Motoreays of the sea improve access to markets throughout Europe Essay

Motoreays of the sea improve access to markets throughout Europe - Essay Example The term â€Å"motorways of the sea† was first used on a new White Paper of Transport â€Å"European Transport policy 2010: Time to decide†. In its initial stages the â€Å"motorways of the sea† concept was considered to be a measure for revitalizing short sea shipping (Great Britain 2004, p. 101). This paper aims at discussing how Motorways of the sea improve access to markets throughout Europe. There are a number of reasons that can be given for the claim that Motorways of the sea improve access to markets throughout Europe. One of the reasons is that it leads to the enlargement of the European Union through the introduction of Malta, Slovenia, and Cyprus. With these measures, it is clear that the introduction of the new countries will definitely lead to introduction of the potential market. Given the fact that there is string nodal points in the Mediterranean, the countries in the European Union will be able to access new markets in the new entrant countries (Cole 2005, p. 167). This means that the ease of transport between these countries will also make it easier for there to be trade between these countries. The new entrants can also have a market for their products in the rest of Europe. As a result of the implementation of â€Å"motorways of the sea†, there will be a significant development in the shipping industry. With the growth in the shipping industry, business organizations will find it easier to transport their finished product from one country to another. This does not imply that this was impossible before the implementation of the â€Å"motorways of the sea†. However, it simply means that the shipping industry will become more efficient and reliable. As a result producers will be able to get products to various parts of Europe with minimal restriction (Forte &Grimaldi 2013, p. 199). The economies of some of the countries that are affected by â€Å"motorways of the sea† depend on the shipping industry. These countries include

Science Adventures with Children’s Literature Essay Example for Free

Science Adventures with Children’s Literature Essay The goal of using a double entry journal strategy in a multicultural and diverse skill based student population brings in theory great benefit to all students. The chance to learn form fellow students that have diverse talents may lead to greater motivation for all students and the opportunity to have skills outside of reading and writing to be identified and valued in the classroom is another method to bring a sense of achievement to all students regardless of their literacy ability. The text demonstrates a dynamic system based on student group activities that allow the strengths of some students to be highlighted and to be a benefit to other students in the group while all students are active participants (text, pp 50 – 52). This approach is similar in theory to that discussed in Fredericks (1998 p 43) where teachers used group activities that included the procedure of writing a draft of the report, followed by discussion amongst the group and a final version of the report written by all members of the group. It was thought that this approach allows students of lower literacy to learn from the activities and from their fellow students in a buddy system (Fredericks, 1998 p 52). Another philosophy reviewed by Gambrell et al, 1995 p 119) highlighted the benefit of using a group setting with double entry journal writing to give all students a sense of achievement which can aid in raising their motivation for reading and writing. This paper (text, pp 50 – 51) provides an ideal system which has great relevance to my student teaching experiences in an inner New York City public school, first grade class setting which includes a multicultural student population and great diversity in literacy. The paper (text, p 52) demonstrated the need to manage potential behavioral problems quickly before they have a negative impact. From my experience this is perhaps one of the most difficult things to accomplish. Students frustrated by their lack of success with reading and writing often prove unpredictable in when their disruptive behavior may manifest itself. The use of students’ talents in a diverse way as discussed in the text (p 51) is similar to an experience I had in the classroom where a student who had profound reading difficulty showed a positive response to having her drawing skills praised in front of the rest of the class. The opportunities I have had to observe different classrooms which have applied the practical approach of double entry journal writing have found overall positive results for the students. The chance to revise and edit their writing in a group setting brought a sense of achievement to the highly skilled readers and writers in the group and allowed a non-threatening way in which the students with lower levels of achievement in reading and writing can learn from their fellow students. However, I also observed in an active class setting the disruption and complete failure of a lesson where problem behaviors by two of the students led to the lesson having to be abandoned. In this situation the freedom of the practical small group approach led to two students finding it difficult to stay focused on the task and this led to disruptive behaviors that made continuing with this type of lesson impossible for that teacher. This observation led me to realize that the early intervention of potential problem behaviors is critical to the success of group based activities. References Fredericks, A. D. (1998). Science Adventures with Children’s Literature: A Thematic Approach. Teacher Ideas Press, CT. Gambrell, L. B. , Mazzoni, A. and Almasi, J. F. (1995). Engaging Young Readers: Promoting Achievement and Motivation. Baker, L. , Dreher, M. J. and Guthrie, J. (Eds. ) Gulford Press, N. Y. Textbook Chapter 2: Diversity in the multicultural classroom. Pp 50-52.

