Parallelism Prevents Bumpy Communication

Parallelism Prevents Bumpy Communication Parallelism Prevents Bumpy Communication Parallelism Prevents Bumpy Communication By Michael Parallelism is one guideline you gained from your English educator that is suitable for a wide range of composing. Parallelism makes your considerations more clear, with restricted risk of making it increasingly unnatural or excessively formal. For instance, apples are sweet, however lemons are sharp, which is equal, is less uneven than apples are sweet, yet harsh is the word for lemons, which isnt equal. Rough sentences divert your perusers from anything you were attempting to state. Consider parallelism balance. I dont think a gratefulness for balance is something that must be educated. The human psyche normally needs to make sentences equal and systematic. So if a sentence is rooster peered toward and slanted, the neurons in your cerebrum will naturally attempt to unskew it, regardless. Heres a sentence that it isnt equal: I ate entire wheat bread, spread with mustard, and toasted cheddar. Heres how I think your neurons normally attempt to comprehend that sentence, with to some degree silly outcomes: I ate entire wheat bread I spread with mustard I toasted cheddar That changes the importance. For instance, truly my significant other did all the sandwich arrangements for me. A few clues in the sentence may tell your neurons the sentence is likely about sandwich fixings instead of sandwich making, and you wont remain mistook for long. Be that as it may, it requires a little idea to get to that point, and your neurons loathe being made to think when its redundant. Here is an equal rendition of a similar sentence: The sandwich was produced using entire wheat bread, spread with mustard, and stacked with toasted cheddar. Presently your neurons can breathe a sigh of relief on the grounds that the sentence structure is normal and unsurprising. Every fixing has its own equal explanation that depicts its relationship with the sandwich. produced using entire wheat bread spread with mustard stacked with toasted cheddar At the point when you write in an equal structure, with subjects, action words and items that compare to one another, youre laying a smooth pathway for your perusers and afterward tailing it. Youre saying, This is valid similarly that is valid. This is valid, however that is additionally evident. Who knows what are valid. At that point your perusers can concentrate on what youre saying, instead of be diverted by how you state it. Need to improve your English in a short time a day? Get a membership and begin accepting our composing tips and activities every day! Continue learning! Peruse the Grammar class, check our well known posts, or pick a related post below:The Yiddish Handbook: 40 Words You Should Know50 Diminutive Suffixes (and a Cute Little Prefix)20 Ways to Laugh

Life Without Travel Is a Life Unlived

A Life Without Travel, is a Life Unlived ‘The world is a book and the individuals who don't travel read just a page,’ said St Augustine. I’ve consistently had an affection for movement, give me the assets and point me toward a path and I’m there. ? Simply the other week, I had the chance to visit probably the biggest city on the planet: Hong Kong. That open door came to me when I was en route to work. I got call from a companion who simply got some answers concerning a promotion for Cebu Air Pacific for trips to Hong Kong. She inquired as to whether I needed access. Decisively I said yes! Before knowing when the dates are, I said yes.That was three months prior. I never had any lament for that choice . We left Baguio around 12 PM for the long excursion to the Diosdado Macapagal Airport. We were energized, enthusiastic. We didn’t rest the entire 4 and a half hour trip. Our flight was planned 9 am. We showed up 3 hours ahead of schedule. Definitely, we re energized. After that 3 hour pause and a two hour flight, touchdown Hong Kong! It’s interesting that the movement from here to the air terminal was twice the length contrasted with the time setting off to another nation. In the wake of clearing customs and plunging our packs, the primary thing we did was get something many refer to as an Octopus card.The octopus card is Hong Kong’s Universal method of paying for transportation passage. It’s helpful. You simply swipe your card and you can jump on anything. Transports, metros, ships, cable cars, and so on. So with that we took an excessively productive train directly into the core of Hong Kong. Following a brief ride and a couple of stops, We ventured shut off molded train and we were in a split second awed by what we saw. There are a large number of individuals out on the boulevards shopping, eating and drinking and each road is lit up with electric signs and brilliant lights with the exemplary Asian energy.Ou r first goal , even before dropping off our packs, was Ngong Ping town, the area of the Giant Buddha. The town is a socially themed fascination with parts expressions and music and you truly figure out their conventions and culture. Visiting the Giant Buddha was the feature of the experience that must be reached by ascending a 300 hundred stage slope. The entire experience took the entire day. After that the time had come to head into Hong Kong. The genuine city of Hong Kong is based on a little island and for new developmentâ€the just spot to go, is up.The whole city is secured with beast high rises, gigantic inns and super-shopping centers. Transportation is excessively simple, everything is nitty gritty in both Cantonese and English so it would be extremely difficult to get lost. There’s bounty to see here: encounters of unending shopping, large city nightlife and scrumptious diminish total are to be had. Guests can discover both provincial history and present day desig n. Its open society permits a wide range of societies to thrive and you would see a great deal of nationalities there. You would not be astounded to see a great deal of individual kababayans strolling around.The second day was spent in DisneyLand. Despite the fact that individuals state its one of the littler Disneylands, I was as yet intrigued. The first occasion when I saw the Disney mansion in the skyline I felt like a child once more. We got the chance to ride all the rides, experience all the shows. It far superior to I expected, parts to do there, it took up the entire day. The night firecrackers was exceptional, with every blast coordinated splendidly with the music. Everybody had their mouths open. I can say that, regardless of whether we’re grown up and all it despite everything is a mysterious encounter. The third day was for Ocean park.This was an exciting outing and excellent incentive for cash! Just as the undeniable frightening rides. There was a ride there that when you were in lashed to the exciting ride the floor would vanish and have you ride around and around. Remarkable. We were sufficiently fortunate to see the Pandas at taking care of time and it was a great encounter to be so near them. I adored the aquarium, where you can see and watch an entire eco framework live in there, with a huge number of fishes, sting beams, sharks and a wide range of ocean life blend with each other.With live dolphin appears, huge amounts of stuff to see and do. I think this was my preferred spot there. Day four was the day we needed to return home. As we were leaving the horizons of Hong Kong, I cannot shake of the inclination that it was all justified, despite all the trouble. Among financial plans and occupied calendars, it isn't in every case simple to put aside time and plan an escape. In any case, as Mark Twain has stated, â€Å"Twenty years from now you will be progressively disillusioned by the things you didn’t do than by the ones you di d. So come out of your usual range of familiarity. Investigate. Dream. Find. †

Hacking

Hacking If youve never seen Hackers then youre depriving yourself and should make a point of getting on that train.* I get asked about hacking at MIT a lot, which is natural; I talk about it in my biography after all. There are times when I get asked, out of the blue, what made me decide to be Course 6 (Electrical Engineering and Computer Science). This confuses me because Im actually Course 2 (Mechanical Engineering). After explaining this I then get asked “So why does your biography say that you came to MIT for the hacks?” *Yes, Im on a train again, and will probably include a train reference every time I write an entry from a train. I will also mercilessly steal blog formatting and style ideas from my friend Trumans blog. A-ha! Hacking at MIT! There have been a bunch of entries that reference individual hacks here, and one or two that have talked more about hacking itself than individual hacks. Id like to write one of those entries, an entry that explains what hacking is and what experiences you may have at MIT that involve hacks. And so with that, a quick primer on hacking at MIT. Hacking at MIT has nothing to do with breaking into computer networks or computers. Instead hacking at MIT involves anonymous, ninja-like MIT students pulling off incredible feats of engineering right under the nose of the administration while quite possibly breaking dozens of laws and ending up on various rooftops around campus. Hacks could be considered “pranks” at any other school but since MIT makes up its own words and meanings for things they are called “hacks” here. People who pull them are called hackers. Inevitable question one: Are you a hacker Snively!? Well thought out answer: No, I prefer to take an observatory role. Let other people risk life and limb crawling on edges of buildings, I just want to see the end result. That, and Id prefer to not be arrested while at MIT If and when you are accepted to MIT there may be a day when youre walking through campus and you see something a little out of the ordinary. Sometimes its small, a chainsaw in a wooden case, sitting in a hallway. Other times it might be big, like a huge Scrabble board on the side of a building. Sometimes it may be huge, spanning over a quarter mile! (while hard to see, theres a banner that says Go Sox suspended from a line of rope that stretches from the tower on the left to the tower on the right, over a 1000 feet) These are all examples of hacks that have happened at MIT. In a nut shell, a hack is an addition to the school that makes somebody smile, makes them wonder how in the world this was possible, or both. The chainsaw hack is an excellent example of the smiling variety, GoSox! a good example of the how did they do that!? while Media Lab Scrabble is a good example of both. Hacks started many years ago with some crazy Senior House people dragging a car up onto their roof using a rope and a lot of manpower. After that students realized that they could put more crap on roofs, including a cow (fake cow! fake cow!) and then things got interesting. Theres a lot of history here you can read up on at the MIT Hack Gallery but Im going to skip to the good part. The milestone in MIT hacking that kicked it into overtime was when one day an MIT Campus Police car showed up on top of the Great Dome. Inevitable question two: Wha- how!? Well thought out answer: Well thats the point now, isnt it? Nobody knows how they got the police car on the dome, all they knew is that perched 150+ feet above everybodys heads was a police car, lights flashing, with a dummy cop inside holding a donut. MIT Facilities stared at it in awe, not quite sure what to think. How, erm, how were they supposed to get a car off the dome? Helicopters flew by all day, getting some great pictures, and eventually the rappelling gear was brought out and the police car was carefully disassembled on top of the dome and removed in pieces. It was saved and is now on display in the Stata center if youre interested in seeing it. After the police car other stuff started appearing on the dome: a working phone booth, giant beanie, triforce, and a ton of other things. Hackers realized that there was more than just the dome, that awesome hacks could fit in any number of places around campus. MIT is blessed with buildings that kind of look like the aftermath of a game of Perfection. We have two domes, a square courtyard, weird statues, a 3-4-5 triangle building, Kresge, the Green Building, and that pile of architectural vomit known as the Stata (rhymes with “data”) Center. Hackers have played to the strengths of the unique physical attributes of each building, transforming them into ships, R2D2, and spaceship landing sites. Hacks generally appear overnight since actually putting a hack up involves mucho illegality. Sure, MIT loves the aftermath of the hack, postering the admissions site and the MIT homepage with them whenever they happen, but MIT HATES hackers when theyre actually putting up a hack. Hackers have been dealt fines, had guns pulled on them, and even taken to court and threatened with jail time for hacking. More incentive for me to just enjoy looking at the fire truck on top of the dome. Inevitable question three: This sounds awesome! I want to run from the cops! How do I get into hacking!? Is it a club or something? Well thought out answer: Hacking is not a club and you will never see it listed in any official activities pamphlets given to you at CPW, orientation, or anywhere else. The reason for this is because most of the things that hackers have to do in order to pull hacks are illegal and fairly dangerous. MIT doesnt really like it when students break the law. How to become a hacker is left as an exercise for the interested reader. Inevitable question four: How do hackers have time for all of this!? Well thought out answer: Like any extracurricular activity, MIT students make time. We dont always just lock ourselves in rooms to study, we do other stuff. Some people choose hacking. As Ive mentioned, hacks had a lot to do with why I wanted to come to MIT. They made me realize that MIT is, in a word, awesome. Not only are the opportunities here endless, the education first rate, but the amount of fun students had and the creativity that blankets the entire school is just phenomenal. I think Ill finish this post off like a class syllabus, just because I can. Required Reading: 1) MIT Hack Gallery â€" http://hacks.mit.edu Supplemental Reading: 1) Nightwork Buy from Amazon.com Photos courtesy of the MIT hack gallery.

