Free Essays on Non-Linear Editing

WHAT'S NON-LINEAR EDITING? Editing film on a flatbed or workbench is basically non-linear editing. That is, the film can be assembled in any order from beginning to end, and changes can be made in the cut anywhere at any time. Contrast this with editing on video, where an editor must begin the cut at the beginning of the program and lay down shots in story order. Often an project edited in this way must make several versions of the program an "off-line" edit, where the basic decisions of the cut are made, and then an "on-line" edit, which includes all the bells and whistles of the edit dissolves, wipes, etc. Similarly, a film editor must make all his or her decisions without benefit of these effects, marking the work-print edit with grease pencil where the dissolves are supposed to go. The film editor has the benefits of being able to break a splice in half and make changes in the middle of the film edit, but has the disadvantages of having to keep track of thousands of little film trims. Non-Linear Editing, in the context of computer editing, is to film and video editing what the word processor was to the typewriter. Non-linear editing offers the best of both the film and video worlds..and more. The benefits of Non-linear editors (NLE) are greater than I could explain in one article. A NLE allow you to make changes in your edit anywhere at any time. A NLE can easily save multiple cuts of one program. A NLE can save hours of work logging and ar chiving footage. A NLE can remember and undo your recent edits that you aren't happy with. A NLE can generate an Edit Decision List (EDL) for film (a "cut list") or video to be sent to a negative conformer or in the case of video, can be imported into a n edit controller. Most NLE's use all digital sound. Many NLE's allow you to do titles generation, dissolves, wipes, video and 3D effects, and other custom effects on-the-fly or in real time. Many NLE's allow you to convert to and fr... Free Essays on Non-Linear Editing Free Essays on Non-Linear Editing WHAT'S NON-LINEAR EDITING? Editing film on a flatbed or workbench is basically non-linear editing. That is, the film can be assembled in any order from beginning to end, and changes can be made in the cut anywhere at any time. Contrast this with editing on video, where an editor must begin the cut at the beginning of the program and lay down shots in story order. Often an project edited in this way must make several versions of the program an "off-line" edit, where the basic decisions of the cut are made, and then an "on-line" edit, which includes all the bells and whistles of the edit dissolves, wipes, etc. Similarly, a film editor must make all his or her decisions without benefit of these effects, marking the work-print edit with grease pencil where the dissolves are supposed to go. The film editor has the benefits of being able to break a splice in half and make changes in the middle of the film edit, but has the disadvantages of having to keep track of thousands of little film trims. Non-Linear Editing, in the context of computer editing, is to film and video editing what the word processor was to the typewriter. Non-linear editing offers the best of both the film and video worlds..and more. The benefits of Non-linear editors (NLE) are greater than I could explain in one article. A NLE allow you to make changes in your edit anywhere at any time. A NLE can easily save multiple cuts of one program. A NLE can save hours of work logging and ar chiving footage. A NLE can remember and undo your recent edits that you aren't happy with. A NLE can generate an Edit Decision List (EDL) for film (a "cut list") or video to be sent to a negative conformer or in the case of video, can be imported into a n edit controller. Most NLE's use all digital sound. Many NLE's allow you to do titles generation, dissolves, wipes, video and 3D effects, and other custom effects on-the-fly or in real time. Many NLE's allow you to convert to and fr...

People versus Persons

People versus Persons People versus Persons People versus Persons By Daniel Scocco Felix asks, â€Å"I was just wondering when it was appropriate to use people as opposed to persons.† There is some confusion regarding the two terms, especially because their meaning and usage suffered a mutation along the centuries. Both derive from Latin, but from different words. Person derives from persona, which refers to an individual. People, on the other hand, derives from populum, and it refers to a group of persons sharing a culture or social environment. Person is a singular form, and its plural is persons. Over the time, however, many writers started to adopt people as the plural form of person, and nowadays it is widely accepted. Notice that legal and very formal texts still use persons as the plural form. One distinction that was proposed was to use persons as long as there was a countable number of individuals (e.g., 67 persons left the school) and people when such a number was large and indefinite (e.g., the people left the stadium quickly). The rule did not catch on, though, and some writers still use people even when there is a definite or small number of individuals. Finally, people can also be used in the plural form (e.g., the peoples of Asia) when it refers to the different cultural groups that live in a certain region. 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 Misused Words category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†Use a Dash for Number Ranges40 Words Beginning with "Para-"

Language of Argument in the Real World Essay Example | Topics and Well Written Essays - 250 words

Language of Argument in the Real World - Essay Example healthcare reform in 2010 makes it mandatory for each individual to have their own health care insurance. Even though the low-income families are entitled to receive subsidies from the federal government (Kaiser Family, 2012); the average-income families who do not have access to an employer-sponsored healthcare plan are obliged to pay for their own healthcare insurance (Galewitz, 2010). In the end, this issue brings out criticism with regards to social justice and fairness of this particular healthcare reform. When writing an argumentative paper that aims to convince the readers about the adverse socio-economic consequences of the U.S. healthcare reform in 2010, the writer should make use of persuasive synthesis using the rhetorical theory. In general, the main purpose of rhetorical communication is to persuade other people by being able to apply a rational and logical reasoning with regards to a particular scenario. Aside from the use of logical reasoning, it is equally important on the part of the writer to show unbiased opinion with regards to this subject matter. Therefore, the writer should be able to present not only the benefits but also the consequences of implementing the healthcare reform. By considering the target audiences’ opinion and outlook in life, the writer can create a paper that can effectively convince other people why this particular healthcare reform can only benefit a small group of individuals at the expense of the general public and the private sectors. Dunham, W. (2010, March 22). Overhauling the U.S. healthcare system, the most costly in the world, has been a high priority for President Barack Obama since he took office in January 2009. Retrieved from

