4. This is not a high-risk hazard as the users of the computers are already made aware of RSI so within this organisation spending the extra resources may not be ‘reasonably practicable’. Also this is an issue that should be enforced by the employee themselves under the HASWA 1974, s7, â€Å"take reasonable care for the health and safety of himself†; because the equipment is there for them to use it just has to be used responsibly. This can be extended further to bring in the manufacturers and designers of office equipment under HASWA , s6. 1a â€Å"It shall be the duty of any person who designs, manufactures, imports or supplies any article for use at work – to ensure, so far as is reasonably practicable, that the article is so designed and constructed as to be safe and without risks to health when properly used† . If there wasn’t ‘safe’ article provided by the office then they would not be complying with the HASWA, s6. To extend it even further it could be applied to the manufacturers and designers to ensure that it minimises the risks to health and safety, â€Å"It shall be the duty of any person who undertakes the design or manufacture of any article for use at work to carry out or arrange for the carrying out of any necessary to research with a view to the discovery and, so far as is reasonably practicable the elimination or minimisation of any risks to health or safety to which the design or article may give rise†, HASWA s6. 2. Another key issue is concerning the nature of the office building and its use of equipment. As this building has a number of office spaces usually leased on short term basis, 6 months minimum, there is usually office furniture and equipment left in hallways and corridors to moved in or out of the building and or in and out of office spaces. This is a safety concern in that it is obstructing paths and a hazard for someone to trip over them. It is also a fire safety concern as it can be seen to be blocking paths that lead to fire exits and escape routes. This can fall under HASWA, s2. 2b, â€Å"arrangements for ensuring, so far as is reasonably practicable, safety and absence of risks to health in connection with the use, handling, storage and transport of articles and substances†. As well as that under The Regulatory Reform (Fire Safety) Order 2005, s14. 1, â€Å"Where necessary in order to safeguard the safety of relevant persons, the responsible person must ensure that routes to emergency exits from premises and the exits themselves are kept clear at all times†. This once again puts the earnest on the employer or person responsible for Health and Safety to ensure that the premises are free of hazards that could cause injury or a potential fire exit obstruction and to make sure that necessary precautionary measures are put in place in the case of an emergency such as fire, â€Å"Every employer shall establish and where necessary give effect to appropriate procedures to be followed in the event of serious and imminent danger to persons at work in his undertaking†, The Management of Health and Safety at Work Regulations 1999, s8. a. In order to comply with the legislation I think the organisation needs to make the office users aware of their responsibility in ensuring that they are not disregarding the legislation and are to be held accountable for their actions. They should also make transportation and storage of their equipment, e. g desks and chairs, in a storage room or at least out of corridors as not to obstruct the people within t he building. Health and safety at the workplace is a major issue for every organisation as it directly affects its employees in being able to work in a safe working environment. The issue of health and safety should be at the forefront of not only employers but employees as well as they can be liable, as a result of their own actions, for their own safety as well as other colleagues in the workplace and non-employees of the organisation who use the building; safety everyone’s responsibility. In the United Kingdom mostly all of the health and safety laws and legislations are governed by the phrase â€Å"so far as is reasonably practicable†, this means that every health and safety issue is a matter of relativity where the employer must assess the relative costs and benefits of any health and safety measures with time, trouble and money taken to implement it. If the costs are grossly disproportionate to the benefits then they are not obliged to amend it according to law and the phrase â€Å"so far as is reasonably practicable†. In every organisation there are issues concerning health and safety and they all differ depending on the nature of the organisation, i. e type of work, number of employees, resources etc. Within my own organisation most of the issues of Health and Safety are dealt with by the organisation in charge of the office. However within the office space I am accountable for the health and safety. To ensure health and safety is implemented effectively I believe it is necessary to educate the employees. The employees need to be aware of what they are responsible for and how they must work safely. Awareness is probably the biggest factor in ensuring good health and safety practices are implemented within the organisation. Bibliography Health and Safety at Work Act 1974 http://www. legislation. gov. uk/ukpga/1974/37/contents The Health And Safety (Display Screen Equipment) Regulations 1992, S4 http://www. legislation. gov. uk/uksi/1992/2792/contents/made RSI Awareness (2007). RSI Awareness. Available: http://www. rsi. org. uk/. Last accessed 24 March 2011. Health and Safety Executive. (2007). Workplace, health safety and welfare. Available: http://www. hse. gov. uk/pubns/indg244. pdf. Last accessed 23 March 2011. 