Yuri Knorozov A Difficult Student - 1250 Words

Yuri Knorozov was born in 1922 in Kharkiv, Russia. Although Yuri’s parents were Russian intellectuals, he spent a majority of his younger life as a delinquent. Yuri has been described as â€Å"a difficult student† and was even on the boarder of being expelled from education for misbehavior when it suddenly became clear that his inquisitive temperament and extreme accuracy with attention to detail became outstandingly noticeable. In 1940, at the age of 17, Yuri left his home in Kharkiv for one in Moscow. His travel to Moscow eventually got him enrolled in Moscow State University where he studied under the newly created Department of Ethnology. The major of his study was Egyptology, and later he came to specialize in that field. However, his undergrad study was cut short as WWII came to Russia and Yuri was drafted into war in 1943. From 1943 until 1945, Yuri fought for the Red Army of Russia as an artillery spotter (a person in war who is responsible for directing artille ry or mortar fire into enemy lines). In the autumn of 1945, he returned to his studies at Moscow State University in order to complete his courses. At the time, he displayed particular interest in the study of ancient writing systems. During his duration at Moscow State University, he spent a great deal of time devoted to the studying of ancient Egyptian hieroglyphics. This interest led him to one of his more preferred professors. This professor then helped turn Yuri’s attention from Egyptian Hieroglyphics to Mayan

The Basic Facts of Bergen County Schools Essay Samples

The Basic Facts of Bergen County Schools Essay Samples Individual members don't have any authority to act by themselves, but meet as a board in an official session. Please be assured that attendance isn't mandatory and doesn't influence admissions decisions. Some academies conducted group interviews previously, but in the past few years group interviews are rare. Mention it into a staff meeting. Eighth grade students who'd love to get firsthand info about our nine technical programs. Students are entitled to a wide selection of monetary prizes. Only 8th grade students may apply. Sometimes students who didn't study at Masters Prep want to receive our interview training. The writing of a disclaimer can be a tough job for a person who has never written one before, therefore I will supply you with a succinct guide which you could use and follow. You'll also delve deeply into the nuances of story structure to come up with a 1 act play, the script for a brief film, or the begi nning of a bigger project with a plan for the remainder of the story. They might not have the ability to ask a number of these things directly, but they'll be in a position to accurately deduce based on the answers you will give. Proceed to the registration button to affix your seat! The Fight Against Bergen County Schools Essay Samples By way of example, rejection of responsibility, censorship, projection, moral judgments and a number of other public manifestations result in self-deception. Emphasis is put on rigor and proof. A response to this question should mention the kid's strengths, their athletic and societal interests. This will provide you with an edge from your classmates. For boys, offerings also incorporate football. This academy's core curriculum is comparable to that of AAST. Based on the size and nature of your organization, look at implementing a buy order system to make certain you're paying only legitimate expenses. ATCS has a key focus on the planet o f computers and the Internet together with distinct forms of engineering. But all too often students, particularly in the application procedure, forget this. Find out more about the procedure for applying here. The Upside to Bergen County Schools Essay Samples These schools alongside their contact information are given below. You are then going to be in a position to edit your contact details. Sources on this subject in order to determine if the literary view represents an accurate picture. Find patterns of error and supply methods to encourage independent self-correction. The Fundamentals of Bergen County Schools Essay Samples Revealed Your search results are wholly randomized, so please be certain to review the whole list. The latest rankings are offered for subscribers only. 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The essay is the only tool that could elevate a single student over another. The essays must feature over five sources and a complete bibliography. Many people think that high school entrance essays are comparatively less diffic ult to write than college entrance essays, that's the reason there are fewer places where you could get assistance with higher school entrance essays. Bergen County Schools Essay Samples - Is it a Scam? At this phase, many businesses pay up just to halt the hounding. Encourage those who pay the bills to come up with a show me attitude when it has to do with unexpected invoices from companies they're not acquainted with. Simply take the subsequent four steps to secure your business from business directory fraud. The operation is directed at cracking down on the expanding business directory scams. This may suggest that the area has a greater degree of poverty than the state average. I want to inquire about the housing facilities you have on your campus. 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An overview about food allergy Free Essays