Final Paper (Natural Selection and Antibiotic Resistance) Research

Final (Natural Selection and Antibiotic Resistance) - Research Paper Example Through this process, bacteria can become resistant to antibiotics. This genetic mutation may be spontaneous, or induced by horizontal gene transfer through conjugation, transduction and transformation. The use of antibiotics can increase selective pressure in a bacterial population that will lead to thriving of resistant bacteria and death of vulnerable bacteria. In this regard, the resistant bacteria will reproduce offspring that is resistant to antibiotics. In general bacterial resistance may be in form of change in permeability of the cell that prevents entry of the antibiotics or pumping the antibiotic out of the cell, acquiring the ability to inactivate the antibiotic or acquisition of mutations that modifies the target of an antibiotic. Common resistant bacteria include; methicillin-resistant Staphylococcus aureus, and vanmyocin-resistant S. aureus (Wright, 2005). Antibiotics have different modes of action that is either through inhibiting bacterial growth by inhibiting bacterial cell wall biosynthesis or blocking bacterial protein synthesis by binding to RNA preventing translation. Ampicillin is a beta-lactam or beta-lactamase inhibitor combination with a broad spectrum of antibacterial activity against Gram-positive, Gram negative and anaerobic bacteria. Ampicillin is a significant drug in the therapeutic drug for lower respiratory tract infections, intra-abdominal infections, gynaecological infections, skin and soft tissue infections. In this experiment a single colony was used to as a starting material to grow a culture of bacteria. Therefore the cells in the colony will be genetically identical because they have the same mother cell. The genetic variation in the colony will only be a result of accumulation of random mutations. The main aim of this experiment is to determine if random mutations in the population will result to a small number of cells to become resistant to antibiotics

Capitalism and World Countries Essay Example for Free

Capitalism and World Countries Essay Third world countries were seeking ways of making their erms of trade favorable and maximize its benefits from its involvement in international trade. NIEO aimed at overhauling international political and economic order so as to reduce the adverse effects of third world involvement in international trade. NIEO was simply seeking a reversal of the global trading practices institutionalized by the Bretton Woods system. The term was derived from the declaration for the establishment of a New International Economic Order adopted by the United Nations general assembly in 1974. It happened within the framework of North-South dialogue. It is very important from the onset to really excruciate what the New International Economic Order really is and its ramifications especially to the third world in the current global economic order. Primarily NIEO connotes policy directives adopted by the 6-77 with a view of stemming out the wests hegemonic influence in the global economic pecking order. The inspiration behind the NIEO can be traced to the came with the Bandung plan where optimism from the newly independent countries of Asia, Africa and Latin America were looking for ways of reforming the global trading and political system. The main aim was to find a framework within which the third world would find the solutions to their problems of underdevelopment within the ideologue of interdependence imposed by the world economy. The crux of this essay is to make an inference whether economic parity between the west and third world countries is possible in the global capitalist system. The begging question has always been whether the world would move towards a more poly-centric economic balance of power or whether it would be locked indefinitely in the cocoon of mono-centrism, with USA as the axis of the estern capitalist camp in their bid to maintain the status quo as pertains to the resources often with inadequate financial remuneration. But as the third world were as passionate as ever about coming up with a new world order the west coalesced behind the so called Washington consensus and met the pro-third world movement with equal passion and desire to maintain the status quo. NIEO was an order that aimed at achieving the following; Ensure that third world countries were able to benefit from extraction of third world resources. Ensure that there was adequate capital flow from the centre to he periphery coupled with infusion of efficient and cost effective technologies in the third world countries. ? Rally for a reform of the global order and correct the mistakes arising from the Bretton woods order and institutions . Ensure that the third world got fairer terms of trade in the global trading system, together with reasonable value for exports to the periphery. Enhance the strength of regional organizations within the third world like the EAC, COMESA and others in Asia and Latin America, this was aimed at increasing t he volume of trade within the third world and improve general conomic and technology transfer engagements within the third world. And also enhance the third worlds right to set up regional marketing and producer organizations. NIEO also aimed at controlling the activities of Multi National Corporations, their activities and their roles as agents of transfer for ecology and capital to third world states. After a detailed study of the objectives of NIEO we can then begin the odyssey in discovering whether NIEO in its entirety was or is international and whether it qualifies to be referred to as an order.

Essay --

Even though I am aware that there have been great strides forward, especially within the past decade, in the implementation of safer and more constructive methods, in regards to child interviewing practices, I am appalled at the gross negligence of our justice system, in their failure to protect children from the brutal onslaught of such damaging interrogation. Not only does it fail to safeguard a child’s health and well-fare, but it also proves counterproductive in the gathering of reliable testimony, and so therefore does not ultimately serve the constructs of justice, either. The criminal justice system, in the United States, has been very slow in recognizing and competently employing the substantial volume of relevant research data that has been available, for the past century, on the subject of the significant differences in the psychological and neurological differences between children and adults. In Europe, there was substantial and illuminating research being carried out, at the turn of the 20th century. In the work of Alfred Binet (1900), on external forces of suggestibility, free recall, and the inherent pressures resulting from a child’s eagerness to please adults, and William Stern’s (1910) research, on the detrimental effects of repeated questioning and leading questions, which were found to literally alter future recall of the same event, there was an emergence of much valuable insight into the subject of child witness testimony (Bruck, 1993, p. 406). An explanation of why the U.S. was so slow to embrace these valuable findings l ies in the differences in the judicial systems, of these countries. In much of Europe there is an inquisitorial form of trail, whereby a judge is responsible for interviewing witnesses. Th... ...g disorder, and an on-going battle with depression. In reading about this case, I am struck first and foremost, by the damaging effects of improperly executed child witness interrogation practices, and the enormous value of the immense body of research and the resultantly improved understanding of the effects of the proper handling of such a delicate undertaking. I can’t help but feel that the interrogation process itself, can in effect be a traumatic event, and the manner in which it is carried out acting as either a benefit or an added stressor, to a child already in obvious distress. These considerations are directly responsible for so many cases of child abuse not being reported, out of a fear of worsening an already painful experience, and underline the great need for, and value of, such protective and progressive institutions, such as child advocacy centers.

