Biography of Carl Sandburg

Biography of Carl Sandburg Carl Sandburg was an American poet who became widely known to the public not only for his poetry but for his multi-volume biography of Abraham Lincoln. As a literary celebrity, Sandburg was familiar to millions. He appeared on the cover of LIFE magazine in 1938, with the accompanying photo essay focused on his sideline as a collector and singer of American folk songs. After Ernest Hemingway was awarded the Nobel Prize for Literature in 1954, he remarked that he would have been most happy had Carl Sandburg gotten the award. Fast Facts: Carl Sandburg Known For: Poet, literary celebrity, biographer of Abraham Lincoln, and collector and singer of American folk songsBorn: January 6, 1878 in Galesburg, IllinoisDied: July 22, 1967 in Flat Rock, North CarolinaParents: Clara Mathilda Anderson and August SandbergSpouse: Lillian SteichenEducation: Lombard CollegeAwards: Three Pulitzer prizes, two for poetry (1919 and 1951) and one for history (1940) Early Life and Poetry Carl Sandburg was born January 6, 1878, in Galesburg, Illinois. He was educated in local schools, which he quit in his early teens to work as a laborer. He became a traveling worker, moving throughout the Midwest and developing a great appreciation for the region and its people. After joining the Army during the Spanish-American War, Sandburg returned to his education, enrolling in a college at Galesburg. During that period he wrote his first poetry. He worked as a journalist and as the secretary for the socialist mayor of Milwaukee from 1910 to 1912. He then moved to Chicago and took a job as an editorial writer for the Chicago Daily News. While working in journalism and politics he began writing poetry seriously, contributing to magazines. He published his first book, Chicago Poems, in 1916. Two years later he published another volume, Cornhuskers, which was followed after another two years by Smoke and Steel. A fourth volume, Slabs of the Sunburnt West, was published in 1922. Cornhuskers was awarded a Pulitzer Prize for poetry in 1919. He would later be awarded the Pulitzer Prize for poetry in 1951, for his Complete Poems. The cover of Life magazine features a close-up of American poet Carl August Sandburg (1878 - 1967), February 21, 1938. The LIFE Picture Collection / Getty Images His early poems have been called subliterary, as they tend to use common language and slang of the common people. With his early books he became known for his free verse that was rooted in the industrial Midwest. His plain manner of speaking and writing endeared him to the reading public and helped make him a celebrity. His poem Fog, was known to millions of Americans, and appeared often in schoolbooks. He had married Lillian Steichen, the sister of photographer Edward Steichen, in 1908. The couple had three daughters. The Lincoln Biography In 1926, Sandburg published the first volumes of what would become his massive biography of Abraham Lincoln. The project, which was originally conceived to be the story of Lincoln in Illinois, was influenced not only by Sandburgs own fascination with the Midwest, but with a circumstance of timing. Sandburg had known Civil War veterans and other local people who retained vivid memories of Lincoln. The college Sandburg attended had been the site of one of the 1858 Lincoln-Douglas debates. As a student, Sandburg came to know people who recalled attending the debate five decades earlier. Sandburg engaged in countless hours of research, seeking out Lincoln scholars and collectors. He assembled the mountain of material into artful prose that brought Lincoln to life on the page. The Lincoln biography eventually stretched into six volumes. After writing the two volumes of The Prairie Years, Sandburg felt compelled to continue, writing four volumes of The War Years. In 1940 Sandburgs Abraham Lincoln: The War Years was awarded the Pulitzer Prize for History. He eventually published an abridged edition of the Lincoln biography, and also shorter books on Lincoln for young readers. For many Americans of the mid-20th century, Carl Sandburg and Lincoln were somewhat inseparable. Sandburgs depiction of Lincoln was how countless Americans came to view the 16th president. Carl Sandburg eulogizing Lincoln at a joint session of Congress. Getty Images   Public Acclaim Sandburg put himself in front of the public, at times going on tour playing his guitar and singing folk songs. In the 1930s and 1940s he would appear on the radio, reading poems or essays hed written on American life. During World War II he wrote a regular column about life on the American home front which was carried in a number of newspapers. He continued to write and publish poetry throughout his life, but it was always his association with Lincoln that gained him the greatest respect from the public. On Lincolns 150th birthday, February 12, 1959, Sandburg enjoyed the very rare honor of addressing a joint session of Congress. From the podium in the chamber of the House of Representatives he spoke eloquently of Lincolns struggles during the Civil War and what Lincolns legacy meant to America. Carl Sandburg visiting President Kennedy in the Oval Office. Getty Images In October 1961, Sandburg visited Washington, D.C., from his farm in North Carolina, to help open an exhibit of Civil War artifacts. He stopped by the White House to visit President John F. Kennedy, and the two men spoke of history and, of course, Lincoln. Carl Sandburg died on July 22, 1967, at Flat Rock, North Carolina. His death was front-page news across America, and he was mourned by millions who felt as if they had known the unpretentious poet from the Midwest. Sources: Sandburg, Carl. Gale Contextual Encyclopedia of American Literature, vol. 4, Gale, 2009, pp. 1430-1433. Gale Virtual Reference Library.Allen, Gay Wilson. Sandburg, Carl 1878-1967. American Writers: A Collection of Literary Biographies, edited by Leonard Unger, vol. 3: Archibald MacLeish to George Santayana, Charles Scribners Sons, 1974, pp. 575-598. Gale Virtual Reference Library.Carl Sandburg. Encyclopedia of World Biography, 2nd ed., vol. 13, Gale, 2004, pp. 461-462. Gale Virtual Reference Library.