An overview about nutrient allergic reaction 1-Cows milk allergic reaction can happen in childhood or babyhood Introduction This essay gives an overview about nutrient allergic reaction detainments, inauspicious reactions of nutrient, the other types of nutrient hypersensitivity and the most of import clinical symptoms. Cow milk allergic reaction as an of import type of nutrient allergic reaction, the essay gives an thought about the prevalence of milk allergic reaction, particularly in UK. Besides, It discusses the implicit in mechanisms and the most of import symptoms of the both types of IGE mediated and non IGE mediated nutrient allergic reaction it gives two illustrations of clinical instances one is IGE mediated and the 2nd is non IGE mediated, the appropriate direction of both. We will write a custom essay sample on An overview about food allergy or any similar topic only for you Order Now The definition of nutrient allergic reaction as ( EAACI place paper 2001 ) provinces: â€Å" Adverse reaction to nutrient should be called nutrient hypersensitivity, When immunologic mechanisms have been demonstrated, the appropriate term is nutrient allergic reaction, and if the function of IgE is highlighted the term is IgE-mediated nutrient allergic reaction. All other reactions, antecedently sometimes referred to as †food intolerance † , should be referred to as no allergic nutrient hypersensitivity.Severe, generalized allergic reactions to nutrient can be classified as anaphylaxis † 1-http eaaci.net/v2/resources/position-papers The prevalence of milk allergic reaction or overawe milk allergy worldwide is variable, in UK, for illustration: â€Å" Milk allergic reaction is estimated to impact 2 % of babies and immature kids in the UK population. The prevalence of Cow milk allergic reaction ( CMA ) varies with age, with highest prevalence in early childhood ( 2-6 % ) and diminishing prevalence with increasing age. The incidence in maturity is merely 0.1-0.5 % . Persons with a household history of allergic reaction or familial sensitivity are more susceptible to develop CMA. Of the 8 most prevailing nutrient allergic reactions, cow ‘s milk allergic reaction is the most common to babies. It normally develops early in babyhood when susceptibleness is highest and shortly after exposure to overawe ‘s milk baby expression. Onset after 12 months is rare and the hazard of developing CMA is reduced by sole breastfeeding, but this may non forestall the hazard wholly. † ( 2 ) . 2-http: //www.milk.co.uk Cow ‘s milk allergic reaction is different from cow ‘s milk intolerances such as lactose intolerance and is caused by an inflammatory immune response to milk proteins. CMA is a complex upset and different milk proteins have integrated in the allergic reactions and they have shown to incorporate multiple allergenic antigenic determinants. There is a batch of amongst allergic persons for the peculiar proteins and antigenic determinants to which they react, so, allergic reactions to overawe ‘s milk are driven by more than one immunological mechanism. It is non a individual disease, but perchance involves different types of immunological mechanisms and by and large classified into IGE -mediated allergy and non-IGE mediated allergic reaction. how cattles milk be IGE mediated or non IGE mediated Cow ‘s milk allergic reaction ( CM? ) The history of IGE is: ‘In 1967, immunoglobulin E or IgE, was discovered by two separate research squads, by hubby and married woman squad, Teruko and Kimshige Ishikaza in the US and Gunnar Johanssen and Hans Bennich at Uppsala University infirmary. The squads could show a clear connexion between allergic symptoms and IgE antibodies. ‘ 3-Accessed 27/01/08 hypertext transfer protocol: // www.phadia.com/dia_templates/Page_2795.aspx 3-a literature reappraisal 4-report 5-Compare and contrast IGE and not IGE 6-Clinical presentations 7-Immunopathology 8-Diagonistic trials ( History ) will be the first and of import measure, because of full history taking including household, yesteryear and environmental history.Without this we can non get down any probe and which attack can we get down because of probes in a batch of instances can non take to demand cause of allergic reaction. As AAAAI ( 2006 ) Work Group Report provinces † History pickings is one of the most of import diagnostic tools in medical specialty. In some instances it can be the most unequivocal one, particularly in the field of allergic reaction † -AAAAI Work Group Report: Allergy Diagnosis in Clinical Practice November, 2006 Majamaa ( 1999 ) demonstrated that skin spot testing was the most sensitive diagnostic tool in the kids studied with cow ‘s milk allergic reaction. They concluded that spot proving would significantly increase the chance of early sensing of cow ‘s milk allergic reaction and that verification of the diagnosing by the elimination-challenge process is indispensable in patients with negative trial consequences but a clinical intuition of nutrient allergic reaction. RAST trial for lgE antibody to peanut and so utilize ‘decision point ‘ informations to construe the consequence. If the value obtained is greater or equal to 14 KU/l this is implicative of go oning clinical responsiveness ( 90 % predictive ) and she should go on to avoid peanuts. For a value of 10 KU/l or less I would mention to a specializer Centre nutrient challenge ( ideally double blind placebo controlled ) . If she does non respond so she can re-introduce peanuts into her diet. Decision: Monitorization of specific IgE concentration for milk and casein by agencies of the CAP system in allergic kids to CMPs allows us to foretell, to a high grade of chance, clinical responsiveness. Age factor must be taken into history to measure the specific IgE degrees which are forecasters of tolerance or clinical responsiveness. Clin Exp Allergy. 2004 Jun ; 34 ( 6 ) :866-70. Cow ‘s milk-specific Ig E degrees as forecasters of clinical responsiveness in the followup of the cow ‘s milk allergic reaction babies. Garcia-Ara MC, Boyano-Martinez MT, Diaz-Pena JM, Martin-Munoz MF, Martin-Esteban M. 9-Long term forecast All of you have covered the subject of atopic eczema highly good. I would wish to mention you to two first-class reappraisals on the direction of this common disease. The reappraisal in Clinical Knowledge Summaries ( CKS ) outlines the intervention options including an first-class subdivision on therapies that are non beneficial.This reappraisal besides includes an first-class treatment on the function of creams, which everyone recommends despite the fact that good quality grounds for their usage is missing. CKS ( 2007 ) . Eczema – Atopic. [ Online ] [ Accessed 2nd April 2008 ] . Available from the World Wide Web: A ; lt ; hypertext transfer protocol: //www.cks.library.nhs.uk/eczema_atopic/in_depth/management_issues gt ; Here is an first-class recent guideline from the ‘Primary Care Dermatology Society A ; British Association of Dermatologists ‘ produced in ( 2005 ) , which analyses compactly all facets of atopic eczema.You can happen this at: Primary Care Dermatology Society A ; British Association of Dermatologists. ( 2005 ) Guidelines for the direction of atopic eczema. [ Online ] . [ Accessed on the 2nd April 2008 ] , Available from the World Wide Web: hypertext transfer protocol: //www.bad.org.uk/healthcare/guidelines/PCDSBAD-Eczema.pdf A peculiarly of import issue in the direction of atopic eczema is patient instruction and psychological. Remission of peanut allergic reaction can be predicted by low degrees of IgE antibodies to peanut in the first 2 old ages of life or decreasing degrees of IgE sensitisation by the age of 3 old ages. † Challenges in controlledsettings should be offered to allow patients, becausethe benefit provided to those who are no longer allergic clearlyoutweighs the hazard of a carefully performed challenge.Several of you justly indicate out the clip devouring nature of a DBPCFC and urge unfastened challenges.This is apprehensible, nevertheless, it is deserving emphasizing the importance of double-blind, placebo-controlled nutrient challenges in the diagnosing of nutrient allergic reactions and there is a really interesting paper from Hourihane et Al ( 2005 ) , which discusses the relevancy of this probe in item and which concludes that there is a hapless correlativity between the badness of reported reactions in the community and the badness of reaction elicited during low-dose DBPCFC with peanut. Hourihane J.O. , Grimshaw, K.E. , Lewis, S.A, , Briggs, R.A, , Trewin, J.B. , King, R.M. , Kilburn, S.A. and Warner, J.O. ( 2005 ) .Does badness of low-dose, double-blind, placebo-controlled nutrient challenges reflect badness of allergic reactions to peanut in the community? Clin Exp Allergy. [ Online ] . 35 ( 9 ) , [ Accessed 4th October 2007 ] , pp. 1227-33. Available from World Wide Web: lt ; hypertext transfer protocol: //www.ncbi.nlm.nih.gov/entrez/query.fcgi? itool=abstractplus A ; db=pubmed amp ; cmd=Retrieve amp ; dopt=abstractplus A ; list_uids=16164452 gt ; 10 -Link the clinical manifestations to the underlying immunological procedures immunological procedure through the study a-Advice for the parents of the kid if the implicit in disease The WHO recommendations on the Prevention of Allergy and Allergic Asthma ( Dagli et al 2002 ) states that it is estimated that over 20 % of the universe population suffers from IgE-mediated allergic diseases. Asthma has an allergic constituent in more than 50 % of grownups and in at least 80 % of kids. Asthma is estimated by the World Health Organization ( WHO ) to impact about 150 million people worldwide, puting an tremendous strain on wellness resources in many states and is a major cause of hospitalizations for chronic diseases in kids in the western universe. Dagli, E. , Davies, K.H. et Al ( 2002 ) . WHO recommendations on Prevention of Allergy and Allergic Asthma. Based on WHO/WAO meeting on the Prevention of allergic reaction an allergic asthma Geneva [ Online ] . [ Accessed 13th July 2008 ] . Available World Wide Web. hypertext transfer protocol: //www.worldallergy.org/professional/who_paa2003.pdf b-IGE mediated disease c-Non IGE mediated disease d-How differences influence the psychological facets of the patients and kid ‘s life Atopic dermatitis: Cytrizine is really safe even in immature kids and it is effectual in intervention of atopic dermatitis as Simons ( 1999 provinces: â€Å" The safety of cetirizine has been confirmed in this prospective survey, the largest and longest randomized, double-blind, placebo-controlled safety probe of any H ( 1 ) -antagonist of all time conducted in kids and the longest prospective safety survey of any H ( 1 ) -antagonist of all time conducted in any age group St. simons ( 1999 ) Prospective, long-run safety rating of the H1-receptor adversary cetirizine in really immature kids with atopic dermatitis. ETAC Study Group. Early Treatment of the Atopic Child.J Allergy Clin Immunol Aug ; 104 ( 2 Pt 1 ) :433-40. , Histamine receptors H1 are located throughout the organic structure, largely on smooth musculus, vascular endothelial cells, the bosom and CNS. It mediates an increased vascular permeableness at the site of redness induced by histamine. H1 plays an of import function in allergic diseases. An illustration of this is on exposure to allergens in allergic coryza H1 receptors cause oculus, nose, pharynx, and roof of the mouth itchiness, rhinorhea, swelling of the deep sinusoids which leads to blockading of air flow, along with complex systemic turning away physiological reactions such as sneeze and the allergic salutation. ( 1 ) ( 1 ) P. H. howarth ( 2002 ) â€Å" The pick of an H1- antihistamine for the twenty-first Century † Clinical and Experimental Allergy reappraisals. 2 ; 18-25. ( online ) Available signifier the universe broad web. hypertext transfer protocol: //www.blackwell-synergy.com/doi/abs/10.1046/j.1472-9725.2002.00030.x Leukotriene receptor adversary ( LTRA ) are used for the care intervention of asthma and to alleviate symptoms of seasonal allergic reactions. [ 1 ] 1 ) Wikipedia ( online ) available from the universe broad web accessed the 18/05/08 hypertext transfer protocol: //en.wikipedia.org/wiki/Mast_cell_stabilizermast celldegranulation, How to cite An overview about food allergy, Essay examples

Metallica History free essay sample

Metallic was a band that started out in the garage of one of the members when they were In high school. The band went through many changes, tragedies, but found solutions for them and somehow remained playing. They started In 1980 as one of the first, if not the first Black/Metal band. Their popularity decreased in 1 987, and from there they went on to become really popular later on. With Black Sabbath founding heavy metal in the Seventies, Metallic redefined thrash metal in the Eighties. Since erupting on the scene with their debut album, Kill Me All, in 1983,Metallic has been a cutting-edge band the standard by which metals vitality and virtuosity are measure (1). No band has loomed larger, rocked heavier, raged more angrily or pushed the Limits further than Metallic. The group In 1981. Around the core of James Hatfield and Lars Lurch, who both lived in Los Angels, met when Hatfield answered an ad looking for someone to jam with. We will write a custom essay sample on Metallica History or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The pair bonded over their mutual love of metal especially the New Wave of British Heavy Metal. Lurch, a Danish immigrant, turned Hatfield on to this faster, thrash like wave of British heavy teal.The sensibility of that movement feisty, aggressive, anta-fashion and, most of all, Independent in split rubbed off as they assembled an American band that would break free of commercial glam-metal cliches. The name Metallic unambiguously expressed their metal salvage mission, and they became identified with the submerge known as thrash-metal(). In addition to singer/guitarist Hatfield and drummer Lurch, Metallic first lineup included guitarist Dave Musician (wood found Megalith after leaving) and bassist Ron McGovern.Their first release was a even-song tape, No Life Till Leather, that spread their name through heavy-metals rabid tape-trading underground(2). After slogging It out on the L. A. Scene for two years, Metallic relocated to San Francisco. With a revamped lineup that Included bassist Cliff Burton and lead guitarist Kirk Hamlet, they flew to New York to cut their first full-length album. Kill Me All, released in 1983 on the Macgregor label, revalidated the stale domestic metal scene. It was one of heavy-metals most significant debuts, helping to establish the thrash-metal sound in America.It also revealed the groups obsession with themes of death, destruction and the darker realms of the human psyche. (3) Metallic followed Kill Me All with Ride the Lightning (1984) and Master of Puppets (1986). Shortly after the release of Ride the Lightning, Metallic signed to Elektra Records, making them the first American thrash-metal band to land a major-label contract. Ride the Lightning peaked at #100 but spent a year on the charts and sold more than 5 million copies over the next 20 years.Recorded In Copenhagen, Denmark, Master of Puppets proved to be another pinnacle, exalting considerable ambition and intensity(4). Metallic opened for Oozy Osborne on a six-month tour that furthered the albums success and returned their previous releases to the charts as well. A headlining tour of England and Europe followed, ending in tragedy when Metallic tour bus ran off an icy road in Sweden. Bassist Burton was killed instantly(5). Convinced that Burton would have wanted them to do so.