Tda 2.9 Support Children and Young Peoples Positive Behaviour

TDA 2. 9 Support children and young peoples positive behaviour 1. 1. In our nursery we have a behaviour policy on promoting positive behaviour; it has the guidelines/code of conduct we use to promote positive behaviour. The aims of the behaviour policy is to create a consistent environment that expects, encourages and recognises good behaviour and one in which everyone feels happy and safe. The behaviour policy is the main policy on promoting positive behaviour in the nursery and we should all be aware of the policies as part of our ongoing professional development so that we can manage children’s behaviour in a consistent way.The policy sets the boundaries of behaviour expected from the children and also the behaviour expected from staff. It sets out how we should reward the children and sanction them e. g. my nursery rewards potty training with stickers and other good behaviour with verbal praise, if a child is behaving inappropriately then we explain to them firmly that the behaviour is not acceptable and we suggest the correct behaviour that they should be displaying and if the behaviour carries on then we put them in thinking time or take them away from an activity.We encourage the children to resolve conflicts by sharing or negotiating with each other. It also has the anti-bullying policy in it and how we should handle situations and explains what inappropriate behaviour is. I think that the benefit of encouraging and rewarding positive behaviour through praising is that the children learn good behaviour from bad behaviour and I tend to see more of the same positive behaviour reoccurring when I reward it. When children know that there are boundaries set it makes them feel secure and helps provide children with a safe and secure environment, thereby promoting good mental health.The nursery has golden rules * Show respect for others, considering their rights to use equipment, to have space to play without the threat of being hurt or upset * Sit quiet ly for story and meal times * Move around the nursery with regards to the safety of themselves and others * Use toys safely and appropriately * Listen to instructions and comply with requests made by the nursery workers These rules are taught by * Praising and rewarding positive behaviour * Encouraging sharing and negotiations * Adults modelling positive behaviour Helping the children to understand the effects of their behaviour on others * Teaching routines for certain activities such as meal times, circle times, tidying up, going out, sharing toys etc * Promoting children to follow rules and gradually reducing prompts * Helping to equip children to challenge bullying, harassment and name calling * Using stories and songs to teach the children the value of positive behaviour * Evaluating the nursery’s provisions to see if it may have any effect on children’s behaviour * Teaching children and consulting with them about the rules * Ensuring that children know and unders tand that they are always valued as individuals even if their behaviour may sometimes be unacceptable 1. It is important that all staff consistently and fairly apply boundaries and rules for dealing with behaviour in accordance with the policies and procedures in the setting to ensure that the children have a sense of security and learn right from wrong and that inappropriate behaviour will be dealt with in the same way all the time by all of the staff. Children test boundaries have not changed with other staff and will get confused and not know what is expected of them if we are not consistent in our approach with all children. if I ignore a situation like a child hitting another child in my class then he will think that its ok and do it to another child and other children may copy the behaviour and think that its ok to misbehave while they are in my care and it will undermine my position if I’m not consistent in my approach to behavioural issues.When we go out of the nurser y for a walk we have to hold the children’s hands while in the street and there are certain children that try not to, I’m not sure if it is to see if I react differently or if they just want to test me but I always stop and explain that they cant go for a walk if they don’t hold my hand at all times and I act just as I have seen other staff act in the same situation, if I didn’t act consistent like the other staff then I would be putting the child in danger in this situation because they might keep letting go and then run into the road. Children learn the correct behaviour through the use of boundaries. We must all model positive behaviour in order to be good role models and set standards for the children and ensure they know and follow the behaviour policies.