23 New Mount Street. (2011). 23 New Mount Street. Available: http://www. 23newmountstreet. co. uk/index. php. Last accessed 21 March 2011. Health and Safety Executive. (2007). Fire and Explosion: Workplace safety. Available: http://www. hse. gov. uk/fireandexplosion/workplace. htm#building. Last accessed 25 March 2011. The Regulatory Reform (Fire Safety) Order 2005, Part 2, Article 14 http://www. legislation. gov. uk/uksi/2005/1541/article/14/made The Management of Health and Safety at Work Regulations 1999, S8 http://www. legislation. gov. uk/uksi/1999/3242/regulation/8/made

Students Evaluating Teachers †Education Essay

Students Evaluating Teachers – Education Essay Free Online Research Papers Students Evaluating Teachers Education Essay It is a general fact of education that more and more academic schools encourage students to evaluate and criticize teachers in order to improve the quality of education. I agree insofar as it is beneficial for students to enhance the critical thinking, while others think that it will contribute to a loss of respect and discipline. I concede that academic schools are on the correct side of this issue. After all, the quality of education is the final objective the schools pursue to. It is appropriate to assign to a high priority to the quality of education than to other accessory aspects, such as profit, enrollment. Moreover, this incentive spawns great advantage for the students, which is to enhance the capacity of independent thought, subjective judgement, emotional response, and so forth. Also, the teachers might benefit from these criticisms, which could help them to make possible universal access to their students’ information directly and accurately, and which could serve to put them more in touch with their foibles of teaching. Nevertheless, we are doing more to it irrespective of whether this incentive is acme of perfection from all aspects, the disadvantages of which can be bifurcated into two parts. One is that it may affect the routine of teachers, for the compelling reason that the dogma of criticism might be received continuously by the teachers, who are less concentrated on teaching, and whose energy may be susceptible. Another is that more and more criticism from the students may do a disservice to the confidence of teachers and give them less respect and discipline. To sum up, given above all reasons, there are considerable merits of both sides. What I suggest to do is make sure that while improving the quality of education, the academic schools should consider respect and discipline as the important factor, the function of which serve as important catalyst for adjusting both students and teachers’ behavior and facilitating the studying and teaching effectively and efficiently. Research Papers on Students Evaluating Teachers - Education EssayStandardized TestingPersonal Experience with Teen PregnancyIncorporating Risk and Uncertainty Factor in CapitalInfluences of Socio-Economic Status of Married MalesBionic Assembly System: A New Concept of SelfResearch Process Part OneBringing Democracy to AfricaRelationship between Media Coverage and Social andDefinition of Export QuotasHip-Hop is Art

Live Demo Recap How to Manage Multiple Clients With CoSchedule

Live Demo Recap How to Manage Multiple Clients With Managing multiple clients can cause confusion while working with a dozen spreadsheets, email threads, and tools! Eliminate that pain and get all your clients organized under one roof- each with their own unique workspace- so you can easily collaborate with your team + and complete top-notch projects for your clients with for Agencies. Watch this: How To Manage Multiple Clients (Without Losing Your Mind) In this demo, you will learn: Manage All Your Clients In One Place.  Eliminate the need for spreadsheets,  email  threads, and multiple platforms! Get all your clients under one roof. Simplify Your  Team’s Workflows Collaboration.  Easily facilitate real-time collaboration with your clients, stay on track with client tasks, and execute on projects faster. Create Campaigns Social Content For One Client (Or Many).  Schedule dozens of social messages in seconds + streamline the collaboration process between your internal and client teams with everything in one place. Improve Client Retention With Data.  No more warm fuzzies! Prove the value of all your hard work with real data! Utilize ’s Social Engagement Report to measure your success and improve client retention. Customize To Fit Your Client’s Needs.  is designed for flexibility. As your clientele grows, so should your tool. With the  Agency  pack, you’ll get ’s Multiple Calendars feature; allowing you to create unique calendars + analytic reports for every client. Need more details?  Check out for Agencies.