Meddling with Mettle

Meddling with Mettle Meddling with Mettle Meddling with Mettle By Maeve Maddox Another of Daniel’s great words of the day, mettle, provoked readers’ comments that have in turn prompted me to get into the act. Reader’s Comment 1 Mettle can also mean the â€Å"stuff of which a person is made.† So if I say I’m made of mettle, people won’t think I’m a robot (or, more likely, delusional)? I know that Peter was joking, but I just wanted to point out that although the word means â€Å"the stuff of which a person is made,† to say â€Å"I’m made of mettle† wouldn’t make sense. Most commonly the word mettle is used with a verb like show, test, or prove: Miami proves its mettle in win over Oklahoma Bilo rugby boys show their mettle NCC cadets test their mettle Other idioms with mettle: to be on your mettle:  to be determined to prove that you are good at something, especially in a difficult situation Nancy coach Paul Fischer knows his team must be on their mettle as they seek Study puts stents on their mettle. (in this case an inanimate object is being put on its mettle. Probably not an apt use of the expression.) Here’s a headline that plays on the same pronunciation (and same original meaning) of mettle and metal: Scrap thefts: Cops on their mettle The adjective mettlesome means â€Å"lively, high-spirited, courageous.† . . . M. Epailza, one of our most mettlesome adversaries The word seems to have some specialized meaning for gamers: Copy this simulator to the mettlesome directory†¨Run the Trainer. Start the mettlesome with this trainer.†¨ I certainly can’t figure out what â€Å"mettlesome† is supposed to mean in this paragraph on a gaming site: Buy wow characters, you are ensuring you can freely mettlesome without the hornlike slog. Theres no requirement to intend on the mettlesome an distance early than customary so you can conjoin for eve accounts you can go on at your connatural instance and savor the mettlesome to its flooded possible ness the aforementioned way thousands of others do. INWOWGOLD.COM Reader’s Comment 2 How about one who mettles in someone else’s business to the detriment of the relationship or the business? One meddles in someone else’s business. The usual sense of meddle these days is â€Å"to interfere,† as in these headlines: Building chief tells politicians not to meddle in Olympics Avoid the Temptation to Meddle in Haiti How insurers meddle in your medical care The word meddle comes from French and Latin words meaning â€Å"to mix.† The meaning â€Å"to concern oneself,† usually in a negative sense, dates from 1415. From 1340-1700 it was used as a euphemism for â€Å"to have sexual intercourse.† Shakespeare draws on this meaning in this exchange: Third Servingman: How, sir! do you meddle with my master? Coriolanus: Ay; ‘tis an honester service than to meddle with thy mistress. Coriolanus: IV, 5 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 Expressions category, check our popular posts, or choose a related post below:"Because Of" and "Due To" The Possessive ApostropheApostrophe with Plural Possessive Nouns

The Logic of Collective Action by Mancur Olson

The Logic of Collective Action by Mancur Olson There are a lot of government policies, like airline bailouts, that from an economic perspective dont make any sense at all. Politicians have an incentive to keep the economy strong as incumbents are reelected at a much higher rate during booms than busts. So why do so many government policies make such little economic sense? The best answer to this question comes from a book that is almost 40 years old: The Logic of Collective Action by Mancur Olson explains why some groups are able to have a larger influence on government policy than others. In this brief outline, the results of The Logic of Collective Action are used to explain economic policy decisions. Any page references come from the 1971 edition. It has a very useful appendix not found in the 1965 edition. You would expect that if a group of people has a common interest that theyll naturally get together and fight for the common goal. Olson states, however, that this is generally not the case: But it is not in fact true that the idea that groups will act in their self-interest follows logically from the premise of rational and self-interested behavior. It does not follow, because all of the individuals in a group would gain if they achieved their group objective, that they would act to achieve that objective, even if they were all rational and self-interested. Indeed unless the number of individuals in a group is quite small, or unless there is coercion or some other special device to make individuals act in their common interest, rational, self-interested individuals will not act to achieve their common or group interests.(pg. 2) We can see why this is if we look at the classic example of perfect competition. Under perfect competition, there is a very large number of producers of an identical good. Since the goods are identical, all firms end up charging the same price, a price that leads to a zero economic profit. If the firms could collude and decide to cut their output and charge a price higher than the one that prevails under perfect competition all firms would make a profit. Although every firm in the industry would gain if they could make such an agreement, Olson explains why this does not happen: Since a uniform price must prevail in such a market, a firm cannot expect a higher price for itself unless all of the other firms in the industry have this higher price. But a firm in a competitive market also has an interest in selling as much as it can, until the cost of producing another unit exceeds the price of that unit. In this there is no common interest; each firms interest is directly opposed to that of every other firm, for the more the firms sell, the lower the price and income for any given firm. In short, while all firms have a common interest in a higher price, they have antagonistic interests where output is concerned.(pg. 9) The logical solution around this problem would be to lobby congress to put in place a price floor, stating that producers of this good cannot charge a price lower than some price X. Another way around the problem would be to have congress pass a law stating that there was a limit to how much each business could produce and that new businesses could not enter the market. Well see on the next page that The Logic of Collective Action explains why this will not work either. The Logic of Collective Action explains why if a group of firms cannot reach a collusive agreement in the marketplace, they will be unable to form a group and lobby the government for help: Consider a hypothetical, competitive industry, and suppose that most of the producers in that industry desire a tariff, a price-support program, or some other government intervention to increase the price for their product. To obtain any such assistance from the government, the producers in this industry will presumably have to organize a lobbying organization... The campaign will take the time of some of the producers in the industry, as well as their money. Just as it was not rational for a particular producer to restrict his output in order that there might be a higher price for the product of his industry, so it would not be rational for him to sacrifice his time and money to support a lobbying organization to obtain government assistance for the industry. In neither case would it be in the interest of the individual producer to assume any of the costs himself. [...] This would be true even if everyone in the industry were absolutely convinced that the proposed program was in their interest.(pg. 11) In both instances, groups will not be formed  because the groups cannot exclude people from benefiting if they do not join the cartel or lobbying organization. In a perfect competitive marketplace, the level of production of any one producer has a negligible impact of the market price of that good. A cartel will not be formed because every agent within the cartel has an incentive to drop out of the cartel and produce as much as she possibly can, as her production will not cause the price to drop at all. Similarly, each producer of the good has an incentive not to pay dues to the lobbying organization, as the loss of one dues paying member will not influence the success or failure of that organization. One extra member in a lobbying organization representing a very large group will not determine whether or not that group will get a piece of legislation enacted that will help the industry. Since the benefits of that legislation cannot be limited to those firms in the lobbying group, there is no reason for that firm to join. Olson indicates that this is the norm for very large groups: Migrant farm laborers are a significant group with urgent common interests, and they have no lobby to voice their needs. The white-collar workers are a large group with common interests, but they have no organization to care for their interests. The taxpayers are a vast group with an obvious common interest, but in an important sense they have yet to obtain representation. The consumers are at least as numerous as any other group in the society, but they have no organization to countervail the power of organized monopolistic producers. There are multitudes with an interest in peace, but they have no lobby to match those of the special interests that may on occasion have an interest in war. There are vast numbers who have a common interest in preventing inflation and depression, but they have no organization to express that interest. (pg. 165) In a smaller group, one person makes up a larger percentage of the resources of that group, so the addition or subtraction of a single member to that organization can determine the success of the group. There are also social pressures which work much better on the small than on the large. Olson gives two reasons why large groups are inherently unsuccessful in their attempts to organize: In general, social pressure and social incentives operate only in groups of smaller size, in the groups so small that the members can have face-to-face contact with one another. Though in an oligopolic industry with only a handful of firms there may be strong resentment against the chiseler who cuts prices to increase his own sales at the expense of the group, in a perfectly competitive industry there is usually no such resentment; indeed the man who succeeds in increasing his sales and output in a perfectly competitive industry is usually admired and set up as a good example by his competitors. There are perhaps two reasons for this difference in the attitudes of large and small groups. First, in the large, latent group, each member, by definition, is so small in relation to the total that his actions will not matter much one way or another; so it would seem pointless for one perfect competitor to snub or abuse another for a selfish, antigroup action, because the recalcitrants action would not be decisive in any event. Second, in any large group everyone cannot possibly know everyone else, and the group will ipso facto not be a friendship group; so a person will ordinarily not be affected socially if he fails to make sacrifices on behalf of his groups goals.(pg. 62) Because smaller groups can exert these social (as well as economic) pressures, they are much more able to get around this problem. This leads to the result that smaller groups (or what some would call Special Interest Groups) are able to have policies enacted that hurt the country as a whole. In the sharing of the costs of efforts to achieve a common goal in small groups, there is however a surprising tendency for the exploitation of the great by the small.(pg. 3). Now that we know that smaller groups will generally be more successful than large ones, we understand why the government enacts many of the policies it does. To illustrate how this works, well use a made-up example of such a policy. Its a very drastic over-simplification, but its not that far out. Suppose there are four major airlines in the United States, each of whom is near bankruptcy. The CEO of one of the airlines realizes that they can get out of bankruptcy by lobbying the government for support. He can convince the 3 other airlines to go along with the plan, as they realize that theyll be more successful if they band together and if one of the airlines does not participate a number of lobbying resources will be greatly diminished along with the credibility of their argument. The airlines pool their resources and hire a high-priced lobbying firm along with a handful of unprincipled economists. The airlines explain to the government that without a $400 million dollar package they will not be able to survive. If they do not survive, there will be terrible consequences for the economy, so its in the best interest of the government to give them the money. The congresswoman listening to the argument finds it compelling, but she also recognizes a self-serving argument when she hears one. So shed like to hear from groups opposing the move. However, its obvious that such a group will not form, for the following reason: The $400 million dollars represents around $1.50 for each person living in America. Now obviously many of those individuals do not pay taxes, so well assume that it represents $4 for each tax-paying American (this assumes everyone pays the same amount in taxes which again is an over-simplification). Its obvious to see that its not worth the time and effort for any American to educate themselves about the issue, solicit donations for their cause and lobby to congress if theyd only gain a few dollars. So other than a few academic economists and think tanks, nobody opposes the measure, and it is enacted by congress. By this, we see that a small group is inherently at an advantage against a larger group. Although in total the amount at stake is the same for each group, the individual members of the small group have much more at stake than the individual members of the large group, so they have an incentive to spend more time and energy trying to change government policy. If these transfers just caused one group to gain at the others expense, it wouldnt hurt the economy at all. It wouldnt be any different than someone just handing you $10; youve gained $10 and that person lost $10, and the economy as a whole has the same value it had before. However, it does cause a decline in the economy for two reasons: The cost of lobbying. Lobbying is inherently a non-productive activity for the economy. The resources spent on lobbying are resources that are not being spent on creating wealth, so the economy is poorer as a whole. The money spent on lobbying could have been spent buying a new 747, so the economy as a whole is one 747 poorer.The deadweight loss caused by taxation. In the article The Effect of Taxes on the Economy, its illustrated that higher taxes causes productivity to decline and the economy to be worse off. Here the government was taking $4 from each taxpayer, which is not a significant amount. However, the government enacts hundreds of these policies so in total the sum becomes quite significant. These handouts to small groups cause a decline in economic growth because they change the actions of taxpayers.