USS New Mexico (BB-40) during World War II

USS New Mexico (BB-40) during World War II USS New Mexico (BB-40) - Overview: Nation:  United States Type:  Battleship Shipyard:  New York  Navy Yard Laid Down:  October 14, 1915 Launched:  April 13, 1917 Commissioned:  May 20, 1918 Fate:  Sold for scrap, 1947 USS New Mexico  (BB-40) - Specifications (as built) Displacement:  32,000 tons Length:  624  ft. Beam:  97  ft. Draft:  30 ft. Propulsion:  Electric drive turbines turning 4 propellers Speed:  21  knots Complement:  1,084  men Armament 12  Ãƒâ€" 14 in. gun (4  Ãƒâ€" 3)14 Ãâ€" 5 in. guns2 Ãâ€" 21 in. torpedo tubes USS New Mexico (BB-40) - Design Construction: After commencing construction of five classes of dreadnought battleships (, , , Wyoming, and New York), the US Navy concluded that future designs should utilize a set of common tactical and operational characteristics.   This would allow these ships to operate together in combat and would simplify logistics.   Designated the Standard-type, the next five classes made use of oil-fired boilers instead of coal, eliminated amidships turrets, and utilized an â€Å"all or nothing† armor scheme.   Among these alterations, the change to oil was made with the goal of increasing the vessel’s range as the US Navy felt that this would be required in any future naval conflict with Japan.   The new all or nothing armor arrangement called for key areas of the ship, such as magazines and engineering, to be heavily protected while less vital spaces were left unarmored.   Also, Standard-type battleships were to have a minimum top speed of 21 knots and a tactical turn radius of 7 00 yards.   The concepts of the Standard-type were first employed in the Nevada- and Pennsylvania-classes.   As a follow-on to the latter, the New Mexico-class originally was conceived as the US Navys first class to mount 16 guns.   Due to arguments over designs and rising costs, the Secretary of the Navy elected forgo using the new guns and directed that the new type replicate the Pennsylvania-class with only minor modifications.   As a result, the three ships of the New Mexico-class, USS New Mexico (BB-40), USS Mississippi (BB-41), and USS Idaho (BB-42), each mounted a main armament consisting of twelve 14 guns placed in four triple turrets.   These were supported by a secondary battery of fourteen 5 guns.   In an experiment, New Mexico received a turbo-electric transmission as part of its power plant while the other two vessels used more traditional geared turbines.      Ã‚        Ã‚   Assigned to the New York Navy Yard, work on New Mexico began on October 14, 1915.   Construction advanced over the next year and a half and on April 13, 1917, the new battleship slid into the water with Margaret Cabeza De Baca, daughter of the late Governor of New Mexico, Ezequiel Cabeza De Baca, serving as sponsor.   Launched a week after the United States entered World War I, work moved forward over the next year to complete the vessel.   Finished a year later, New Mexico entered commission on May 20, 1918, with Captain Ashley H. Robertson in command. USS New Mexico (BB-40) - Interwar Service: Conducting initial training through the summer and fall,  New Mexico  departed home waters in January 1919 to escort President Woodrow Wilson, aboard the liner  George Washington, back from the Versailles peace conference.   Completing this voyage in February, the battleship received orders to join the Pacific Fleet as flagship five months later.   Transiting the Panama Canal,  New Mexico  reached San Pedro, CA on August 9.   The next dozen years saw the battleship move through routine peacetime exercises and various fleet maneuvers.   Some of these required New Mexico  operate in conjunction with elements of the Atlantic Fleet.   A highlight of this period was a long-distance training cruise to New Zealand and Australia in 1925.    In March 1931,  New Mexico  entered the Philadelphia Navy Yard for an extensive modernization.   This saw the replacement of the turbo-electric drive with conventional geared turbines, the addition of eight 5 anti-aircraft guns, as well as major alterations to the ships superstructure.   Completed in January 1933,  New Mexico  departed Philadelphia and returned to the Pacific Fleet.   Operating in the Pacific, the battleship remained there and in December 1940 was ordered to shift its home port to Pearl Harbor.   That May,  New Mexico  received orders to transfer to the Atlantic for service with the Neutrality Patrol.   