Social Determinants of Health and Wellbeing Essay

Social Determinants of Health and Wellbeing - Essay Example 1999). A safe environment, adequate income, meaningful roles in society, secure housing, higher level of education and social support within communities are associated with better health and well being. It is these determinants that we refer to as the "social determinants of health" (Baum F. 1999). The key determinants of health are ethnicity, cultural factors, educational attainments, economic conditions, housing, employment security and access to and use of health care services contributing together to portray socioeconomic status in the society of Canada (Raphael, D., 2006). The SODH National Conference focused on the public policy environment (income and its distribution) and not on the characteristics associated with the individuals (income and social status). There are 11 SODS they are: Aboriginal status, early life, education, employment and working conditions, food security, health care services, housing, income and its distribution, social safety net, social exclusion, unemp loyment security (Raphael, D., 2006). The approaches for SDOH are Mid-level approach are a focus on mid-level determinants of health.

WaterAid International Essay Example | Topics and Well Written Essays - 4000 words

WaterAid International - Essay Example In 2012, The Big Dig request gets unimaginable help and raises more than  £2m for our work in country Malawi, bringing clean water and safe sanitation to more than 134,000 individuals. The cash and backing has likewise helped them to impact strategy and practice to guarantee that the imperative part of water, cleanliness and sanitation in diminishing neediness is distinguished universally 1.2 Company Structure WaterAid worldwide is our worldwide legislation structure that organizes the exercises of WaterAid part nations (see note 14 of the Financial Statements for the records of WaterAid universal for the year finished 31 March 2013). In 2012-13, WaterAid was made up of four part nations: the UK, America, Australia and Stheyden (Watercan, an autonomously legislated NGO in Canada, joined in July 2013). WaterAid UK, America, Australia and Stheyden are all autonomously constituted associations with their Boards and Chief Executives. A year ago, WaterAid UK kept on putting resources into WaterAid worldwide to backing the development of Stheyden and our start-up in Japan where an agent was named throughout the year. They likewise put resources into the running expenses of WaterAid universal, and in supporting WaterAid America and WaterAid Australia as they expand their commitments to the accomplishment of the Global Strategy.

Women Essay Example | Topics and Well Written Essays - 1000 words

Women - Essay Example The first feature, common for all these women, is their masculinity, interwoven with typically female manner of control. Queen Dido rules Carthage, Margot is a member of the Damned Few, the secret council of the Women's country, and Athena is a deity, a goddess of war, wisdom and knowledge, adored in the Ancient Greece. In order to understand Margot's roles and functions, let's look briefly at the organization of the Women's Country. "Within Women's Country, all the cities are walled and each city has, outside its walls, a garrison of male warriors to protect them from other male warriors protecting other cities" (Tepper, 1988, p.21). In exchange for this defense, the women have to give their male children to his father at the age of five. Warriors are allowed to enter Women's Country under two circumstances. First, they can visit it biannually for 'Carnival', a social event which encourages men and women to have intimate affairs in order to have children. Second, the warriors, who wish to change their life and turn it to more peaceful side, can return to the Women's Country as the servitors, who perform the women's commandments, but enjoy civilized life without any weapon, cruelty and violence. The ordinances and instructions made by the women are directed to day-by-day guidance for the inhabitant s, who want to lead healthy and productive lives. Furthermore, the Damned Few's policy is close-knit with the total abolishment of gender inequality and with making women independent. Margot is one of those who try to improve the lives of the citizens, who really long to construct, not to destruct.In spite of her great power, Margot hasn't become cruel, like many tyrannical political leaders. Margot is an elder and physician in Marthatown (ibid, p.43). Margot is a person, whose life is an example of righteousness in terms of women's country. She has to develop new the values of gender equality (or even of female dominance to some degree) in the Country, so she does not allow herself such trivial things as love while solving problems of great importance, such as problem of violence. Using the power her knowledge and wisdom, she rejects the power of her emotions and brings up her daughter Stavia in a similar way (ibid, p.82).Queen Dido is one of the first female characters of western literature. It is possible to say that she is a female parallel to Aeneas. Queen Dido experiences a loss, when her brother betrays and kills her husband Sychaeus. Nevertheless, she is actually a person who founded a new city, having led her people from the motherland as exiles. She has no intention to fall in love with Aeneas, but Cupid traps her with his arrow. Thus, diving into the love, Dido looses her masculinity and moral stability, and her city begins to weaken.Once Aeneas leaves her, she becomes anxious and gets a fixation on her feeling, and needs a child in order to comfort herself. Having broken her promise of fidelity, given to her husband's soul, and feeling completely desperate, she commits suicide but not without bothering the Trojans and predicting the wars between Rome and Carthage.Dido does not represent the typical woman of classical