Case report Essay Example | Topics and Well Written Essays - 500 words - 1

Case report - Essay Example One issue facing the Chatime Company is in the product life cycle planning in which the product must go through some stages to enhance its marketability. The company’s head wants to open more branches to sell their tea in the Asian market. Introducing the brand in the new market will require a lot of market research and promotions to determine the likes of the new customers (Aladwani, 2001). The management is against the idea as they feel that it will be a difficult task to undertake since their market is composed of the Chinese. The product life cycles stages are its development, introduction, growth, maturity, and its decline. Products in the first three stages will require an intensive market research to establish them in the market. The product also requires a lot of development and advertisement to enable the consumers know that they exist in the market (Strategic Management, 2015). Focused leadership is very important in establishing a successful market for the product. Decision-making in this company is an issue owing to the fact that Zhao and the other Franchise are not in agreement as to where to open the new outlet. There are other tea stores such as Gongcha, which will offer stiff competition to Chatime products. Bore they see any substantial benefits from the new outlet, the company will spend a lot of money and other resources to convince their new client that they are offering the best product. Another reason that makes the decision a problem is due to the competition that already exist in the beverage market, which will require strong leadership and creativity to enable them capture as many customers as possible. The challenge is that all the leaders of the company do not support the idea although Zhao has the support of a few of them. The company will therefore, need to focus on product differentiation and leadership to win the market. The product life cycle planning will

Contribution of Shakespeare to Modern Literature Essay

Contribution of Shakespeare to Modern Literature - Essay Example Shakespeare's main arena included one where he affected people through his intellectual, yet seemingly ordinary and therefore, easily accessible message. Shakespeare managed to imbibe a sense of physical action into the rather static state of affairs in the thearetical scene upon his arrival. Also, he was phenomenal as far as creating symbolic instead of purely realistic plots were concerned. In this context, writers of modern day literature have avidly followed his lead by experimenting with real life scenarios to twist and turn them to trasmit a meassge. The striking characteristic of Shakespeare's work lies in its ability to simply transport a person to unknown lands and their unusual elements. Even when writing of the violence Literature ridden times of England or the discriminatory attitude that prevailed among many at that time, he tells a story of dreams and hope. Invariably, writers today follow this basic format in modern literature where there is always a struggle with hope complementing it and finally - the hero takes the cake. Shakespeare actually introduced the world and thereby inducted the modern literary scene, into the traditional rough it out till the end mode of writing. (Harold, 2003) The best part about Shakespeare's plays is that the characters are studies in cultural and societal nuances. Try Shylock from The Merchant of Venice. This money lending Jew fit the typified framework which was associated with the cunning community at that time and Shylock with his dialogues and choice of words became a huge hit merely because he was just like them and yet different in the way he had been portrayed in lieu of the situations that surrounded him as a father. These kinds of characterisations have come to signify the blueprint for all... This paper stresses that it is difficult for most scholars of his work to decide whether his sonnets have more punch or his plays have more of his sense of unparalleled imagination. As far as his style of writing is concerned, his nuances and detailing have been a benchmark for many a writer. On a more personal note, William Shakespeare’s life reflects the story of a boy from a provincial town who made it to the top without any money or connections to support his talent or dreams. Besides influencing the theaterical scene in more ways than one, Shakespeare has been creadited with the creation of the most splendid plays the world has ever seen. He had the power to revolutionalise theatre and he actually achieved that aim with the creation of the most admired plays in Western Literature. This report makesa conclusion that most modern writers have been found to draw inspiration from Shakespeare’s work which promoted them to demonstrate deeper understanding of elements like art and music in one’s everyday. With Shakespeare’s entertaining yet informative and rather realistic style, most writers of modern literature have found to understand areas like art and music which they have imbibed in their work, to reflect the struggles and issues of the time and other general problem areas like cultural suppression, violence and political power.