Maximizing the Benefits of Project Work in Foreign Language

Maximizing the Benefits of Project Work in Foreign Language Classrooms Bulent Alan and Fredricka L. Stoller The implentation of project work differs greatly from on instructional setting to another. In some settings, fairly non-elaborated tasks, confined to a single class session, are labeled as projects.In other settings, elaborate sets of tasks establish the process for completing the project and span an entire instructional unit; in settings like these, the benefits of project work are maximized because students are actively engaged in information gathering, processing, and reporting over a period of time, and the outcome is increased content knowledge and language mastery. In addition, students experience increased motivation, autonomy, engagement, and a more positive attitude toward English.Although project-based learning presents challenges for teachers and students (Beckett 2002; Eyring 1997), most project-work proponents assert that the advantages outweigh the disadvantages. In this article, we focus on how English language teachers can capitalize on the content and language learning benefits of project work. To explore the topic, we examine the characteristics of under-exploited project work, outline the features that maximize the potential benefits of project work, and present a case study of project-based learning.We conclude with recommendations for English as a Foreign Language (EFL) teachers and materials writers who want to integrate project-based learning into their own curricula. Under-exploited project work Numerous language educators incorporate what they call â€Å"project work† into their classrooms, even though the lessons do not maximize the full potential of project work. For example, in some settings, basic communicative activities used to help students get to know one another better and to promote conversation have been labeled as projects.What often occurs in such settings is that students, when given the chance, join groups wi th their friends. They complete their non-elaborated tasks in a superficial way without much collaboration. Studentssocialize, but rarely assist each other with the language and information-gathering demands of the task (if there are any demands). In some settings, project work is merely a source of entertainment and a break from routine classroom activities.Though projects often focus on challenging, real-world subject matter, students are often solely concerned with the visual attractiveness of their projects, paying little attention to content and language learning. In these settings, teachers often reinforce this misdirected attention by assessing student projects according to their visual appeal, ignoring students’ gains in language and content learning. In other settings, students are constrained in their ability to grow from their projects, either because of excessive teacher control or because of the absence of teacher feedback and guidance during the process.In setti ngs characterized by too much teacher control, we find instructors who dictate each step of the process without giving students any voice in defining the project. Generally, such excessive control inhibits students from taking responsibility for their own learning and developing a sense of ownership toward the project. In these settings, students are rarely asked to provide feedback on the project experience; thus, often the same project is incorporated into future instruction, with no modification, which usually results in the same lack of student engagement.Another problem occurs when repeating students influence new students with their negative attitudes toward the project, further undermining the potential of the project. Project work can be more effective when teachers relax their control, when students regard the teacher as a guide (Sheppard and Stoller 1995), and when students provide feedback on the experience so that projects can be improved each year. A total relaxation of teacher control, however, is not the solution to a teacher-centered project. In some cases, students are left alone and receive no guidance on the language, content, or process demands of the project.Here, it seems, teachers have ignored both the process-based nature of project work and students’ need for support at different stages in the project. Finding the proper balance between teacher guidance and student autonomy enhances the advantages of project work in the language classroom. Project work that maximizes benefits Projects that are structured to maximize language, content, and real-life skill learning require a combination of teacher guidance, teacher feedback, student engagement, and elaborated tasks with some degree of challenge. Generally, such projects are multidimensional.A review of numerous case-study reports (Allen 2004; Gardner 1995; Gu 2004; Ho 2003; Lee 2002; Levine 2004; Papandreou 1994; Tomei, Glick, and Holst 1999) reveals that successful project-based learning: †¢ focuses on real-world subject matter that can sustain the interest of students †¢ requires student collaboration and, at the same time, some degree of student autonomy and independence †¢ can accommodate a purposeful and explicit focus on form and other aspects of language †¢ is process and product oriented, with an emphasis on integrated skills and end-ofproject reflection.The end result is often authenticity of experience, improved language and content knowledge, increased metacognitive awareness, enhanced critical thinking and decision-making abilities, intensity of motivation and engagement, improved social skills, and a familiarity with target language resources. One way to maximize the potential benefits of project work is to follow the ten-step process advocated by Stoller (1997) and Sheppard and Stoller (1995). The ten steps are summarized below. Step 1: Students and instructor agree on a theme for the project The students and instructor come to an agreement on a project theme.Because projects range from structured, semi-structured, to unstructured in terms of the degree to which the teacher defines the project (Stoller 1997), instructors should identify ways (large or small) in which students can develop some sense of ownership toward the project. Step 2: Students and instructor determinethe final outcome of the project With the nature and objectives of the project in mind, the students and instructor determine the final outcome of the project (e. g. , bulletin board display, written report, debate, brochure, letter, handbook, oral presentation, video, multimedia presentation, theatrical performance).At this point, the students and instructor negotiate the most appropriate audience for their projects (e. g. , classmates, other students, parents, program director, city mayor, a local business). Step3: Students and instructor structure the project After the theme and final outcome of the project are determined, the stude nts and instructor work out project details that guide students from the opening activity to the completion of the project. In this step, students consider their roles, responsibilities, and collaborative work groups.After negotiating a deadline for project completion, students reach a consensus on the timing for gathering, sharing, and compiling information, and then presenting their final project. Step 4: Instructor prepares students for the demands of information gathering At this stage, the instructor prepares students for the language, skill, and strategy demands associated with information gathering. With student ability levels in mind, the instructor prepares instructional activities for each of the information-gathering tasks.For instance, if students will be conducting interviews to gather information, the instructor may plan activities in which students have to form questions, ask follow-up questions, request clarification, and take notes. If students are expected to write letters, the instructor might review the format and language of formal letters. If they intend to conduct an Internet search, the instructor may review search procedures and introduce useful note-taking strategies. Step 5: Students gather informationAfter practicing the skills, strategies, and language needed for gathering information, students are ready to collect information using methods such as interviewing, letter writing, and library searches. Whenever possible, the instructor brings in relevant content resources to get students started on their information quests. Step 6: Instructor prepares students to compile and analyze data At this stage, students need to master the language, skills, and strategies needed to compile, analyze, and synthesize the information that they have collected from different sources.The instructor prepares students to do much of this on their own through tasks that involve, for example, categorizing, making comparisons, and using graphic organizers s uch as charts and time lines. Numerous training sessions might need to be planned, depending on the types of information collected and the ways in which it was collected (e. g. , taped interviews, brochures received in response to solicitation letters, library research, and note-taking). Step 7: Students compile and analyze informationAfter engaging in teacher-guided preparatory activities, students are ready to tackle the demands of compiling and analyzing the gathered information. Working in groups, students organize information and then discuss the value of the data that they have collected, keeping some and discarding others. The goal is to identify