Joining this force, the battleship worked to protect shipping in the western Atlantic from German U-boats. USS New Mexico (BB-40) - World War II: Three days after the attack on Pearl Harbor and American entry into World War II,  New Mexico  accidentally  collided with and sank the freighter SS  Oregon  while steaming south of Nantucket Lightship.   Proceeding on to Hampton Roads, the battleship entered the yard and had alterations made to its anti-aircraft armament.   Departing that summer,  New Mexico passed through the Panama Canal and stopped at San Francisco en route to Hawaii.   In December, the battleship escorted transports to Fiji before shifting to patrol duty in the southwest Pacific.   Returning to Pearl Harbor in March 1943,  New Mexico  trained in preparation for the campaign in the Aleutian Islands.    Steaming north in May,  New Mexico arrived at Adak on the 17th.   In July, it took part in the bombardment of Kiska and aided in forcing the Japanese to evacuate the island.   With the successful conclusion of the campaign,  New Mexico  underwent a refit at Puget Sound Navy Yard prior to returning to Pearl Harbor.   Reaching Hawaii in October, it began training for the landings in the Gilbert Islands.   Sailing with the invasion force,  New Mexico  provided fire support for American troops during the Battle of Makin Island on November 20-24.   Sortieing in January 1944, the battleship took part in the fighting in the Marshall Islands including the landings on Kwajalein.   Rearming at Majuro, New Mexico then steamed north to strike Wotje before turning south to attack Kavieng, New Ireland.   Proceeding on to Sydney, it made a port call prior to commencing training in the Solomon Islands.      Ã‚      This complete, New Mexico moved north to participate in the Marianas Campaign.   Bombarding Tinian (June 14), Saipan (June 15), and Guam (June 16), the battleship defeated air attacks on June 18 and guarded American transports during the Battle of the Philippine Sea.   After spending the beginning of July in an escort role, New Mexico provided naval gunfire support for the liberation of Guam on July 12-30.   Returning to Puget Sound, it underwent an overhaul from August to October.   Complete, New Mexico proceeded to the Philippines where it protected Allied shipping.   In December, it aided in the landings on Mindoro before joining the bombardment force for an attack on Luzon the following month.   While firing as part of the pre-invasion bombardment at Lingayen Gulf on January 6, New Mexico sustained damage when a kamikaze struck the battleships bridge.   The hit killed 31, including the battleships commanding officer, Captain Robert W. Fleming. USS New Mexico (BB-40) - Final Actions: Despite this damage, New Mexico stayed in the vicinity and supported the landings three days later.   Quickly repaired at Pearl Harbor, the battleship returned to action in late March and aided in bombarding Okinawa.   Commencing fire on March 26, New Mexico engaged targets ashore until April 17.   Remaining in the area, it fired on targets later in April and on May 11 sunk eight Japanese suicide boats.   The following day, New Mexico came under attack from kamikazes.   One struck the ship and another succeeded in scoring a bomb hit.   The combined damage saw 54 killed and 119 wounded.    Ordered to Leyte for repairs, New Mexico then began training for the invasion of Japan.   Operating in this capacity near Saipan, it learned of the wars end on August 15.   Joining the occupation force off Okinawa, New Mexico steamed north and arrived in Tokyo Bay on August 28.   The battleship was present when the Japanese formally surrendered aboard USS Missouri (BB-63). Ordered back to the United States, New Mexico ultimately arrived at Boston on October 17.   An older ship, it was decommissioned the following year on July 19 and struck from the Naval Vessel Register on February 25, 1947.   On November 9, the US Navy sold New Mexico for scrap to the Lipsett Division of Luria Brothers.   Towed to Newark, NJ, the battleship was a centerpiece of a dispute between the city and Lipsett as the former did not wish to have additional ships scrapped on its waterfront.   The dispute eventually was resolved and work began on New Mexico later in the month.   By July 1948, the ship was completely dismantled. Selected Sources: DANFS: USS  New Mexico  (BB-40)NHHC: USS  New Mexico  (BB-40)USS  New Mexico  (BB-40)