Study On The Reflection Paper

Study On The Reflection Paper Chapter I. Whats in a word? All languages have words. All words have different meanings, different function and they belong to different groups and classes as well, some carry grammatical function other words carry more information. One thing is for sure, even today we learn new meaning of existing words or we learn new words even in our first language. Understanding meaning of new words in second language is much more difficult, there are many words that are used in novel ways and that confuse learners of second language. In this concept it is crucial for Second Language Learner to understand both meaning and the use of specific word, and to be able to produce it when necessary, and to develop their own strategy of learning new words. It is very important for learners to know and make distinction between different forms of same word, this helps S.L.L (Second Language Learners) to identify the word class and to produce and use proper meaning. From my personal experience I would like to share some of the problem s that usually occur. E.g I will take like as verb and as a preposition. What is London like? (Prep); What do you like? (Verb). To understand differences in meaning and in concept of target word students have to take in consideration and word class. It is not only issue of grammar difference, change of word classes and switch from one to another, but also new vocabulary word with new meaning and form. Another very important issue is word families. Different languages have already the same structure that gathers words, form new words, or new meanings to existing words. I will try very briefly without getting in details to share my opinion based on readings class discussions and my own experience. Both suffixes and prefixes appear in English and Albanian. Being a native learner of Albanian language is very easy for me to identify and use words in different forms and meanings in Albanian Lang, but for E.F.L learners it is quite difficult even they are familiar with the models of inflexional or derivative words. What I have noticed the most is the difficulty of ESL learners to master the process of Word Formation in English, it differs a lot and it is far more complex than, in this case Albanian. Compounding, conversion, blending and clipping express very firmly the complexity of this process. Another important point that it is worth to be mentioned in Vocab Teaching is grouping of words that form units as if they were single word units. These are called multi word units, their meaning is usually subject of change upon the parts that word unit contains, these can phrasal verbs with either literal or non-literal meaning, as sentence frames and multi part verbs. The occurrence of words mentioned above is another important , words happens very often to co- occur next to each other and to give new meaning to the sentence as a whole. It is very important to be able to notice the difference in meaning, of words that share the same form. At this point we can come to conclusion that it is very difficult for foreign learners because many word have different but overlapping meanings, in this line homonyms, homophones, homographs can really confuse learners, and in the other hand polysemy is a real challenge for compilers as they are real headache for learners. E.g the word fair that has different meaning in every our example: long fair hair; Skripton fair; fair cook. Other meanings of words we have the words that occur in line with other words ang give new meanings. To sum up and not to go further in detail and to give conclusion of what we have learnt about words is that language first emerges as words and going farther into structures and forms we use them to produce language that we have learnt. Chapter-II. How words are learned. How important is vocabulary- without grammar very little can be conveyed, without vocabulary nothing can be conveyed (David Vilkins). The importance of vocabulary is very high, you can master the grammar very well but without proper knowledge of vocabulary spoken language will be of lowest levels. Also it is very important when you visit a foreign country, you dont bring a grammar book but a vocabulary and people usually try to learn more common expressions in their very first days. There were many various problems with vocabulary teaching because it wasnt on the fore in the Direct Method or Audio Lingual Method- which gave greater priority to grammar learning and grammar structures. Number of words taught on these courses were very low and the words learnt were chosen because were easy to demonstrate. But nowadays teaching a vocabulary is given a special importance, and courses and course books are giving much more space to teaching new words and communication. In order to have a be tter communication L2 learners need to have a critical mass of vocabulary to get the over threshold of second language. In this context they should develop their own and unique style about remembering the words. These styles can be developed with teachers help; their role in this case is to guide students toward their learning styles and strategies. Looking back in the early period in the era of Direct Method and A.L.M, students had to learn, repeat the words that they have learnt. Of course nowadays these models are old fashioned and things have changed. From my experience when I was in primary school- teachers translated for us the key words, but without much effort to make us understand more. Of course these words were placed in short term memory, and after a while couldnt be recalled and used properly when needed. In comparison with this I as E. L teacher am using different models to explain the meaning of new words, avoiding as much as possible translation to L1, and old fashioned methods like learn words by heart. I found for my students very helpful eliciting meaning of new words, or new meaning of existing words, also using flashcards, pictures, word games not only that make students feel more relaxed. Another fact that we should take in consideration is the first language, having a good command of first language is help ful but sometimes can be a potential block to the development of second language vocabulary, it can come to this because the patterns of every language are different and when learners try to make links, sometimes they may succeed but sometimes not. In second language learning vocabulary is