Assessment on English for Cambodian Textbook Uses

Assessment on English for Cambodian Textbook Uses The fall of the Pol Pot regime in 1979 contributed to a new step toward introducing new foreign languages-Vietnamese, and Russian, in Cambodian education system. However, at the end of cold war in late 1989, French and English were reintroduced once again at lower secondary school education after a long period of prohibition of teaching the two languages toward the end of Lon Nol regime in 1975 (Igawa, 2008). Although French and English have been taught ever since that time, English has become the first foreign language owing to the fact that there has been a switching allocation of language resources from French to English (Clayton, 2006). Since English becomes more and more influential language in Cambodia, high attention has been drawn to make this language more and more communicable among school girls and boys at basic education level from grade 7 to grade 12. Meanwhile, the main the purpose of Lower Secondary School (LSS) is to have students fully participate in the society and become a productive citizen. In this regard, the objective of teaching foreign language at that level is set to serve basic communicative competence for the students (MoYES, 2004). To serve the above objective, in Lower and Upper Secondary school levels from grade 7 to grade 12, MoEYS employs the book series named English for Cambodia to teach students, which was initially piloted in 1996-1997 academic year (MoEYS, 1999). Before the publication of English for Cambodia (EFC) series, many textbook series such as Headway, English for Today, and streamline, to name but a few, were utilized to teach Cambodian Secondary School students. Shortly after several projects had been conducted to develop an appropriate English textbook for Cambodia, EFC textbook series were published with six levels in which one level is confined for the whole academic year of each grade at both Lower and Upper Secondary schools in Cambodia (Vira, 2002). In grade 7, students are to take the first level of the book named English for Cambodia: Book 1. The book is written in English including the explanatory part in the first section. The textbook content is organized on the grammar basis containing a number of chapters which each is subdivided into 4 or 3 units to explain the target grammar, some drills using the grammar, short dialogues with questions to check for comprehension, and reading texts. From the content, each chapter subsequently orientates students towards communicative goal (MoEYS, 1999). English for Cambodia, book one, was developed in forms of teachers guide and student book in respect to MoEYS Textbook Master Plan (1996) and cooperated with Cambodian research institutions. This textbook was designed on the basis of MoEYS English Syllabus for grade 7 students and accompanied by the teaching methodology developed by teacher trainers during training course for Lower Secondary English trainees. In particular, the main features of teaching methodology in this book is characterized as: enhancing 4 language skill practices namely listening, speaking, reading, and writing; practicing grammatical structure and vocabulary and introducing systematic and appropriate means of communicative language function; various effective teaching and learning technique presented in each unit; and regular interaction between students and teachers (MoEYS, 1999). 1.2 Research Problem Three tables below show that teaching English is started at lower secondary school from grade 7. This means that from grade 1 to grade 6 Cambodian students who solely take primary education at state schools are not familiar with any of Basic English Alphabets. Table1: (Curriculum for grade 1-3) Table2: (Curriculum for grade 4-6) Table3: (Curriculum for grade 7-9) (MoEYS, 2004) On the other hand, from observation on teachers and students, the majority of them seem to be out of their interests in the learning and teaching English due to the fact that content of textbook does not suit well with students language learning ability. As demonstrated in three tables above, teaching foreign language begins in grade 7. However, the textbook that is used for grade 7 students tends to be higher in language introduction than real students language learning abilities are. For instance, in the first chapter of ECF1 textbook, it begins with short dialogue and straight away gets students to introduce themselves to their friends in the classroom (English for Cambodia: Book1, chpt: 1). This significantly drives grade 7 students attention away from learning English at school. Paul Morris suggested that the best criteria for content selection shall respect to learners ability. However, this criterion is not carefully considered (Morris, 1996). Particularly, Cunningsworth (1995) proposed that best criteria for selecting a good textbook is to analyze if the textbook content responds to learners needs and also the objective of language program (Cited in Richards, 2001). In this regard, there comes the question, Does English for Cambodia book 1 fit well with and correspond to grade 7 students needs and their learning abilities? 