The movie V for Vendetta Essay Example | Topics and Well Written Essays - 1500 words - 13

The movie V for Vendetta - Essay Example It is evidently clear from the discussion that the movie is based on a story of the 1982 novel of the same name developed by Alan Moore and David Lloyd. The V is a political freedom fighter in an anarchist regime that tries to accomplish a number of terrorist attacks with a quest to ignite revolutionary actions against the regime. It bases on the history of the Guy Fawkes and the popular Gunpowder plot that involved a plot to have the palace of Westminster blown up during a proceeding of a parliament meeting between James I and the ministers. The meeting was aimed at developing oppression Roman Catholics. As a strong Catholic convert, Fawkes aimed at protecting the people and through this; he was enjoined in the plot with others as the military man that would provide the military experience needed to enrich their plot. Fawkes was the man for the job based on his history and relation to the Catholic development. The movie portrays an investigative ploy that ends up leading to a number of deaths with Stephen Rea the detective trying to stop V finding it difficult to handle his job well due to the tactical aspects of V that becomes difficult to handle. The movie released in 2006 was scheduled for release in 2005 due to some inevitable delays. The target was to release it on a day when the country marked the 400th Guy Fawkes Night. The night believed to be the night that he was executed opposite the buildings of parliament after the trial found him guilty of treason. The movie portrays the acts of the political class with a detailed picture of their thoughts and actions in relation to protecting their political strength. They portray the actions that the political class takes when passing a message to prevent uprisings and any revolutionary attempts on their reign. The movie displays this picture well and strengthens the political class while instilling fear in the ruled. Released on March 21, 2006, the soundtrack used in the movie was developed by Astralwerks Reco rds.

Alzheimers Essay Example | Topics and Well Written Essays - 2000 words

Alzheimers - Essay Example I was told that she was suffering with Alzheimer’s disease, a condition very often found in people above 60. This is a neurological disorder leading to dementia, and most commonly described as loss of mental abilities such as memory and reasoning. With its progressive nature, it manifests as slight memory and language problems in the beginning and further leading to confusion, personality and behavioral changes. Thus, this disease manifests in the form of cognitive and behavioral symptoms. The most common clinical findings in this disease include loss of recent memory, problems in calculation and execution of activities. These difficulties eventually progress to dementia in a span of eight to nine years. Motor functions may get impaired in the terminal stages of the disease causing inability to walk or move. The pathological precursors of this disease begin several decades before the clinical symptoms are manifested. The most important characteristic features of this disease, as described by Alois Alzheimer in 1907, are neuronal loss, profuse extracellular deposition of amyloid B peptide (AB), and widespread formation of intraneuronal neurofibrillary tangles, usually found in the higher order cortical regions including frontal, parietal, and temporal cortex and the limbic system, and are relatively rare in primary motor or sensory areas except for olfaction. For this reason, Alzheimers disease is looked at more like a cognitive disorder than motor one (Rogers, J.; 200 1). However, the reasons for neurodegeneration are still unknown. Alzheimers disease, like most other chronic diseases, is likely to be caused by a complex interaction of genetic and environmental risk factors. A few definite risk factors associated with Alzheimer’s disease, identified by Kuhn and Bennett (2003), are advanced age, family history in firs-degree blood relation, genetics, Down’s syndrome, history of head trauma, and low