important and spelling, pronunciation and length. All this can cause errors because words with difficult pronunciation, with spelling mismatches, long and complex words, appear to more difficult to be learnt and remembered. Chapter III- How to Teach Vocabulary In this chapter the main issue is teaching vocabulary, sources and methods and techniques that best fit and explain these sources. Here are mentioned at least five possible sources that provide vocabulary input for learners. -Lists -Course books -Vocabulary books -The teacher Other students. Based on class discussions and readings about lists and shared experiences vocabulary learning requires a close attention at being done activities in order to acquire new words or new meanings to existing words. One of vocabulary sources as it is mentioned above are lists, they provide students with new words, some of these words will be learnt actively and some occidental. One of the main tasks should be, these lists should consist of words that are selected for active study. Criteria of usefulness, frequency or lexical dont seem to be applied. One reason that students would like to learn from lists is the economical way of organizing vocabulary for learning and it doesnt matter if they arent put in random way. In order to be successful with lists it is necessary that learning activities be integrated into lesson plan activities in classroom. Another source of teaching vocabulary are course books, usually in course books are some criteria of choosing vocabulary. Usefulness- it means that can be put to immediate use, e.g. classroom objects in elementary level. Frequency- words that appear most frequently express the most frequent meanings in the language, and importance of these words. Learnability- includes careful choice of words in syllabus, especially for beginners. Teach ability is very important because we make words for students very easy to understand through different activities by demonstrating or illustrating them. Vocabulary work in course books is organized in segregated activities that present practice of lexical sets, word formation rules, test of words indicated before, guessing activities; integration of vocabulary into skill works, usually a pre-task or post-task activities. Another source are Vocabulary Books, due to priority given to learning new words in a foreign language (English) there is a wide selection of supplementary books available. Usually these books are targeted as books needed for specific purposes, such as business or technology. The aim is to test vocabulary knowledge rather than to teach it. Activities used in this kind of books such as brainstorming of ideas or meanings to new words and eliciting students with new meaning of words appears to be very useful for students. Teacher is also considered as a useful source of acquiring new words, phrases or expressions that teachers use most commonly in classroom. Teachers own stories also can be very valuable to students. They can ask students to make similar stories or new stories with given words in order to practice both use and meaning of words. It is in human nature that all develop their own lexicon. Sharing of their knowledge either in brainstorming activities, pair working or spoken activities in classroom is very useful. This leads to student- student lexicon combination and ability to recall and express when necessary. Chapter IV- Texts, Dictionaries and Corpora From what we discussed in last chapter about offering vocabulary teaching through lists. In our days texts are being more explicit and the vocabulary teaching has been incorporated into text books. Comparing to lists short texts have great advantages in vocabulary teaching and building purposes. The fact that words are in context increases the chances of learners to appreciate not only the meaning, but and their structural and word order in sentences. Texts usually display connected sets of words. Short texts are very useful for classroom use since they can be subjected to intensive grammatical and lexical study. Advantage of short texts to long texts is that students do not usually get bored and their attention is not overtaxed. Authentic texts are usually rich in vocabulary especially literary texts. Extensive reading provides the opportunity for students to meet words in their context of use, and also supplies repeated encounters with many of these words. Words are usually repeated up to six times, and as more as they repeat it is easily for learners to acquire the meaning or to get it from context of the sentence. In this context words that are introduced once should at least be reminded once more or if possible more. This has to do with linking between the lessons. It is very important the learners need to enjoy and to get as much as possible, and this type of reading shouldnt be regarded as hard work. Dictionaries are regarded as tools and as vocabulary resource because they contain rich information of the words. For a long time use of dictionaries has been discouraged in class. It was argued that use of these may encourage learners to focus only in native words if it is mono-lingual, and might inhibit the development of more useful skills such as guessing from context. Kinds of dictionaries available: monolingual and bilingual dictionaries. It is very important to make the difference between these two kinds. From my experience I prefer monolingual dictionary of target language, because not only we understand the word we want but also and words related to the meaning or context. The benefit for teachers and learners of corpus data is that it provides both with easily accessible information about real language use, frequency and collocation. Before the advent of corpora, teachers had to rely largely on intuitions about the way words are actually used. Before the advent of corpora, frequency information was also largely guesswork- or involved a great deal of pen-paper counting. Corpus information is typically presented in the forem of concordances; they display the results of a word search as individual lines of text, with targeted word or words aligned to the centre. Corpora are the latest addition to the resources available for vocabulary input. Concordancing and keyword programs are two of the tools that make corpus data available for classroom use. For the end I would like to say these words Vocabulary teaching and learning is like exploring universe. Burim Sopa i.d- 119325