1.3 Objectives of the Study (Research objectives) To refine the current EFC textbook content, this study aims at evaluating both strengths and weaknesses of the existing textbook and shed light on how to improve the textbook contents by employing some theories of textbook evaluation from previous studies abroad to build up logical frameworks for the research findings. Moreover, this study will compare textbook content used in Cambodian lower secondary school to some other English textbooks used in some other private institutions-whether the textbooks contain the element of communicative language teaching objective set by the Cambodian Ministry of Education. In this regard, the refined qualities of textbook can be developed to help grade 7 students who learn English to improve their language performance in Cambodian high schools. 1.4 Research Questions What are the strengths and weaknesses of EFC 1 textbook perceived by teachers and students in grade 7 English classes? Are there any significant differences of English textbook content used in Cambodian secondary school and those used in private schools? 1.5 Hypotheses Strengths and weaknesses of EFC 1 textbook are perceived by teachers and students in grade 7 English classes. There are significant differences of English textbook contents used in Cambodian secondary school and those used in private schools. 1.6 Significance of the Study This study will contribute to establishing guideline for grade 7 textbook review aiming at enhancing qualities of the existing EFC textbook series. This study will serve as a tool to facilitate grade 7 students with appropriate learning English as second language materials at Cambodian lower secondary school. The result from this study will offer recommendation to curriculum developer to reconsider the current textbook content in the view to making it relevant to the Cambodian grade 7 students and adherent to general objectives of foreign language teaching curriculum set by the Ministry of Education, Youth, and Sports in Cambodia. 1.7 Definition of Key Terms The assessment on EFC1 textbook will be done through examining the internal features and external features of the book. The term internal features refer to physical appearance, layout, pictures, and printing quality, while external features specify the language contents and skill development of the book. 1.8 Proposed Chapter Organization This research study is organized in five chapters. Chapter 1 is introduction dealing with background information of the study, problem statement, research objective, research question, significance of the study, and proposed chapter organization. Chapter 2 is literature review which makes use of many studies oversea to construct a logical framework for textbook evaluation. This review of literature will lead to structural features of textbook evaluation consisting of internal and external features, and draw up some characteristics to achieve the goal of communicative language teaching. Chapter 3 is research methodology which deal with research design, instruments for data collection, setting, data collection procedures, plan for data analysis, ethical considerations, and limitation of the study. Chapter 4, finding and discussion, will present the findings related to the strengths and weaknesses of EFC1 textbook, and pose recommendation for textbook review to make it an appropriate material for grade 7 students in Cambodian lower secondary school. Chapter 5 is conclusion. CHAPTER 2: LITERATURE REVIEW Since there are limited previous studies concerning textbook evaluation in Cambodian context, this study will base largely on related studies oversea to draw the theoretical framework to textbook assessment. And the review of literature begins with the description of general features of textbook evaluation, and is followed by textbook content evaluation for communicative purposes, related study in EFC textbook evaluation, and finally conclusion. 2.1 General Feature of Textbook Design Evaluation Textbooks are teaching materials generally used in many teaching programs. In order to measure the strengths and weaknesses of any textbooks used in Second Language Teaching program many criteria have been set to carry out the framework of evaluation. In 1982, David William in his position as Senior Lecturer and the head of Language Art Section at Ahmadu Bello Unversity of Nigeria proposed the evaluative scheme through his work: Developing Criteria for Textbook Evaluation. His evaluative scheme is based on four criteria namely linguistic, pedagogical, general, and technical principles. These principles provide up-to-date teaching methodology to teachers, especially those whose native languages are not English, to benefit from appropriate guidelines introduced by a particularly chosen textbook. Moreover, the needs of second language learners shall be carefully considered especially when pupils in the same class have many different backgrounds of English capacity. Whats more, introduci ng vocabulary and grammar shall be conducted in respect to students socio-cultural norms so as to relate students native language with the introduced target language. As the result of these principles, David William suggested a checklist in which ESL textbook should be included such as guideline for teaching language items and skills, supplementary materials for pronunciation, provision of variable techniques for teaching grammar and vocabulary, guideline for teaching reading comprehension and writing, and technical aspects of language presentation textbook should have such as appropriate pictures, diagrams, table (William, 1983) Cunningworth (1995), on the other hand, proposed four criteria for textbook evaluation. First, textbook should correspond to the need of learners and fit well with the aims and