The battle of Uhud

The battle of Uhud The Battle Of Uhud In The Name Of ALLAH The Beneficent The Merciful In this essay I will be looking at the underlying factors which led to the Battle of Uhud, the main events which occurred, including my own analysis as well as looking at the result of the battle. The Battle of Uhud was a follow up to the Battle of Badr, the opening clash between the Muslims and the pagans of Makkah. The Makkans had suffered a surprise loss against the Muslims with many noblemen being killed. After this defeat there was outrage in Makkah. There was a lot of pressure on Abu Sufyan now that he was leader of Quraish. Abu Sufyan had avoided showing up at Badr, choosing instead to save the caravan[1]. He was even under pressure in his own home from his wife, Hind, who had lost her father, uncle, brother and son[2] at Badr. Her relatives were killed by a combination of Hamzah and Ali[3] so she had an insatiable thirst for revenge especially against Hamzah as described later. To Abu Sufyans credit, he showed a great desire for revenge himself, pledging the entire proceeds from the caravan in order to raise funds for another battle against the Muslims. He managed to assemble an army of 3000 with 700 armoured with 3000 camels and 200 horses. The army marched towards Madinah arriving there on 6th Shawwal 3 AH[4][5]. The Prophet (SAW)[6] was already aware of the threat having received an urgent letter[7] from Makkah[8]. The Prophet (SAW) held a council of war the following morning. It was decided that the Muslims would go out and meet the enemy. The Muslim army consisted of 1000 men with only 100 armoured and no cavalry. The army reached a place called Ash-Shaikhan where they camped for the night. The following morning, the Muslims had moved to within sight of the enemy. The hypocrites decided to return to Madinah led by Abdullah Bin Ubayy. 300 men withdrew and left the Muslims with 700. It is obvious the hypocrites did not wish to fight so this looks to be a carefully devised plan by Abdullah and his followers in order to weaken the Muslims both in physical strength as well as their morale. The moment of withdrawal was deliberately chosen so close to the start of the battle and within sight of the enemy so that they could see this occurrence and therefore receive fresh encouragement[9]. The Prophet (SAW) moved his army again and positioned them so that the enemy was between them and Madinah. This shows the incredible military leadership of the Prophet (SAW), having arrived at the battlefield after the enemy he took up a better position which would restrict the numerical advantage of the Makkans as well as being protected on all sides apart from one which would lead the pagans to expose the Muslim rear[10]. To deal with this he placed 50 archers under the command of Abdullah Bin Jabir on a mountain with explicit instructions not to vacate the position no matter whether the Muslims were winning or losing. The battle began with the most ferocious fighting centring on the Bani Abdu-Dar who were charged by the Qurarish to be the standard bearers. Bani Abdu-Dar fought courageously with each family member picking up the standard after the previous one was slaughtered and until all 10 members of the family are dead[11]. Then their huge Abyssinian slave takes the standard and continues to fight until he too is slain[12]. After this there was no one left to carry the standard. Hamzah, one of the heroes of Badr was again fighting bravely. It has already been mentioned that Hind wanted revenge so she hired an Abyssinian slave called Wahshi, who was an expert in the use of a javelin, to assassinate Hamzah in return for his freedom. Hamzah had just killed his third opponent, when Wahshi, who until that point had been hiding behind trees and rocks trying to get within range of his target, took aim and struck Hamzah straight through the stomach. Wahshi then waited for Hamzah to die before removing the javelin and then returned to the Quraish camp. However Hind was still not satisfied and after the battle she mutilated his body including cutting open his stomach and taking a bite out of his liver[13]. Despite the great loss of the uncle of the Prophet (SAW), the Muslims pushed forward and seized the advantage, the bulk of the Quraish army turning and fleeing with the Muslims in hot pursuit. The Muslims managed to raid the Quraish camp and started plundering the booty. This should have been the end of the battle and another clear cut victory for the Muslims. Unfortunately, this is where the biggest controversy of the Battle of Uhud occurs. The archers, who until now had managed to hold off the advance of the pagan cavalry, decided to join the plunder and disobey the direct command of the Prophet (SAW) as mentioned earlier. Abdullah Bin Jabir, repeatedly called his men to return to their posts but his cries fell on deaf ears as the archers continued towards the Quraish camp intent on a share of the spoils. Khalid Bin Waleed had managed to keep his men under control amidst the chaos surrounding them. Khalid was keeping an eye on the developments taking place amongst the archers and was looking to exploit just such an opportunity that had presented itself. It was at this moment Khalid made his move and pulled off a masterstroke. The remaining archers were very valiant and determined to follow the Prophet (SAW)s instructions down to the last letter. All of them became shaheed[14] whilst defending the position given to them by the Prophet (SAW). Khalid had attempted to pull of this manoeuvre a few times earlier but was prevented by the archers but had finally succeeded in doing so due to the archers abandonment of their occupied position. This signalled a reversal in fortunes for the Muslims. The bulk of Quraish who had previously being fleeing, seeing the sudden developments, returned to battle. The Muslims were trapped and under attack on two fronts which led to mass confusion and panic even resulting in Muslim killing Muslim albeit accidently[15]. The Prophet (SAW) was left in an exposed and vulnerable position with only a small group of Sahabah[16] with him and the remainder of the army too far for him to control[17]. The Prophet (SAW) was a courageous man and tried to rectify the situation by putting his own life on the line. He called the Muslims towards him although the idolaters recognised his voice and were closer to him therefore reached him first[18]. The battle now centred on the Prophet (SAW) and this has to be the most difficult trying and testing moment of his life surpassing the day of Taif[19]. More pagans left the main battle and charged towards the Prophet (SAW). This small group of Sahabah performed many heroics in order to defend their leader who they loved more than their own lives. They were under severe pressure but they fought ferociously. Many of them became shaheed. The Prophet (SAW) was pelted by stones and received injuries including broken lower font teeth. After this there was a lull in the fighting, while the Makkans were regrouping, Abu Ubaidah used his teeth to remove the rings stuck in the Prophet (SAW)s cheek breaking his own teeth in the process[20]. Ubayy Bin Khalf rode towards the Prophet (SAW) on horseback. The Prophet (SAW) told the Sahabah to allow him to approach. This man had a personal dual to settle with the Prophet (SAW). The Sahabah moved out the way, the Prophet (SAW) picked up a spear and launched it at him. It hit Ubayy between his collarbone and neck and he fell of his horse and ran back to the Quraish camp[21]. The fighting resumed once again with greater intensity and purpose. The Prophet (SAW) had a human shield[22] protecting him from arrows[23]. Ibn Qamiah managed to strike him with his sword on the shoulder resulting in the Prophet (SAW) falling behind in to a ditch dug as a trap by the enemy. Ibn Qamiah then raced back to declare the death of the Prophet (SAW). The rumour spread quickly. The main army of Muslims were heartbroken. Some fled to the mountains, some toward the desert, some toward Madinah while the rest only wanted to fight till the end. The Quraish then commit the same mistake as the Muslims, thinking they had completed their objective they started plundering after the booty. The Quraishi women then began mutilating the bodies of the deceased. By now the majority of the Muslim army had dispersed. The Prophet (SAW) began to make a planned withdrawal with the remaining Sahabah who were mostly injured, some more severe than others, were joined by another group of Muslims as they retreated to Mount Uhud. Khalid had spotted this withdrawal and raced after them with some of his men but was unable to catch them before they reached Uhud. Khalid realised the situation was not in his favour as he was on horseback on mountainous terrain. Khalid then informed Abu Sufyan who was looking for the body of the Prophet (SAW) that he was up in the mountain. Abu Sufyan approached hoping that the rumour was still true, thereby had an interesting conversation with Omar[24]. The Muslims started gathering at where the Prophet (SAW) was resting. The Muslim women[25] were tending to the injured. Once the enemy had vacated the battlefield the Muslims went to inspect the dead and wounded. The Janaazah[26] was performed. The Muslims returned to Madinah[27]. The Muslims had lost 70 men whilst the idolaters had lost 22. The pagans spent the night celebrating. Meanwhile, in Madinah, the Muslims were counting their scars but on the orders of the Prophet (SAW) they went after the Quraish the following morning. Abu Sufyan was satisfied with the result and felt Badr had been avenged by Uhud. Even Hind was pleased. Khalid was one of those who wished to finish the Muslims while they were weakened and destroy Islam once and for all. He believed they had achieved nothing which was indeed correct because the Prophet (SAW) and the most prominent Sahabah were still alive and the Islamic State was still intact. Abu Sufyan feared the 300 who had withdrawn would return in the event of another battle although the Prophet (SAW) only asked those who had participated the previous day to return. On hearing the news of the approaching Muslim army, the panic stricken Quraish fled. My opinion is that the result of the battle is a win for the Muslims albeit not as clear cut as the Battle of Badr. In boxing terms, it was a split decision to the Muslims. Although in terms of casualties it is agreed the Muslims suffered the heavier losses but this is a superficial way of looking at the result of the battle. The best way to judge the battle is to look at the aims and objectives of both sides. Bringing such a large army and having spent such a large amount of money, my opinion is the Quraish undoubtedly wished to kill the Prophet (SAW), wipe out Islam completely and destroy the Islamic State at Madinah. None of these were achieved. Before Abu Sufyan left the battlefield he knew the Prophet (SAW) was alive, he chose not pursue the Muslims up the mountain and chose not to raid Madinah. It must not be forgotten that Quraish army was 3 times larger than the Muslims[28] and yet they only managed to kill 70 Muslims and having had the advantage they did not seize it. It loo ked to be a comfortable victory for the Muslims. The turning point was certainly the disobedience of the archers and the great manoeuvre of Khalid. A victorious army would not have fled the following morning. There are many lessons to be learned from Uhud such as do not disobey the Prophet (SAW). The Quran contains over 60 verses regarding Uhud[29] I would like to end with one such verse: Allah verily made good His promise to you when you routed them by His permission, until (the moment) when your courage failed you, and you disagreed about the order and you disobeyed, after He had shown you that for which you long. Some of you desired the world, and some of you desired the Hereafter. Therefore He made you flee from them, that He might try you. Yet now He has forgiven you. Allah is a Lord of Kindness to believers.[30] Bibliography Akkad, M. (Director) (1976) The Message [Film] Libya: Filmco International Productions Akram, A.I. (2007) Khalid Bin Waleed Sword Of ALLAH Birmingham: Maktabah Mubarakpuri, S.R. (2002) The Sealed Nectar London: Darussalam Subhani, J. (2000) The Message Qum: Ansaryian Publications Watt, W.M. (1961) Muhammad Prophet Statesman Oxford: Oxford University Press [1] This caravan contained the property and wealth of the emigrants who sacrificed everything to go to Madinah. The caravan had safely made it to Syria and was on the return journey to Makkah. [2] Also Abu Sufyans son [3] Khalid Bin Waleed P:18 [4] Late March 625 [5] The Sealed Nectar P:294 [6] Sallallahu Alayhi Wasallam = May the peace and blessings of ALLAH be upon him [7] From his uncle Abbas who was a Muslim yet to declare his faith and still living in Makkah. [8] The Sealed Nectar P:293 [9] The Sealed Nectar P:298 [10] Khalid Bin Waleed P:23 [11] The Sealed Nectar P:306 [12] The Sealed Nectar P:307 [13] Khalid Bin Waleed P:39 [14] Martyrs [15] Khalid Bin Waleed P:30 [16] Companions [17] Khalid Bin Waleed P:32 [18] The Sealed Nectar P:313 [19] When the Prophet (SAW) went to Taif to preach Islam but was ridiculed by the chiefs and stoned by the towns children. [20] The Sealed Nectar P:321 [21] When he came to Madinah to ransom his son after Badr, he said he would kill the Prophet (SAW) but the Prophet (SAW) promised to kill him instead. Indeed the prophecy came true. It is reported the wound was only superficial however he was adamant he would die causing hysteria among the pagans. He died after the battle on the way back to Makkah. [22] Abu Dujanah [23] Khalid Bin Waleed P:33 [24] AS: Is Mohammed among you? Is Abu Bakr among you? Is Omar among you? (no response)AS: These 3 are dead. They will trouble us no more O: You lie O enemy of ALLAH! Those 3 are still alive and there are enough of us left to punish you severely! AS: May ALLAH protect you O son of Khattab! Is Mohammed really alive? O: By my Lord Yes! Even now he hears what you say AS: You are more truthful than Ibn Qamiah AS: Glory to Hubal! O[now repeating the words of the Prophet (SAW)]: Glory Be To ALLAH! AS: We have Uzza. You have no Uzza O: ALLAH is our Lord. You have no Lord AS: This is our day for your day of Badr. It is equal O: they are not equal. Our dead are in Paradise while your dead are in the fire! AS: we shall meet again at Badr next year. O: You have our pledge. It is an appointment. AS: You will find among your dead some who have been mutilated. I neither ordered this nor approved of it. Do not blame for this. [25] Including the Prophet (SAW)s daughter Fatimah and his wife Aisha [26] Funeral Prayer [27] The Sealed Nectar P:334 [28] 4x after withdrawal of hypocrites [29] Mainly in Surah Ali Imran [30] 3:152