Relationships Essay -- essays research papers

Interpersonal relationships define us. When we are fortunate enough to experience a loving relationship, we achieve positive characteristics such as security and confidence. Conversely, when we experience negative relationships, we become withdrawn, guarded, and wary of engaging in future relationships. However, it is this wariness that causes us to examine our contribution to the relationship to make the next one, or current one, more successful. In essence, it is not just the good or bad relationships that make us who we are, but also what we learn about ourselves from them.   Ã‚  Ã‚  Ã‚  Ã‚  Relationships take a great deal of work to be successful, and there are no guarantees that they will be. In his film, Leo Buscaglia, discusses the importance of relationships. Since every individual is unique, it takes continued effort from both parties to effectively understand each other. It is, after all, as Leo said, â€Å"There is no right person; we become the right person†. He also suggests that vulnerability is equally as important as understanding the other person. It is the â€Å"art of letting things happen† – we, as individuals, need to be open to being hurt - because the future is unpredictable, but be entitled to the joys as well. Paul Simon once wrote a song entitled â€Å"I am a Rock†, in which he concludes his song by saying â€Å"I am A Rock, I am and island. And a rock feels no pain; And an island never cries.† This communicates that interpersonal bonds, or relationsh...

Sex, Sensuality and Religion in The Book of Margery Kempe Essay

Sex, Sensuality and Religion in The Book of Margery Kempe  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   Baron Richard Von Krafft-Ebing, a 19th century German psychiatrist, was quoted as having said, "We find that the sexual instinct, when disappointed and unappeased, frequently seeks and finds a substitute in religion." This may have been the condition of Margery Kempe when she desired to cease all sexual activity with her spouse because of her devotion to God. Instead of performing her duties as a wife, she chose instead to spread her knowledge of God to her community and did so not only in speech, but also in literature. Whatever her motivation for creating such descriptive language, it is evident that her faith in God conquered both her fear of public opinion and the constraints placed upon all women during the period. Living in the 1400s, she steps out of a woman's role and into the territory of a man by living her life publicly, abandoning her position of mother and wife, and recording her life in writing. Fortunately, because she was writing for religious reasons, he r work was both permitted and accepted. In The Book of Margery Kempe, she describes her experiences with brilliant imagery, some of which is sexual, all of which is sensual. By using her own senses to portray her spiritual... ... her faith as a sensual experience, Kempe creates a new way--for women in particular--to reach not just enlightenment but empowerment through worshipping God. If Margery Kempe were alive today, she would be considered eccentric but because of her creative book, she would still make it on Oprah's Book Club list. Works Cited Kempe, Margery. "From The Book of Margery Kempe." The Norton Anthology of Literature By Women. 2nd ed. Sandra Gilbert and Susan Gubar. New York: W.W. Norton & Company, 1996. 18-24. Kempe,Margery. The Book of Margery Kempe. http://athena.english.vt.edu/~jmooney/wwmats/margery.htm (27 Jan. 2000).   