objectives of the programs. Secondly, textbook shall shape students learning purposes for effective language learning outcome. Thirdly, they should facilitate students with learning process, hence increasing a good flow of learning-teaching activities. Fourth, textbooks should serve as a supporting tool to accommodate students learning and target language. In addition, Cunningsworth also recommended a checklist for textbook evaluation which bases on 9 categories: aims and approaches, design and organization, language content, skills, topic, methodology, teachers guide, and practical consideration (Cited in Richards, 2001). Another systematic evaluation proposed by Byrd (2000) also recommended practical textbook analysis before putting it into use for English class. He addressed the three fits that can be the keys to assessing an effective textbook use in general: the Fit between curriculum and text, the Fit between students and text, and the Fit between teacher and text. The first fit analyzed the consistency between curriculum set and materials used in order to reach the commonly achievable goals. The second fit served as a link between students needs and textbook. For this purpose, textbook should combine three key elements including content explanation, examples, and exercise or tasks. The three keys should be of students interest and use, of appropriateness to target students to be explained, and of help in explaining to them about what they need to know in order to learn. More, different kinds of students should get benefit from varied activities the book presents in order to meet their own needs. And of course, to enhance the three key elements textbook should employ physical make up including graphics, arts, print size, as well as attractive illustration. Last but not least, the third fit provides benefit to teachers in which he/she can make use the teaching textbook to help them solve problem related to teaching language within their classrooms. From the textbook teachers should be equipped with guidelines, extra materials, activities, and methods to extend their language teaching in their assigned classroom (cited in Celce-Murcia, 2001). Although no textbook is perfect in language teaching class, there are universal characteristics of textbook that can be used as format for textbook reviews. In a journal article by Hansan Asary and Esmat (2002), they drew up universal features of textbook analysis by selecting 10 ESL/EFL textbook evaluation schemes and 10 ESL/EFL reviews as collections to develop their study. From their analysis, the authors come up with universal characteristics of EFL/ESL textbooks which are outlined as: 1) approach which is related to theory of nature of language and learning; 2) content presentation referring to purpose and objective as well as sequences of presentation and consideration on students part as well as teaching syllabus; 3) physical make-up which refers to the appropriate layout, pictures, and publishing quality; and 4) administrative concern which involves cultural and social aspects of the texts (Ansary Babii, 2002). To assess the quality of textbook of grade 6 English Language class in Saudi Arabia, Abdulrahman Ali M. Alamri (2008) conducted one research study to evaluate the newly published textbook, named Sixth Grade English Language, which was used in Saudi Boys Schools. The selected criteria to evaluate the textbook in question was similar to what have been mentioned in the above theories of textbook evaluation including the general appearance, design and illustration, accompanying materials, objectives, topic appropriateness, learning components, socio-cultural contexts, skills development, teachability, flexibility, teaching methods, and practice and testing. The result from this study showed that Sixth Grade English Language Text really satisfied all 104 participants, but there were some comments suggested by the author in order to improve quality of textbook include adding appropriate glossary to facilitate teachers and learners, incorporating attractive illustration to encourage more cr eativity, encouraging more critical thinking through interesting topics, introducing more authentic themes to get students more active in class, including life-like interaction to encourage more flexibility of language practices, and finally providing more effective teaching methods that make students more communicative in class (Abdulrhman, 2008). 2.2 Textbook Content for Communicative Goals In general principle, Communicative Language Teaching consists of two key components. The first component is based on the idea that language is not solely pieces of grammars, but is involved with language functions. Therefore, students should learn how to use language appropriately in a context of (formal, informal, tentative, technical) writing and speaking. Second component stems from the idea that learning language can take place only if students have adequate chance to expose to language use (Compiled by Rath Hok, 2002). In this regard, textbook shall integrate skill development, language function, and appropriate topic for authentic language use (Cunningsworth, 1995; Sharma, 2005; Madhi, 2006; Abdulranhman, 2008) To assess if textbooks serve as communicative language teaching tools in junior high school of Japan, one research study conducted in Japan by Bal Krishna Sharma (2005) attempted to analyze textbooks series used in Japanese junior high school on two broad criteria: physical feature and internal feature. From internal feature, Bal Krishna Sharma posted criticism on textbook design for Japanese junior high school that the textbook emphasized