Remembering the Alamo Essay Example for Free

Remembering the Alamo Essay This article is of course about the Alamo. It gives a very brief history of the battle at the Alamo and the characters that participated there. It momentarily mentions that there are now facts and history of the Alamo being disputed among many historians today. This article also makes comments concerning the great influence The Alamo has had in today’s culture, referring to the many productions based off this historic happening. Each time I remember the Alamo inspiration fills my chest. I love to remember the great heroes that fought so brave and valiantly in the face of the opposition; a cruel dictator (Santa Anna) and the oppression he could inflict. Many of the people that inhabited 2nd Chance Texas migrated there for primarily one reason and one reason only†¦ a second chance. Most of them, having endured hard lives and relocating to a new country, terrain and lifestyle were not about to give up their God-given rights to a Mexican dictator. While many had the chance and opportunity to get the heck out of Dodge, they chose to stay and defend what was rightfully theirs and so they did. These brave men, led by Travis, Bowie and Crockett, took a stand at the Alamo that will be remembered forever. They gave their lives not for greatness, though they earned that and more in the end, they gave their lives for what they lived for and that was to be free. We shouldn’t argue or dispute over the noble and honorable history of these great men, doing so we taint there story with our ignorance. Not all of these men may have lived great, but all of them died great in the sight of ALL AMERICANS. REMEMBER THE ALAMO.

Devil In The White City Essay -- Literary Analysis, Erik Larson

Erik Larson’s book Devil in the White City is full of magic and madness that has shaped the society of the late 19th century that is specific to in Chicago. The issues that have been handled through this time frame that are addressed in this book is that how Chicago was known to be the black city at first, and how the city hoped that hosting the World’s fair would increase their reputation. Secondly, the magic of a man named Daniel Burnham that did put the plans of the world fair in Chicago into life and the obstacles that he had overcame. Next, once the world fair was complete, it has made Chicago â€Å"The White city,† by its dazzling designs and attractions that made it memorable. Then, the madness of H.H. Holmes and how his evil deeds has seemed to undermine the world fair and the things that are going on within it with his murders and treachery that does grip Chicago once his evil deeds have been found out. Finally, the events that happened in the world fai r that relate to the issues that occur in the late ninetieth century within the United States. The city of Chicago was in a desolate condition before it hosted the World Fair. The city of Chicago was nicknamed â€Å"The Black City,† (P.11) before they had hosted the 1893 fair that had brought the city into life. Chicago was a city that was ridden with much crime and death to the point where young women could have been tempted to fall under the dangers of this city. Death was more commonplace then Chicago then other cities at that time because of murders that were so frequent in this city. The author does point out that â€Å"You can step from a curb and be killed by the Chicago Limited† (P.12). That fact even struck fear into the people who were visiting Chicago just to have fun or eve... ...gic of Chicago, but also the darkening madness of H.H. Holmes. This analysis of the book covers the city of Chicago being â€Å"the Black City,† before it hosted the World’s fair. Secondly, the glorious magic of Daniel Burnham did make this fair possible who all of his men that he worked with. Next, the city of Chicago when the fair was going on was a grand sight that people around the world would remember in history. Also, the unfortunate sight of the crimes and evil intention of H.H. Holmes had committed, that does put a black eye upon the fair. Finally, The Fair and how it has related to the historical trends of nineteenth century America. The Devil in the White City is an important novel that does tell of a great historical fair and a crime that has happened within the city of Chicago, the events there during that time period would be an important part in history.