information that is critical for the completion of their projects. Step 8: Instructor prepares students for the language demands of the final activity As in Steps 4 and 6, the instructor designs language-improvement activities to help students successfully present the final outcome of the project.Those activities may focus on skills for successful oral presentations, effective written revisions and editing, persuasive debates, and so forth. Some focus on form might be greatly appreciated by students at this point. Step 9: Students present the final product Students present the final outcome of their projects, as planned in Step 2. Step 10: Students evaluate the project In this last, often neglected stage of project work, students reflect on the language mastered and the subject matter acquired during the project.In addition, students are asked to make recommendations that can be used to enhance similar projects in the future. It is during this stage that teachers provide students with feedback on their language and content learning. Project work options The details of project work are largely dependent on contextual factors, language program objectives, and available resources. For instance, in Turkey, at higher education levels, students of agriculture can engage in project work about soil erosion, which is a serious contemporary issue, with the goal of generating possible solutions for deforestation in Turkey.Engineering students can prepare written reports after investigating the advantages and disadvantages of a third bridge over the Bosphorus in Istanbul; they might even send their reports to interested officials. Students enrolled in a vocational school on the southern coast of Turkey might design a website that introduces their town, with an eye toward attracting and building tourism in the area (Huseyin Yucel, personal communication, May 2004). Academic English-preparation students in their first year of university studies can explore a self-selected topic related o their majors (reported orally to classmates and in writing for their teacher) to prepare them for future studies (Semra Sadik, personal communication, June 2004). Students majoring in physical education may investigate reasons for the limited numbers of Turkish athletes in recent Olympic games. EFL students in the east ern part of Turkey might conduct a survey aimed at determining the causes for low female-student school enrollments, concluding with suggestions, submitted to local officials, for turning around the trend.Students studying EFL in other countries are known to focus their projects on issues specific to their own countries, regions, and studies. Italian vocational high schools, for example, have structured their curricula around topics of relevance to students in various vocational areas, resulting in brochures for tourists, travel itineraries submitted to travel agencies, school banquet manuals, and many other real-world items. EFL students in Tunisian high schools have explored topics as diverse as mining and traditional marriage practices as part of their project work, culminating in video presentations of their findings.EFL students in Japan are surveying visitors at major tourist destinations—with note pad, tape recorder, and camera in hand—about topics of contempora ry interest. In line with such practices, Brazilian, Costa Rican, or Malaysian students could conduct projects with an environmental slant that are aimed at convincing local or national governments to take necessary precautions to protect local rain forests. (See Lee 2002, for a description of a project involving the creation of a booklet that describes an environmentally sound home, with suggestions for environmentally sensitive lifestyles. These examples, like those in Appendices 1 and 2, represent just a sampling of possible projects and outcomes that can be integrated into EFL classrooms. Project work: A case study Here we showcase a real-world project designed for intermediate and high-intermediate EFL students enrolled in the English Preparatory Program, in the School of Foreign Languages at Anadolu University, Eskis? ehir, Turkey. As part of this semi-structured project, defined and organized by both the teacher and students, students evaluate the effectiveness of the local t ramcar system. As part of their data collection, they interview xperts from the university, authorities from the city government, and residents of Eskis? ehir. They also write formal letters to the city to request information and conduct library and Web research. At the conclusion of the project, students present results to students in the School of Foreign Languages as well as to guests from the university and city government by means of a public forum, reinforced by a bulletin board display with findings and recommendations. The principal goal of the month-long project is to give students a voice in reshaping their town and its tramcar system.By the conclusion of the project, students are able to do the following: †¢ Gather pertinent information through various data-collection techniques, such as interviews, surveys, and library and Web research †¢ Engage in critical thinking activities, partially through synthesis activities †¢ See improvement in their language ski lls †¢ Use English with more self-confidence The project, structured following Stoller’s (1997) ten steps, is described below. Step 1: Students and instructor agree on a project The instructor conducts a lesson designed to raise students’ awareness of a local tramcar issue.This opening lesson, meant to encourage students to participate in shaping public opinion, elicits students’ attitudes toward public transportation, specifically tramcars, and provides them with the vocabulary and language needed to participate in the project. The instructor asks students where they live and how they travel to school. To facilitate this interaction, the instructor creates an overhead transparency with a grid that lists different forms of transportation, including tramcars. The instructor fills in the grid with students’ initials or tally marks to indicate who uses which forms of transportation.After filling in the grid, the instructor asks students to work in small groups, ideally with at least one student whose hometown has tramcar transportation. Students are asked to discuss the effectiveness of their hometown public transportation. A handout providing relevant vocabulary and a list of possible questions guides students in group discussions (see  Figure 1). Follow-up activities are useful to guide students in comparing the advantages and disadvantages of the Eskis? ehir tramcar system with the systems of other cities.At the conclusion of group discussions, each group reports its most important finding, most worrisome discovery, and any similarities discovered about tramcar systems in other cities. The instructor then asks students to take a few minutes to fill in a semantic feature analysis grid that juxtaposes different features of the local tramcar and bus systems (see  Figure 2). Then students are asked to brainstorm the advantages and disadvantages of the Eskis? ehir tramcar, considering factors such as the locations of their homes , routes, and tramcar stations (see  Figure 3).After students complete these activities, the instructor elicits suggestions for improving the quality of Eskis? ehir public transport. The instructor asks students to judge whether it is possible to implement the solutions that they have put forward. Next, the instructor tells students about a project that will help them improve their English and might also improve the local tramcar system. Finally, the instructor introduces the essentials of the project, giving students the opportunity to finetune the project so that they develop a sense of ownership.Step 2: Students and instructor determine the final outcome of the project The teacher proposes that students report the results of their investigation, with suggestions for improved public transportation: (1) in a letter to the local government, (2) at an open public forum with invited guests, and (3) on a bulletin board in Anadolu University’s School of Foreign Languages. Stude nts are encouraged to include the following in their bulletin board display: a copy of a letter sent to the Eskis? hir municipality requesting a modified tramcar system that caters to the needs of university students, written reports, photographs, and transcripts of interviews with students, community members, and university experts. Feedback on this preliminary plan is solicited from students. At this stage, students are also given the opportunity to define their varied audiences for the letter, public forum, and bulletin board display. For instance, besides the Foreign Languages School director, teachers, and students, they decide who else to invite from the university governing council and the Eskis? hir municipality. Step 3: Students and instructor structure the project At this stage, students help to structure the project. To do so, they consider questions such as: 1. What information is needed to conduct an examination of the local tramcar system? 