more on grammar, hence lacking of communication skills, various tasks and activities (Sharma, 2005). Similarly, in order for the textbook content become more communicative in lower secondary school, textbook content shall emphasize more on communicative role of language rather than more on structural methods. In a research report conducted in 2006 by Mahdi Dahmardeh in an effort to expand the constructive change in communicative textbook design in Iranian Lower Secondary school and to carter for teachers and students needs and expectation, he analyzed the current textbook use in Iran by categorizing it into 7 aspects: teaching vocabulary, reading comprehension, speaking out and write it down, language function, pronunciation practice, teaching listening and writing, and teaching culture. From these categories the author found that Iranian textbook design for lower secondary school cannot meet learners and teachers needs owing to the fact that the textbook still emphasized more on structural methods and ignored communicative roles of language (Madhi, 2006). Social cultural aspect of language also plays important role in extending the authentic language function. In Cunningsworth checklist of textbook evaluation, topic selection for textbook design shall be various to expand students awareness and experiences, meet the students language level, and represent the socio-cultural context which related to students way of life (cited in Richards, 2001). Moreover, Abdulranhman (2008) also stressed the importance of socio-cultural aspect which is familiar by students. Students are likely to instill positive attitude with the language they learn. In this case the term lingua franca starts to take its effect in teaching language, which means that language is adopted widely to make its communicable among the speakers whose native languages are different from each other. It is, therefore, concluded that foreign language taught in a particular country shall insure its variety to make it learnable and teachable. 2.3 EFC textbook evaluation in Cambodian Secondary School Though there have not been many studies concerning Cambodian textbook evaluation, Neau Vira (2002) conducted his study on English Language Teaching in Cambodian Secondary school in his effort to seek significant domain in renovating successful teaching profession. However, one section of his study covered EFC textbook evaluation which he sought the answer to the quality of EFC textbook through questionnaire, and in-person interview. 39 participants were selected to express their judgments on the currently used textbook quality. Surprisingly, all the respondents expressed their satisfaction on the EFC textbook because this textbook series was interesting, appropriate to students levels, relevant to Cambodian daily lives, and various in activities for students to practice in their class (Vira, 2002). 2.4 Theoretical Framework From frameworks found in the above articles, it can be concluded that two broad criteria should be categorized to measure the strengths and weaknesses of EFC textbooks: external features and internal features. External features refer specifically to physical make-up of textbook including font size, layout, quality of printing, weight and size, and illustration. On the other hand, internal features take underlying teaching approach and language content into consideration. The latter features examine the language skills, presentation of grammar and vocabulary, language function, teachable language activities, teaching methods and objectives, and topic appropriateness. Moreover, the previous finding concerning EFC Textbook evaluation cannot cover broad array of textbook evaluation criteria mentioned above. Therefore, further study need to be analyzed to assure more valid result. CHAPTER 3: METHODOLOGY 3.1 Research Design To discover general perceptions of teachers and students on the strengths and weaknesses of EFC textbook, as well as comparing EFC textbook content with those of textbooks used in private language school, this study will use quantitative method. Since the purpose of this study intends to assess the perception of students and teachers on strengths and weaknesses of textbook contents in question, this type of research is classified as survey research (Gay, Geoffrey, Peter, 2009). In this regard, a number of teachers and students will be allowed to voice their personal judgment on the targeted areas of textbook qualities the study focuses on. 3.2 Research Instrument This research study will employ checklists of textbook evaluation from previous studies. These checklists are incorporated into a single questionnaire which categorized into 2 major areas of textbook evaluation: internal and external qualities. In external quality evaluation, 7 items of statements will be included to measure overall appearance of textbook design such as quality of cover page, pictures, table of contents, layout, and printing. Anyway, to assess external quality, 20 items of statements under the internal quality are used to get general perceptions of teachers and students on textbooks aims and objectives, content organization, language content, skills, topics, and teaching methodology. All items in questionnaire are organized in Likert-like scale in which all participants are to respond to a number of statements on scale values ranking from: 1) strongly agree, 2) disagree, 3) agree, and 4) strongly agree. In addition, to ensure clear content of questions and to be easily answerable by participants, questionnaire needs to be translated into Khmer to suit grade 7 students learning competence, while teacher can answer the questionnaire with their own choice in Khmer or in English version. Moreover, pilot testing needs to be carried out one month before the real survey begins to guarantee the validity and reliability of the questionnaire. From this pilot testing, it can help improve questionnaire contents and its prospective score results. 