Project Proposal Essay

Background and Motivation What is the setting and history behind this project? Customer Relationship Management concerns the relationship between the organization and its customers. Customers are the lifeblood of any organization be it a global corporation with thousands of employees and a multi-billion turnover, or a sole trader with a handful of regular customers. Customer Relationship Management is the same in principle for these two examples – it is the scope of CRM which can vary drastically. CRM, or Customer Relationship Management, is a way for businesses to find potential customers. While the first iterations of CRM were used in the 1980s, it wasn’t until the 2000s that it really began to shine. CRM software helps businesses identify and categorize existing customers. This allows them to see the specific demographics their products appeal to, in turn allowing them to market their products more effectively. What is the problem to be addressed? Many organizations are considering introducing CRM systems or are in the process of doing so. The main concern of these organizations is their ability to make the necessary changes at the level of organizational strategy that the introduction of the CRM system requires. Organizations are also concerned about damaging their existing customer care system. Their fears are based on past failures in their own or in other organizations. What are some current approaches to this problem? 1. The users don’t use the CRM system My personal view is that most people do not come to work to fight the system. If users are rejecting the CRM system then we need to try to understand the reasons. In most cases this can be traced to a lack of management support for CRM. If users feel that their conscientious updating of the CRM system is not used then they will stop using it. Examples of managers refusing to use the CRM system, requesting reports in Word or Excel format, and enjoying a successful CRM implementation are nonexistent. The simple fact is that leaders need to lead – that means that everyone from the very top down must use the CRM system. 2. The users want to use the CRM system, but the technology is failing them Another point of belief; CRM software developers do not set out to ship bad software. So even if you have selected a software platform that we don’t sell, it is unlikely that the CRM issue will be bugged software. The most common reasons for technology failing are tied to speed or ease of access. If your users cannot access the CRM system whenever or wherever they want then they will drift away. 3. The original driving force for the CRM project has moved on It is often said that a new broom sweeps cleanest. All too often changes in management herald changes in the CRM system. Users who were previously happily using the CRM system, struggle to adopt changes. Users who were struggling with the system, legitimize their behavior with reference to changes that may, or may not be coming. 4. The CRM system does not deliver all of the functions required This might be the result of changes in the business, or changes in the management or reporting requirements. Typically this is first visible as a potential Business Intelligence (BI) requirement. The need is to integrate all of the systems that surround the CRM system. From quote creation, to web store integration, systems proliferate to surround the CRM system. Requirements, not anticipated in the initial CRM project create additional customer data silos. Left unchecked these will ultimately undermine the â€Å"single view of the customer† CRM seeks to deliver. Why is this problem worth solving or worth solving better? Customer relationship management (CRM) is a widely implemented model for managing a company’s interactions with customers, clients, and sales prospects. It involves using technology to organize, automate, and synchronize business processes—principally sales activities, but also those for marketing, customer service, and technical support.[1] The overall goals are to find, attract, and win new clients, service and retain those the company already has, entice former clients to return, and reduce the costs of marketing and client service.[2] Customer relationship management describes a company-wide business strategy including customer-interface departments as well as other departments.[3] Measuring and valuing customer relationships is critical to implementing this strategy. Benefits of the Project/Product * One of the major benefits of having a CRM is that it improves the quality of service. The CRM collects all information of the clients then analyzes the data and help you in decision- making. With the help of Customer Relationship Management, you will assured that your system is running safe and secure. Another benefit of having a CRM software is that it can help you save a lot of money. Of course, purchasing a software might be expensive but compared on hiring, training and paying employees, it will save you a lot. * Having a Customer Relationship Management software needs to have careful planning. Remember that in this system, the relationship between your company and your clients is at stake. You have to plan out everything. It is also important that you consider its usability. You have to determine the benefits it will bring to your company and its impact in your business as well as your employees. * Since all information provided by the customers were collected by the CRM, it is important to keep them secure. The company as well as the vendors should ensure the quality of the system that it is secure enough to protect confidential information. Scope and Limitations of the Project The scope limitation option on workflows in MSCRM is a great feature that unfortunately has half baked functionality. Particularly when dealing with large organizations with multiple Business Units, it’s compelling to try and limit scope to the Business Unit level. This works fine until you realize the limitations. Seeing as how workflows can only be owned by people, you MUST assign each workflow to a user in the business unit you’d like scope limited to. As soon as you attempt this, you’ll need to deactive the workflow, assign to the appropriate user, have that user log into the system, and re-activate the workflow. Needless to say, this is not a feasible maintenance scenario for organizations rolling out to dozen(s) of business units.