English Language and Students

1: Introduction At present, speaking a foreign language represents one of the essential requirements of today? s society. Besides other skills and knowledge, it is considered as one of the most influencing factors while applying for a job or sustaining in a particular work position under the condition of advancing the language level. Based on my work experience, I can confirm that knowing a foreign language is a necessity for everyone in general, mainly for my students – soldiers. These people are required to reach a sufficient level in a foreign language in order to accomplish military assignments in missions abroad.Teaching foreign languages, mainly English, for these military purposes is provided by the Defence Language Institute in Vyskov where I have been working as an English teacher for almost three years. My principal goal is to provide the soldiers with as efficient English lessons as possible because it will be them who will have to deal with international relationsh ips and take measures for solving various situations. The main reason for choosing this topic for my bachelor thesis was realizing how important speaking is in everyday situations.No matter where we are, either in the Philippine Republic or in a foreign country, English conversation plays a crucial role in understanding each other and dealing with different kinds of uncovered problems. It means school teachers need English to communicate with their colleagues – native speakers.. Even if they come from America, England or Australia and their accents differ, it is just a question of time for teachers and also students to adjust to their speech and distinguish differences in pronunciation.Being able to keep a fluent conversation with a native speaker is viewed as the main goal of students, which underlines the importance of speaking skills in a student? s point of view. Therefore, in my thesis I decided to concentrate on communicative activities which might be helpful for Englis h teachers and enhance their students? communicative skills. 1. 1: Statement of the problem This research would â€Å"What is the effectiveness of implementing speaking zone at the University campus? † 1. 2: Objective of the studyThe objectives of my studies are: 1. To review the concept and importance of speaking skill. 2. To analyze the factors that are effective in speaking skill. 3. To explore the new ways of speaking skill. 4. To recommend how they improve speaking skill in English at University campus. * * 2: Discussion 2. 1. SPEAKING * 2. 1. 1 Speaking as a skill For most people, the ability to speak a foreign language is synonymous with knowing that language because speech is for them the basic means of human communication.English learners no longer expect the traditional approach of their teachers based on developing mainly the grammatical competence and using methodology popular in the past. Today, teachers are expected to provide their students with useful active k nowledge of the foreign language, not just theory about the language. Communicative approach focuses on a balance between fluency and accuracy and is the most suitable for those students whose aim is to gain confidence in speaking and conversational abilities.Nevertheless, speaking in a foreign language has often been viewed as the most demanding of the four skills. â€Å"While listening and reading involve the ability to correctly receive messages and are therefore referred to as receptive skills, speaking and writing, on the other hand, involve language production and are referred to as productive skills. † (Harmer 1995, 16) Producing spoken language has often meant a difficulty and an obstacle for English learners. There might arise a question why.The answer is obvious. In the natural spoken language students are required to be aware of characteristics of fluent speech, such as reduced forms, use of slang or idioms, fixed phrases, collocations and most importantly the pace of speech. All of these have to be taken into consideration while practising conversation in class. Without these, our spoken language would sound bookish and unnatural. To avoid this, it is essential to introduce and practise â€Å"real† communication with our students ithin the learning process. If it is neglected, it may be a reason why students are often shocked and disappointed when using a foreign language for the first time whilst interacting in foreign environment. They have not been prepared for spontaneous communication and could not cope with all of its simultaneous demands. The embarrassment is usually caused by students’ inability to adjust to native speakers’ speech. This is natural and adjures patience while learning to speak or communicate in a foreign language.As I already mentioned, native speakers are a great support and the opportunity to communicate with them means even greater encouragement for our students. Although it is quite demanding for students to keep up in conversation with them, they take it as an advantage in their studies. Most English learners are actually familiar with the fact that the best way to advance their speaking skills is adjusting to it in an English speaking environment. 2. 1. 2 Difference between speaking and conversation Although the terms â€Å"speaking† and â€Å"conversation† may seem clear, they often get misunderstood.Speaking as a skill taught at schools presents the student’s ability to express his or her opinions, thoughts and ideas to a particular matter. Speaking practice, which is usually based on storytelling, giving speech or presentation, is the necessity for later successful conversation. Nevertheless, the focus on speaking activities has diminished in recent years. This has been caused by many factors, especially by realizing the need of everyday communication. As I mentioned above, giving speeches or presentations is not what we concentrate on in our le ssons.Even though these are crucial prerequisites for later conversational practice, the teachers tend to focus on communicative activities as the main goal of speaking lessons. I have no objection to this, but it is essential to mention the importance of presentations for military English learners working for the Ministry of Defence and the consequences of the lack of speaking skill while giving military presentations abroad. For this reason, it is very important for teachers to think through the purpose of speaking and communicative activities being prepared for lessons and also the target group of learners.Nolasco (1987, 3) mentions that being able to speak reasonably correct and even fluent English is one thing, but being able to engage in on-going, interactive, mentally satisfying conversation is another. Conversation is such a natural part of our lives that many people are not conscious of what happens within it. However, conversation follows certain rules which should be obey ed in order for participants to feel relaxed and be satisfied with it. Arthur (1987, 5) adds that the main purpose of conversation is the exchange of information among people.While communicating, our students may find themselves in different social situations playing various social roles and the main task for language teachers is to prepare them for these real situations they might participate in. This also includes leading students to develop the ability to initiate and sustain conversation whenever it occurs. 2. 1. 3 Students’ motivation to participate in a speaking lesson When students learn a foreign language, they very often accumulate a lot of knowledge (grammatical rules, lists of vocabulary items), but then they find out that they cannot actually use this language to communicate when they want to.Scrivener (2005, 147) claims that there seems to be some difficulty in moving language from passive knowledge into active usage. Without experience in using the language, lea rners may tend to be nervous about trying to say things. Partly they may fear seeming foolish in front of others, they may worry about getting things wrong they may want to avoid teacher’s comments or correction and so on. It takes quite a long time for some students to express themselves, which leads to long embarrassing pauses while learners are trying to find out how to say what they really want to say.One of the best ways of helping learners to activate their knowledge is to put them in â€Å"safe† situations in class where they are inspired and encouraged to try to speak a foreign language. Teachers should try to create such activities in which learners feel less worried about speaking and less under pressure. Nevertheless, the teacher is not the only one whom the students’ success in speaking is based on. There are also motivational factors, differing from student to student, which influence his progress in the spoken language. Harmer (1991, 4-6) distingui shes extrinsic and intrinsic motivation.He claims that students? attitude to speaking the language may be affected by different factors from the outside, such as people in close surroundings, previous speaking experience in a foreign language or the job opportunities offered after mastering foreign language communication. All of these represent extrinsic motivation. Although extrinsic motivation is nowadays a driving force for most students, without intrinsic motivation no goal in improving the speaking skill could be achieved. Success is also based on students? willingness to learn to speak a foreign language, which may be influenced by the teacher? methods used in teaching communication and, above all, his or her personality. Considering these, teachers should realize how important role they play in encouraging the students to learn to speak a foreign language. Students’ personalities also play an important role in determining how quickly and correctly they will manage a sp eaking task. Those students who are risk-takers, unafraid of making mistakes, are generally more talkative but usually make many errors. Those who are shy may take a long time to speak confidently, but when they finally manage it, their English contains fewer errors.The aim of both types of students is the same, indeed – to use the language correctly and fluently. To achieve this goal the teachers should try as much as they can to break the silence in the classroom and get the students speak no matter how many mistakes they make or how long it takes them to produce sentences. In order to decrease shyness while speaking in front of the whole class, students may be offered the opportunity to work in groups or pairs, which is a suitable approach for enhancing the active language use. Harmer (1991, 7-9) points out different motivational factors depending on the age and level of the students.Children’s and adolescents’ motivation to speak a foreign language is irrele vant for the purpose of my thesis because, as mentioned above, I deal with adult English learners and their motivational needs for a foreign language communication are substantially different from the others. I concentrate on intermediate students who represent the majority in my classes. Their English is good at this stage but they are motivated by a primary goal of achieving a more advanced level of the language. They already know a lot and are able to have a conversation about every day matters but sometimes there might occur some problems.One of them is often the feeling that they are flooded with the new complexity of the language and cannot cope with it. Teachers, when having found this out, should focus on building up the knowledge students already have and assure them they can speak the language well enough to understand and be understood. Ur (1991, 274-280) declares that â€Å"motivation is very strongly related to achievement in language learning. † This statement r esults from teaching practice showing that eager learners willing to invest effort in speaking activities are likely to make greater progress.On the contrary, those sitting silently at the desk without desire to be involved in any kind of speaking activity, may find themselves stuck to be able to improve their speaking skill. Having noticed this, teachers should encourage low-motivated students to develop the interest in communicative activities. Ur (1991, 281) describes some strategies to enhance students’ motivation to speak in a lesson. The principal one is selecting the topic carefully to make it as interesting for students as possible. If the teacher’s choice fails in the class, there should be no panic or embarrassment.The possible solution to this situation may be asking the students to vote for a topic they would be interested in talking about. Varied tasks are also suggested for a successful and efficient speaking lesson as well as using visuals to enhance stu dents’ motivation to speak. Average pictures copied from different sorts of textbooks and workbooks do not encourage adult learners to speak anymore. Based on my teaching experience, adult learners prefer to be set into real situations, dealing with real and current news items concerning today’s world and society.To satisfy students’ expectations, teachers should be supplied with sufficient amount of authentic materials, such as newspapers and magazines. The speaking tasks could be based on describing the photos to each other and guessing the place in the world where the action has happened. Connection between the picture and reality makes it even more tempting for students to express their points of view to a particular event and, at the same time, the teacher’s goal is achieved as well – getting students to speak and communicate with each other. 2. 1. 