2. Where and how might pertin ent information be found? a. Who will be interviewed to determine public opinion? To identify the views of experts on public transportation? To ascertain the views of the local government? b. What information might be found at the library? On the Web? At the City Hall? At public transportation stations? . How will information be gathered, compiled, and analyzed? During these deliberations, students decide on their primary roles and responsibilities. For instance, students determine who will conduct interviews; take photos; do library and Web searches; draw graphs, pictures, and charts; finalize the bulletin board display; and make opening remarks, present data, and entertain questions at the open forum. While determining roles, the students’ majors are taken into account so they can be assigned roles most closely aligned with their interests and abilities.For instance, students from the fine arts department might be responsible for the layout of the bulletin board display, jo urnalism students can conduct oral interviews, aspiring English majors can write letters soliciting information, and math majors can compile statistics. To balance the workload, students can pair up with others to offer assistance at different points in the project. With the deadline for the final outcome in mind, students reach a consensus about the sequencing of project tasks.Step 4: Instructor prepares students for information gathering At this stage, the instructor prepares students for the upcoming language and skill demands of the information-gathering stage of the project. These lessons train students to conduct interviews (e. g. , forming a question, posing follow-up questions, requesting clarification and/or elaboration) and introduce them to the standard parts of an interview: polite opening, body, and thank you (see Lee, Li, and Lee 1999, for more details on the various stages of an interview).The instructor might help students determine the level of language formality an d content of the questions to be asked of different interviewees. Mock interviews can be conducted with classmates, family members, teachers, or other language students on campus. Audiotaped mock interviews can be reviewed in class for appropriateness, politeness, pronunciation, stress, and grammar. For students who are responsible for writing formal letters, the instructor introduces writing conventions associated with formal letter writing by means of model letters.Students write several drafts of their letters, followed by editing and revision activities that examine levels of formality, formatting, and linguistic accuracy. Guided peer-feedback sessions represent effective ways to encourage student collaboration and writing practice. For students who are going to use the Web and library to gather relevant information, the instructor initiates brainstorming sessions in which students consider the best ways to search for information in these venues.As part of this preparation, the instructor may introduce students to relevant search engines or websites on mass transit. Step 5: Students gather information After practicing the skills, strategies, and language they need for gathering information, students are ready to conduct informal interviews with students and local residents of Eskis? ehir. Students who are to conduct formal interviews make appointments and conduct interviews with experts. (The instructor may need to help students find equipment neededfor interviews, such as tape recorders. Students gathering information by means of letters of inquiry draft their letters, solicit feedback from classmates and the instructor, and then send out their letters. Students who are to conduct library and Web searches move ahead. Throughout this stage, the instructor monitors students’ progress, making sure that they are on the right track, giving them feedback on their language use throughout. Step 6: Instructor prepares students for compiling and analyzing da ta After data have been gathered, students need to compile, evaluate, and synthesize the relevant information.The instructor prepares students for this vital stage of the project by using model transcripts, letters, lists, and gridsto illustrate different categorization, evaluation, and interpretation techniques. This is a good time to introduce students to conversational gambits that they can use with each other to negotiate the meaning and relevance of gathered data, such as â€Å"I see your point, but†¦Ã¢â‚¬  and â€Å"Don’t you think that†¦? † Step 7: Students compile and analyze information After students have been introduced to techniques for compiling and analyzing data, they are ready to organize and synthesize their own data. Groups of tudents discuss the value of their data, discarding that which seems inappropriate and organizing and then evaluating that which seems particularly valuable. Students discuss the best ways to present relevant data to their varied audiences. Step 8: Instructor prepares students for the final activity At this stage, the instructor prepares students for the language, skill, and content demands presented by the final written display and oral presentation. A simulation of the open forum provides opportunities to work on fluency, pronunciation, intonation, and conversational gambits that will contribute to the flow of the event. See Mach, Stoller, and Tardy 1997 for a related discussion. ) Students who are not actually involved in the public forum might be assigned different roles for the simulation, such as a representative from the municipality of Eskis? ehir, representatives of the university governing council, or the director and teachers of the School of Foreign Languages. These students could be directed to anticipate what kinds of questions the actual audience might ask about the bulletin board display.At the conclusion of the simulation, the class can brainstorm about challenges that might be encountered during the actual open forum, such as irrelevant questions, hard-tounderstand questions, and public resistance to findings and suggestions. In addition, possible solutions to these challenges can be discussed, including a list of possible questions and responses, back-up visual displays, and conversational gambits to ask for clarification. A discussion of open-forum logistics (e. g. , room set-up, invitations to audience members, videotaping) would be appropriate as well.Discussions of the bulletin board, with an emphasis on presentation of information, layout, visual appeal, clarity, and peer editing (that focuses on mechanics, grammar, level of formality, cohesion) are appropriate at this point. Step 9: Students present final product Students are now ready to mount the bulletin board display and participate in the open forum, representing the final outcomes of the class project. (Videotaping the open forum facilitates meaningful feedback in the final stage of the proj ect. ) Step 10: Students evaluate the project This last stage of the project serves multiple purposes.On the more traditional side, teachers provide students with feedback on their language, content, strategy, and skill use, using the videotape of the open forum as one means of interactive evaluation. Less traditional, but equally valuable, are the opportunities students will have to: (1) reflect on the language, skills, and strategies that they have mastered to conduct the project; (2) consider the content that they have learned to complete the project; (3) contemplate the impact of the project; and (4) offer suggestions for improved projectwork assignments for future classes.Conclusion We have showcased the details of one project designed for an EFL setting. Although the tramcar theme itself may not be transferable to other settings, because of its very local relevance, basic features of the project could easily be transferred to other EFL classrooms. These transferable features, in the form of recommendations for EFL teachers and materials writers who attempt to integrate project-based learning into their own curricula, appear below. Devise projects with students’ immediate and future language needs and content interests in mind, while at the same time remaining vigilant of institutional expectations and available resources. †¢ Specify language, content, task, skill, and strategy learning objectives in line with students’ needs and institutional expectations to maximize the benefits of the project. †¢ Strive to engage students in all stages of the project.Begin by giving students the chance to structure parts of the project, even if those contributions are small, with the aim of building a sense of student ownership and pride in project engagement. †¢ Design and sequence tasks with great care. Make sure that (1) skills are integrated to achieve real communicative purposes, (2) students are obliged to use various strategies for m eaningful aims, (3) critical thinking is required for successful task completion, and (4) students are held accountable for content learning. Integrate tasks that require both independent and collaborative work. Help students reach agreement about different team member responsibilities. Students should view each other as single links in a chain that unite, through exchanges of information and negotiation of meaning, to produce a successful project outcome. †¢ Be sure to plan an opening activity that promotes students’ interests, taps background knowledge, introduces important vocabulary, and builds up expectations for the final activity. Take advantage of Steps 4, 6, and 8 to provide explicit instruction so that students not only improve their language abilities but also excel in the information gathering, processing, and reporting stages of the project. †¢ Allow time for feedback at the conclusion of the project and at other critical junctures as well. We close by directing readers to Appendix 3 for a list of questions for teachers to consider as they assess the viability of projects for their classrooms and develop actual projects for and with their students.