3.3 Population and Sample Site of this study is small, which cover only on the target area of Phnom Penh where a number of both state and private schools are located. Questionnaire will be used as a survey to get personal judgment from target population of 60 Grade 7 students and 40 teachers of English who teach them in 10 different secondary schools. Other 20 teachers from 5 different private language schools will be also invited to answer the questions related to the features of beginner textbook content used in their institutions. The sampling design for this population follows clustering procedure in which 60 students and 40 teachers will be randomly selected from 10 secondary schools where EFC1 textbooks are used in Phnom Penh, and 5 private language schools where their particularly chosen textbooks are used. First among each 10 secondary schools, all number of grade 7 classes are selected. Then only 2 or 3 classes will be selected for the questionnaire participation. Teachers who teach in those classes are asked for answering the questionnaires. Meanwhile, around 6 to 10 students of those teachers classes are also selected to answer the questionnaires. For private language schools, all number of beginner classes are selected. Then only 1 or 2 teachers who teach beginner classes are requested for their participation. 3.4 Description of Variables Derived from the Research Tools EFC textbook content is judged through the teachers and students perception with questionnaires. The participants involved will rate a series of statements in scale value ranking from number one (the most disagree) to number four (the most agree). To seek the answer to the first question of this research, students and teachers perception on strengths and weakness of textbook contents are assessed with each statement in the questionnaire. Item 1 to 7 under external quality section are used to evaluate the overall textbook appearances, while item 1 to 20 under internal quality section are used to evaluate textbook content organization, language content, skills, topics, and teaching methodology. To find the differences of textbook contents employed by some private schools and those used in Cambodian secondary school, the answers from questionnaires that will have been given by all participants are compared and contrasted to discover commonalities and differences of all textbook contents being assessed. Therefore, from the survey, if higher percentage of participants rate on the higher scale of each statement, this will tell that textbook contents being assessed have their strengths. In contrast, if higher percentage of participants rate on the lower scale, it will interpret that textbook contents have their weaknesses. 3.5 Data Collection Procedure In order to have access to the target population, permission need to be sought from school principles for a number of available grade 7 teachers and students at each school. After having accessibility to the school, all grade 7 classes will be selected. But we need to limit the number of students to get involved in answering the questionnaires. This means that only roughly 2 to 3 students that represent the whole class will be chosen to answer the questions. Meanwhile, to assess the qualities of textbook used in private language schools, permission is also sought for one beginner teacher from several private schools. This means that 5 different textbooks from 5 different private schools will be assessed. Additionally, the detail explanation needs to be made at the target areas just in case the participants have any misunderstanding over the questions. We will keep doing with this procedure until 25 target participants can be assessed. 3.6 Plan for Data Analysis Data analysis is conducted in the follow steps: First step: collect all answers from the participants involved in answering the distributed questionnaires. Second step: analyze respondents answers if their answer is bias or non-bias on the ground of textbook contents. Third step: prepare for data entry Fourth step: the data will be analyzed using SPSS to see the percentage of respondents who agree or disagree on the EFC 1 textbook design quality. Fifth step: present the result and discussion. 3.7 Ethical Consideration All participants will be informed in advance that schools, teachers, and students names will not be revealed to ensure validity and reliability of their answers. Before conducting the survey, the participants need to be ascertained that their answers do not harmfully affects their current teaching careers, their school reputations, or students learning process. The participants should be clearly informed that their answers will be kept confidential and will not be used for other purposes. All data collected will be used for the purpose of this research finding only. Moreover, their contribution of answers will be worthwhile to the development of effective teaching materials for beginner language learners. 3.8 Limitation This study will target at the population in Phnom Penh where all selected private language schools and public high school are located. With time and financial limit this research can not reach the target population in the rural area, hence having difficulty getting the answer that represent the whole country demand for EFC 1 textbook evaluation as needed.