4 Accuracy versus fluencyAccuracy and fluency are terms characteristic for a successful and fecu nd conversation. Scrivener (2005, 160-162) declares that accuracy is the ability to speak correctly without making serious mistakes and therefore a greater use of instant teacher's correction within a speaking activity is appropriate. On the contrary, fluency is the ability to speak confidently without irrelevant pauses or hesitation, however, often with making major mistakes. In this case, instant correction may be inappropriate and could interfere with the aims of the speaking activity. Teachers should be aware f whether their main goal in a speaking activity is accuracy or fluency and adapt their role in class eligibly. If the main aim is to get students to speak, then one way to achieve that would be reducing teacher? s contribution. It is supposed that the less he or she speaks, the more time and space it will allow the students to. If the main aim is accuracy, the teacher should concentrate on students? mistakes and devote time to their correction. However important speaking w ithout mistakes is, a promoted trend at present seems to be to lead students to a fluent conversation in every day situations.Taking this into consideration, this approach best fits the needs of today? s society which is based on fast exchanges of information. Nevertheless, it would be injudicious to qualify accuracy as less important in communication and underestimate its importance. It is also essential for the ability to speak a foreign language well. 2. 1. 5 Correcting students’ mistakes Fluency Activities In a fluency activity the teacher is expected to monitor the class and encourage the students to speak with minimum interfering and correction. This technique is called scaffolding.Scrivener (2005, 162) states that â€Å"it is a way a competent language speaker helps a less competent one to communicate by encouraging and providing possible elements of conversation. † In practice it means to encourage the weaker one by nodding, eye contact, repeating the last word in order to encourage the speaker to continue, asking tag questions, etc. The aim of this encouragement is to make a student speak as much as he or she is able to. Considering a fluent activity, correcting the mistakes should be done after finishing this activity. Suggested techniques are the following: ) writing the sentences used during the activity on the board and discussing them with the whole class b) writing incorrect sentences used during the activity on the board and encouraging the students to make correction c) inventing and writing down the story that includes some errors the teacher overheard during the activity and students try to find them and correct them d) writing out two lists A and B – each list contains ten sentences from the activity but some of them are correct, some of them incorrect. Students work in two groups and their task is to decide if the sentences are either correct or incorrect and why Accuracy ActivitiesIn an accuracy based activity the tea cher is required to correct students? mistakes whenever possible. While practising accuracy, students become aware of their own mistakes in speaking straight away because the teacher does not wait until finishing the task. This approach is suitable while focusing on grammar mainly and enables the students to realize and correct their mistakes and also prevent their recurrence. 1. 2 COMMUNICATIVE ACTIVITIES Every speaking lesson should be based on communicative activities which fulfil two important language learning needs.They encourage the learners to acquire language knowledge and prepare them for real-life language use. Achieving the outcome requires the participants to interact, which means not only speak with a person but also listen to what he or she is saying and react to it. 2. 1. 6 Importance of pair work and group work Pair work and group work present ways of organizing the class while teaching speaking. The teacher? s responsibility is to choose a suitable communicative ac tivity depending on what is going to be practised – either fluency or accuracy – and organize the students into pairs or groups.In some activities such as role plays and guessing games, pair work is essential. On the other hand, discussions and debates require group work and enable the students to express their opinions on a given topic within the group. After that, the spokesman of each group notifies the rest of the class about the conclusion they have reached. This may lead to a following discussion among groups and if the topic is amusing, the speaking lesson seems to be enjoyable for both students and the teacher, too. Advantages of pair and group workThere are many reasons for pair and group work to be used in the lessons. First of all, they provide the students with a lot more practice than working as a whole class. Students also feel more comfortable to speak to one or two people rather than the whole class and the teacher. Moreover, speaking to just a few peop le is closer to real-life situations. Pair and group work allows each student to work at the pace of his or her small group or pair. The teacher is no more considered the only source of information but the students learn from each other.This creates opportunities for learners? knowledge to be shared. In order to be successful, learners need to become accustomed to using English without the teacher? s permanent support. Therefore, working in pairs or groups helps them to build up their independence and confidence for further conversations. The advantages of pair and group work can be noticeable not only from the learner? s but also the teacher’s point of view. It provides the teacher with more time to work with weaker students and encourage them, by participating in a role play or discussion, to communicate.Teachers can also benefit from a great availableness of different communicative activities being offered in bookshops and on the internet nowadays. The variety of materials for pair or group work speaking practice is praised by most of them and their use has proved to be very efficient for speaking skill improvement. Slight disadvantages of pair and group work However efficient and useful pair and group work is, it may sometimes cause little problems while practising speaking. According to Doff (1989, 141) the noise belongs to these obstacles the teachers have to overcome during lessons.Usually the students themselves are not disturbed by the noise, it is more noticeable to the teacher observing pairs or groups. However, the noise created by pair and group work demonstrates learners? engagement in a speaking task and gives the teacher visual evidence of students? involvement. Considering this, the success in working in pairs or groups depends mainly on the students? and the teacher’s approach. Another fact Doff (1989, 141) mentions is the difficulty to control the whole class during a communicative activity.To stop activity getting out of contr ol, it is important to give the students clear instructions, define the speaking task clearly and set up a routine, so that students accept the idea of working in pairs or groups and know exactly what to do. 2. 1. 7 The role of a teacher in communicative activities The teacher is a facilitator of students? learning and as such he has many roles to fulfill. Freeman (1986, 131) describes him as a manager of classroom activities. In this role, one of his major responsibilities is to set up activities that promote communication.During the communicative activities he acts as a consultant answering students? questions, offers advice and provides necessary language items. One of the most important roles is to make sure that students know what they are supposed to practise and check if they do it effectively. These roles are called a conductor and a monitor. Although there is a great number of various activities which may be used in speaking lessons, their use would be confusing and pointle ss if they would not be logically organised. Being a good organiser should be an ability possessed by every skillful teacher.Considering the facts mentioned above we can conclude that the teacher? s personality in a learning process is very important not only while participating in the activity but also while monitoring the students. The teacher? s less dominant role in communicative activities offers the students the opportunity to be involved in conversation and improve their speaking skills to be able to cope with the real-life situations. * 3: CONCLUSION In my thesis I tried to deal with speaking as one of four basic skills and highlight its importance in everyday situations.My aim was to distinguish speaking and conversation since these terms are commonly used but often get mixed up. I pointed out that conversation plays a crucial role in our lives and without it we would not be able to exchange the information and share our knowledge. I also dealt with motivation as an essenti al factor for language learners and classified its types – extrinsic and intrinsic, with the emphasis on the teacher? s personality which influences the students? willingness to participate actively in the learning process.I mentioned native speakers as a great source for our teaching practice and described the ways they may encourage the students to carry on studying a foreign language. To feel confident while learning to speak a foreign language, the students are supposed to be put in a „safe environmentâ€Å". This prevents them from embarrassement or anxiety when they are asked to express themselves. I tried to explain this term and suggested possible ways to decrease students? concern about speaking. Due to students? different personalities and also abilities to speak a foreign language, I dealt with pair work and group work as the ways of organizing the class.I mentioned the advantages of this kind of work, especially reducing tension in class, creating a pleasan t atmosphere and building up students? independence and confidence. Pair work was evaluated as more useful since it is closer to real-life situations and dealing with them is the main aim that the students are heading for. Another area I focused on, were communicative activities and their categorization : information gap activities, discussions, role plays, simulations and guessing games. I characterized them and evaluated the interaction they offer to prepare students for real-life language use.In connection with them, I dealt with terms accuracy and fluency and explained the importance of distinguishing them due to teacher? s objective within the lesson. I introduced different techniques for correcting mistakes in either accuracy or fluency communicative activities and also described the roles of a teacher and requirements which he or she has to fulfil to manage the roles successfully. By means of this thesis I realized how important it is for the teacher to have a great amount of information concerning teaching speaking to be able to provide the students with efficient conversational lessons.The methodology literature I was reading through enabled me to have a look at a speaking skill from a different point of view and think about this issue more deeply. All the theoretical information I gained from this literature was used in the practical part of my thesis. Based on that, I reached several findings. One of them was realizing how important role motivation plays in the learning process. It was proved that students? progress in speaking a foreign language depends on motivation and encouragement from their teachers.I found out that if there are no stimulating factors and the students are not motivated, it leads to boredom in class. To prevent this, entertaining communicative activities and interesting topics proved to be very useful and effective. Another fact which I found reasonable while evaluating presented activities, was distinguishing them according to the teacher? s objective. The fluency activities proved to be essential while practising fluent conversation to prepare students for the real world. On the other hand, the accuracy ctivities focused on grammar and due to them the students were given the opportunity to practise the correct use of foreign language. Since using various types of communicative activities proved very beneficial in my classes, I would like to recommend them to all teachers whose aim is to improve their students? communicative skills. 4: Recommendation 1. Living through a situation and finding to use the language as a compelling force always helps in acquiring a sound language habit. Can be teacher of English devise such situations when it is the second or the third language to learn?.It is not uncommon to find that the child even when he is at play he uses the new sounds as he hears them being used by other children in his play groups, without even knowing what each sound or word means. In a very short ti me he has learnt the meanings of the words by using them in the right place at the right moment. 2. Meaning of words must be allowed to be explored and they are learnt and remembered better. Equivalents, if used, often weaken the impression of the new word and thus tend to damage pupils interest in learning a language. Certain though around a great deal of difficulty stimulators learning.It must be guaranteed that the living personality of the teacher makes use of new word in all kinds of contexts and situations. 3. The proper plan is to adopt new sounds, words and structure patterns into well designed course which ensures gradual yet through repetition so that correct forms, construction are established in the mental habits of the pupils. Pupils should not have a free choice of grammatical form and structure. * * * * * * * * * * 5: References 1. Harmer, J. (1991). The practice of english language teaching. Essex:Longman, 296p. , ISBN:0-582- 046564 1. Scrivener, J. (2005).Learning t eaching. Oxford:Macmillan Publishers Lim, 431p. , ISBN:1- 4050- 1399- 0 2. Ur, P. (1991). A course in language teaching. Cambridge:Cambridge University Press, 375p. , ISBN:0-521-44994-4 3. Thornbury, S. (2005). How to teach speaking. Essex:Pearson Education Limited, 156p. , ISBN:0-582-85359-1 4. Littlewood, W. (1994). Communicative language teaching. Cambridge:Cambridge University Press, 108p. , ISBN:0-521-28154-7 5. Celce, M. M. (2001). Teaching english as a second or foreign language. Boston:Heinle;Heinle, 584p. , ISBN:0-8384-1992-5 6. Ladousse, G. (1987). Role play.Oxford: Oxford University Press, 182p. , ISBN: 0-1943-7095 7. Doff, A. (1989). Teaching english. Cambridge: Cambridge University Press, 286p. , ISBN: 0-521-348641 8. Freeman, D. (1986). Techniques and principles in language teaching. Oxford: Oxford University Press, 142p. , ISBN: 0-1943-4133 9. Nolasco, R ; Arthur, L. (1987). Conversation. Oxford : Oxford University Press, 150p. , ISBN: 0-19-437096-8 10. Hadfield, J. ( 1990). Intermediate communication games. Essex: Jill Hadfield, 105p. , ISBN: 0-17-555872-8