Conjugation of the Spanish Verb Venir

Conjugation of the Spanish Verb Venir Below is the conjugation of venir, which usually means to come. Like many other common Spanish verbs, venir is highly irregular. The stem of ven- sometimes changes to vin- when stressed, and a -d- or -g- is added to some endings. The only other verbs using the same conjugation pattern are those ending in -venir such as intervenir (often meaning to intervene or to take part) and prevenir (often meaning to prevent or to warn). In the charts below, irregular forms are in boldface. Conjugations of Basic Forms of Venir Infinitive (infinitivo): venir (to come) Gerund (gerundio): viniendo (coming) Participle (participio): venido (come) Conjugations of Simple Forms of Venir Present indicative (presente del indicativo): yo vengo, tà º vienes, usted/à ©l/ella viene, nosotros/as venimos, vosotros/as venà ­s, ustedes/ellos/ellas vienen (I come, you come, she comes, etc.) Preterite (pretà ©rito): yo vine, tà º viniste, usted/à ©l/ella vino, nosotros/as vinimos, vosotros/as vinisteis, ustedes/ellos/ellas vinieron (I came, you came, he came, etc.) Imperfect indicative (imperfecto del indicativo): yo venà ­a, tà º venà ­as, usted/à ©l/ella venà ­a, nosotros/as venà ­amos, vosotros/as venà ­ais, ustedes/ellos/ellas venà ­an (I used to come, you used to come, she used to come, etc.) Future (futuro): yo vendrà ©, tà º vendrs, usted/à ©l/ella vendr, nosotros/as vendremos, vosotros/as vendrà ©is, ustedes/ellos/ellas vendrn (I will come, you will come, he will come, etc.) Conditional (futuro hipotà ©tico): yo vendrà ­a, tà º vendrà ­as, usted/à ©l/ella vendrà ­a, nosotros/as vendrà ­amos, vosotros/as vendrà ­ais, ustedes/ellos/ellas vendrà ­an (I would come, you would come, she would come, etc.) Present subjunctive (presente del subjuntivo): que yo venga, que tà º vengas, que usted/à ©l/ella venga, que nosotros/as vengamos, que vosotros/as vengis, que ustedes/ellos/ellas vengan (that I come, that you come, that she come, etc.) Imperfect subjunctive (imperfecto del subjuntivo): que yo viniera (viniese), que tà º vinieras (vinieses), que usted/à ©l/ella viniera (viniese), que nosotros/as vinià ©ramos (vinià ©semos), que vosotros/as vinierais (vinieseis), que ustedes/ellos/ellas vinieran (viniesen) (that I came, that you came, that he came, etc.) Imperative (imperativo): ven (tà º), no vengas (tà º), venga (usted), vengamos (nosotros/as), venid (vosotros/as), no vengis (vosotros/as), vengan (ustedes) (come, dont come, etc.) Conjugations of Compound Forms of Venir The perfect tenses of venir consist of the appropriate conjugation of haber and the past participle, venido. The progressive or continuous tenses of venir consist of the appropriate conjugation of estar and the present participle or gerund, viniendo. Sample Sentences Using Venir and Related Verbs El futuro va a venir cargado de pruebas difà ­ciles. (The future is going to come loaded with difficult challenges.) Mi novia viene a verme. (My girlfriend is coming to see me.) El estudio dice que todos provenimos de un varà ³n que vivià ³ en frica hace unos 60.000 aà ±os. (The study says we all come from a man who lived in Africa some 60,000 years ago.) Muchos padres estaban viniendo a bautizar sus hijos y no eran miembros de la iglesia. (Many parents were coming to baptize their children and werent members of the church.) La sociedad ha promulgado leyes, y si las contravengo me meten en la crcel. (Society has enacted laws, and if I violate them they are putting me in jail.) He venido a buscarte.  (She has come to look for you.) Estaban viniendo porque querà ­an aprender ms. (They are coming because they wanted to learn more.) Es muy importante que yo venga a la ciudad. (It is very important that I come to the city.) Los narcotraficantes intervinieron en la venta del bosque.  (The drug traffickers participated in the sale of the forest.) Desde antes de nacer  ¿sabà ­amos que vendrà ­amos a la Tierra?  (Before being born, did we know we would come to Earth?) Exigen que las autoridades intervengan en el caso. (They are demanding that the authorities intervene in the case.) Con mi familia decidimos que nadie viniera.  (With my family we decided that nobody would come.) Los analistas prevenà ­an una lucha encarnizada entre Google y Microsoft. (Analysts expected a vicious fight between Microsoft and Google.) Espero que mis amigos vengan y me visiten. (I hope my friends come and visit me.) Key Takeaways The conjugation of venir is highly irregular with irregular forms found in all moods and in all tenses other than the imperfect and those using the past participle.The only other verbs conjugated in the same way are those ending in -venir.

50 Types of Propaganda

50 Types of Propaganda 50 Types of Propaganda 50 Types of Propaganda By Mark Nichol Are you a propagandist? If you write nonfiction intended to persuade, yes, by a broad definition, you almost certainly are. Here are fifty terms for, and definitions of, forms of propaganda, at least one of which such writers will likely employ in a given piece of content. Propaganda (the word is from a New Latin term meaning â€Å"propagating,† synonymous in this connotation with publicizing) has been defined as â€Å"communication intended to shape perceptions, manipulate cognition, and direct behavior.† That’s a broad definition a narrower one would limit propaganda to willful, prejudicial manipulation of information but it helps writers and readers understand that because almost any content can be considered propaganda, they must be alert to the subtext of almost any content they produce or consume. 1. Ad hominem: attacking opponents rather than opponents’ ideas or principles 2. Ad nauseam: repeating ideas relentlessly so that the audience becomes inured to them 3. Appeal to authority: use of authority figures (or perceived authority figures such as celebrities) to support ideas 4. Appeal to fear: exploitation of audience anxieties or concerns 5. Appeal to prejudice: exploitation of an audience’s desire to believe that it is virtuous or morally or otherwise superior 6. Bandwagon: exploitation of an audience’s desire to conform by encouraging adherence to or acceptance of idea that is supposedly garnering widespread or universal support 7. Beautiful people: depiction of attractive famous people or happy people to associate success or happiness with adherence to an idea or cause or purchase of a product 8. Black-and-white fallacy: presentation of only two alternatives, one of which is identified as undesirable 9. Classical conditioning: association of an idea with another stimulus 10. Cognitive dissonance: using a favorable stimulus to prompt acceptance of an unfavorable one, or producing an unfavorable association 11. Common man: adoption of mannerisms and/or communication of principles that suggest affinity with the average person 12. Cult of personality: creation of an idealized persona, or exploitation of an existing one, as a spokesperson for an idea or a cause 13. Demonizing the enemy: dehumanizing or otherwise denigrating opponents to sway opinion 14. Dictat: mandating adherence to an idea or cause by presenting it as the only viable alternative 15. Disinformation: creating false accounts or records, or altering or removing existing ones, to engender support for or opposition to an idea or cause 16. Door in the face: seeking compliance with a request by initially requesting a greater commitment and then characterizing the desired outcome as a compromise or a minor inconvenience 17. Euphoria: generating happiness or high morale by staging a celebration or other motivating event or offer 18. Fear, uncertainty, and doubt: disseminating false or negative information to undermine adherence to an undesirable belief or opinion 19. Flag waving: appealing to nationalism or patriotism 20. Foot in the door: manipulation by encouraging a small gift or sacrifice, which establishes a bond that can be exploited to extract more significant compliance 21. Glittering generalities: applying emotionally appealing but vague and meaningless words to an idea or cause 22. Half-truth: making a statement that is partly true or only part of the truth, or is otherwise deceptive 23. Inevitable victory: assurance of uncommitted audience members and reassurance of committed audience members that an idea or cause will prevail 24. Join the crowd: communication intended to persuade the audience to support an idea or cause because it is or will be the dominant paradigm 25. Labeling or name-calling: using euphemistic or dysphemistic terms to encourage a positive or negative perception of a person, an idea, or a cause 26. Latitudes of acceptance: introducing an extreme point of view to encourage acceptance of a more moderate stance, or establishing a barely moderate stance and gradually shifting to an extreme position 27. The lie: false or distorted information that justifies an action or a belief and/or encourages acceptance of it 28. Love bombing: isolation of the target audience from general society within an insular group that devotes attention and affection to the target audience to encourage adherence to an idea or cause 29. Managing the news: influencing news media by timing messages to one’s advantage, reinterpreting controversial or unpopular actions or statements (also called spinning), or repeating insubstantial or inconsequential statements that ignore a problem (also called staying on message) 30. Milieu control: using peer or social pressure to engender adherence to an idea or cause; related to brainwashing and mind control 31. Obfuscation: communication that is vague and ambiguous, intended to confuse the audience as it seeks to interpret the message, or to use incomprehensibility to exclude a wider audience 32. Operant conditioning: indoctrination by presentation of attractive people expressing opinions or buying products 33. Oversimplification: offering generalities in response to complex questions 34. Pensà ©e unique (French for â€Å"single thought†): repression of alternative viewpoints by simplistic arguments 35. Quotes out of context: selective use of quotations to alter the speaker’s or writer’s intended meaning or statement of opinion 36. Rationalization: use of generalities or euphemisms to justify actions or beliefs 37. Red herring: use of irrelevant data or facts to fallaciously validate an argument 38. Reductio ad Hitlerum: persuasion of an audience to change its opinion by identifying undesirable groups as adherents of the opinion, thus associating the audience with such groups 39. Repetition: repeated use of a word, phrase, statement, or image to influence the audience 40. Scapegoating: blaming a person or a group for a problem so that those responsible for it are assuaged of guilt and/or to distract the audience from the problem itself and the need to fix it 41. Selective truth: restrictive use of data or facts to sway opinion that might not be swayed if all the data or facts were given 42. Sloganeering: use of brief, memorable phrases to encapsulate arguments or opinions on an emotional rather than a logical level 43. Stereotyping: incitement of prejudice by reducing a target group, such as a segment of society or people adhering to a certain religion, to a set of undesirable traits 44. Straw man: misrepresentation or distortion of an undesirable argument or opinion, or misidentifying an undesirable persona or an undesirable single person as representative of that belief, or oversimplifying the belief 45. Testimonial: publicizing of a statement by an expert, authority figure, or celebrity in support of an idea, cause, or product in order to prompt the audience to identify with the person and support the idea or cause or buy the product 46. Third party: use of a supposedly impartial person or group, such as a journalist or an expert, or a group falsely represented as a grassroots organization, to support an idea or cause or recommend a product 47. Thought-terminating clichà ©: use of a truism to stifle dissent or validate faulty logic 48. Transfer: association of an entity’s positive or negative qualities with another entity to suggest that the latter entity embodies those qualities 49. Unstated assumption: implicit expression of an idea or cause by communication of related concepts without expressing the idea or cause 50. Virtue words: expression of words with positive connotations to associate an idea or cause with the self-perceived values of the audience 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 Vocabulary category, check our popular posts, or choose a related post below:Farther vs. FurtherA While vs Awhile35 Synonyms for Rain and Snow