Florence Nightingale :: Papers

Florence Nightingale Florence Nightingale was born in 1820. She came from an upper class family that saw her future getting married and raising children. Florence had very different viewpoint, she believed that God wanted her to be a nurse. She fought the OPPOSITION from her parents and studied in Europe from 1849 and in Alexandria in 1850. By 1853, she was the Superintendent at the Institution for the Care of Sick Gentlewomen and she was very interested in the training of nurses. In March 1854 the Crimean War broke out. Telegraphic COMMUNICATIONS were used by war correspondents to broadcast stories back home to encourage people to have opinions on the war and take interest. Many horror stories emerged about the Barrack Hospital in Scutari, where the British wounded were being treated. Sidney Herbert, the Secretary of War and a personal friend of the Nightingale family, made an appeal to Florence to sort out the nursing care in Scutari. Despite the OPPOSITION from the military, Florence took 38 handpicked nurses to work in the hospital. She employed many new standards; privacy curtains, cleaning of sheets, food for patients and she even hired 200 builders to rebuild a ward block. In six months she had managed to reduce the death rate in the hospital from 42% to 2%. After two successful years in the Crimea, Florence returned to Britain with a mission. She appealed to the Queen, sent an 800 page report to the government and wrote a book, "Notes on Nursing" which explained all her methods. This became the standard textbook for generations. By 1860, it was a best seller! Florence had raised  £44,000 and she used this money to set up the Nightingale School of Nursing, in St. Thomas's Hospital, London. Discipline, order and attention to detail were prime factors in her teaching. She also wanted nurses to remain single so that they wouldn't have divided loyalties. She had turned down many offers of marriage. Of the 38 nurses she had taken to the Crimea, 24 were nuns, this was partly due to the fact that there was

Contrasting rich and poor in Hong Kong

I have learnt many words by reading books. I have never enjoyed reading but if I find a book I like, I'll read it. This is how I learn new words and hence, I have a better English education. Ever since I was a toddler I have never enjoyed reading books apart from when I choose them. I always chose the books with with loads of words on a page with hardly any pictures. Therefore, it has become a habit in my simple life as I was sailing in the pool of words since I was 6 years old. The favorite play that captivated me the most is called â€Å"Educating Rita†. The play â€Å"Educating Rita† is written by Willy Russell. It is based on contrast as the main characters Rita and Frank have very different backgrounds. Frank is well educated (academic background) and he is a professor who teaches English in a university but Rita is a hair-dresser (working class background) who has not been well educated. Rita called herself a â€Å"freak† and â€Å"half caste†. She wants to be educated because she says â€Å"I wanna know†. She knows she is not ‘educated' yet and dimly realizes what ‘education' is. What Rita wants is to be out of her social class. For her, education is a means of achieving this and she is probably right. She instinctively knows she lacks something and thinks a university degree will fill the gaps in her life. Rita is eager to learn everything and she is energetic. It affects me as it reflects the sharp contrast between the condition of poor as well as middle class and rich people. The reason why I thought in this way is because that's what I see every day in the streets and my feelings. In Hong Kong, poor people are living in a confined space. They are living in houses that are surrounded by tons of rubbish. Whenever I walk pass the area with this types of housing, I could always hear the â€Å"sizz†¦.sizz†¦sizz† sound, and I am not sure if it comes rats or other insects. It has a foul smell too, and yet, people are living in this kind of environment. In contrast to the poor, the rich and middle class people are living in houses and mansions where rooms are air conditioned; it is clean and is relatively comfortable. At night the poor housing area is overwhelmed by darkness, but I know there are people living on the side of road and of that area. We are staying in a cool area but they are suffering from heat from the sun. We sit on comfortable chair but they sit on the ground with germs. The contrast is a little uncomfortable for me. Thus, sometimes when I cannot sleep, I will start to wonder ‘what if I am one of them who live on the street? Will I survive?† People living in that area have no money. In addition, they have to fear and tolerate what might happen to them every day. Sometimes, I think the poor have more courage than I do. What could I do for them? Most of the time, I could only feel sad for them, and usually we will forget about them and live on with our own life. It is vitally important to me because their experiences instill a certain fear in me. I told myself I don't aspire to be a very rich person, but I am really afraid to be poor. I don't think any amount of money is ever enough to help the poor who live below the poverty line but every penny counts! We must also accept the fact that corruptions has add on more problems to this major issue, but we must always tell ourselves â€Å"Can rescue how many are how many†. This is, we must always save as many lives as we could because every life counts. The existence of poor and rich in the society is unavoidable, but the disparity and gap between them should be reduced as much as possible. The rich may have the right to spend as copiously as they like to live in comfort, but the poor should also have the right and means to keep the body and soul together. Embracing the poor, engaging the rich.