Can men be victims of rape Consider this question in relation to Essay

Can men be victims of rape Consider this question in relation to legislative changes and the evolution of the policing response - Essay Example Although many people may view this assertion as vague, there are some different and varying deliberations on how men undergo difficult times as victims of rape. The worst of it has been on the revelations of how the society would view this issue given that in the wider society, culture has it that men are not allowed to discuss such matters in public. In fact, in some instances, men fear reporting instances of rape with the consequence of being turned against and being the offender instead of being the victims. Some of the common instances of men’s rape are between men and men. This is evidenced by the increased instances of homosexuality. Nevertheless, deliberations have been on how to define men rape in the context of events that may have transpired during the incidence. However, just like in women, men’s rape is characterized by assault and use of force and being forced to perform the sexual act without ones consent. When this happens, a man, just like a woman feels diminished and less a man (Lea, Lanvers, & Shaw, 2003). In fact, to some extent, when men undergo rape, they have a feeling of fear that they end up being gay. There are also concerns that this act may affect their sexual orientation in future. In addition, the worst thing comes in when a man feels that the connection between him and women has been eroded. They get scared even to approach women. In another dimension, for those men that become victims of rape, they have problems having sexual intimacy with their wives. This greatly affects their marriage and may end up breaking up. This becomes worse when men victims stomach these deeds instead of sharing with their spouses. In addition, there have been instances of men’s victim developing avoidance emotions. They tend to kind of develop some psychological problems that keep them away from other people. Some have developed some assault traits that make them aggressive even to their own relatives and friends. In this regard,

Research on Target Corporation Paper Example | Topics and Well Written Essays - 1500 words

On Target Corporation - Research Paper Example Other than food items and household essentials, all merchandise categories found in physical stores are available for sale on the online shopping site. The credit card segment offers credit and debit cards under the â€Å"REDcards† brand to qualified customers. Currently there are three â€Å"REDcard† options: Target Visa and Target Card credit cards and Target Debit card (Target 10–K Part 1). Therefore, the company’s revenue model is on sales markups from retail sales and credit card fees and interest. In the retail segment, Target’s biggest competition is Wal-Mart and Costco. However, due to the broad category of merchandise that the company offers, all other forms of retail commerce are potentially competitors. Nevertheless, Target has been able to compete successfully by differentiating itself through a combination of price, merchandise assortment, convenience, customer service and marketing efforts. An example is how Target has deployed diffe rent store formats – CityTarget, SuperTarget, Target Greatland and Target stores – to capture different customer segments. ... Networking ensures that all Target stores are interlinked such that supply chain management is effectively managed to match consumer demand. This way the company can maximise on its mark-ups while it keeps its inventory costs at a minimum. On the other hand, CRM is vital for Target’s online business as it enables the company to perform customer analytics to improve targeting and customer segmentation. Order Fulfillment Process Analysis As an online shopping site, order fulfillment is a major process at target.com. In this study we selected the most straightforward way for making an online purchase at target.com as a new customer. Order fulfillment starts immediately after online shopper has selected the item he/she wants to buy. This item is added onto a virtual shopping cart. The first input in order processing is the item to be procured. Once an item is selected Target’s system checks if the item is available within its inventory. The output is immediately delivered w ith the publishing of either â€Å"in stock† or â€Å"not available†. When you add an item on the shopping cart, target.com opens a mini-window with three options: checkout, continue shopping and view and edit cart. The next input, strictly speaking, is the selection of any of these three options by the customer. The site always provides customer with the option of returning items to cart and continue shopping as one proceeds to checkout. The next set of inputs is customer shipping address, selecting form of payment and billing address. Repeat customers may opt to create an account with target.com, in which case they would not have to keep entering any of these three sets of data each time they want to make a