Research-based Strategies for English Language Learners Essay

Today, it is common in schools to combine English language learners of differing ability in one class. Students are classified according to their English language ability in order to facilitate cooperative learning groups and to track their progress. A student’s English language ability can be classified into ELL (Emergent language learner) – someone who has just begun learning English, Limited English Proficient (LEP) – someone who has reached a level between Basic Interpersonal Communication (BIC) that permit the student to intermingle with peers on a social level and Cognitive Academic Language (CALP) that allows the student to intermingle at a deeper level with content, and Native English speaker –someone whose first language is English. This arrangement can present many obstacles learning. Teachers will be up to more challenging tasks in creating a language receptive classroom where all students could reach their highest potential in learning. The teacher should create a classroom environment where students would feel comfortable in trying a new language. Adapting to language and culture is very difficult and could take years. The teacher should also foster an environment that is respectful of language and culture. Ideally; it should be free from taunting and embarrassment. An interactive classroom should open more opportunities for ELL to use English in communicating with native speakers. They need to experiment with new language terms and test their ideas of putting words together. In addition, certain strategies have been found to be particularly helpful in providing a learning community where everyone has access not only to learning English, but also the content. This paper determines to examine the effectiveness of these strategies according to current researches and to examine the implementation of these strategies to English language learners. These strategies could help even the most season teacher and the inexperienced ones. Pre-instruction activities Pre instruction activities help students acquire new knowledge by building on the English language learner’s prior knowledge. These activities are of assistance for all the students in the classroom to get ready for the new information. Some of the things that can be employed as pre-instruction activities that can be used are semantic webs, graphic organizers, timelines and charts and graphs. These strategies determine where the students stand in relation to the content of the upcoming lesson. Pre-instructional materials help prepare the student to learn new lessons. Semantic webs, graphic organizers and K-W-L charts are useful for students in organizing their thoughts and ideas. These pre instruction activities can be used daily, building on the prior knowledge and adding more and more information to store knowledge. Pre-instruction activities also stimulate critical thinking through the development of charting and mapping skills, Graphic organizers, webs and charts can also help students understand the relationship of information being presented and the application of that information. (Reiss, 2006). K-W-L chart is an example of a graphic organizer. K -W-L is an instructional activity for supplementing framework development and constructing meaning from text to students. This tool can be used for all levels of students. This chart is usually introduced in kindergarten. This instructional activity basically consists of three parts. For example, the students are asked to identify what they previously KNOW about the lesson. Second, they would be lead to what they WANT to know about the lesson. Lastly, the students identify what they have LEARNED from the lesson. Through this activity the student trigger his stored knowledge for the lesson, he becomes caught up in the discussion and becomes more focused in learning the lesson (Allen, 2004). Another pre-instruction activity is to provide the key words and phrases relevant to the upcoming lesson. Providing these key words to the students before the lesson or even during the discussion can excite the student to encounter the vocabulary in the lesson. If the students have them early then they can use a simplified English or bilingual dictionary to learn the meanings and familiarize themselves with the words. This approach also helps students identify prior knowledge about the topic from their native languages. If the students are familiar with the there is a better chance of interest and recognition since they have some idea of the content. The students actively learn in using pre-instruction activities evading being a â€Å"passive learner† who memorizes all of the information. The teachers need to directly instruct and exhibit how to use the charts and graphs and how to manage the information. These tools can prove to be important for all students as review materials comes exam time, but most importantly to the ESL (English Second Language) and ELL (English Language Learners) students to be able to put their information together and understand how that information works together for them (O’Loughlin & Haynes, 1999). The result of the pre-instruction activities can remove much of the uneasiness and frustration of learning new concepts and lessons because students would feel that they are as competent as everyone in building their own prior knowledge. Visual Aids, Realia, Maps, Pictures, Multimedia Using these materials makes it easier for students to easily learned new concepts by seeing the relationships of concepts and concretes. Even if all the students are of differing English ability level they can all get the meaning of words represented by visuals. Using images and media also heightens the interest of students and creates a fun atmosphere for learning. Images, objects and body movements keep the students interested and focused, help them make connections and commit to memory language that they are learning. Films, videos, and audio cassettes with books allow students to visualize and make connections to what is being taught. For example, film-viewing prior to the discussion of lesson help students recalls more vividly the information from the film relating to the lesson (O’Loughlin & Haynes, 1999). â€Å"Realia is a term for any real, concrete object used in the classroom to create connections with vocabulary words, stimulate conversation, and build background knowledge† (Herrell, 2000). Schools organize to collect funds for realias that teachers and students can use. . Teachers can use models, photographs, illustrations, and artwork when the real object is inaccessible or is impractical. The use of realia can also be a model way to study different cultures included in a lesson. For example, in studying the eating habits of some culture a set eating utensils and kitchen appliances (chopsticks, a tortilla press, a tea set, a wok) can build vocabulary and increase comprehension. Another good example is the study of different clothing items from different cultures. (Herrell, 2000) It would also be helpful to label everything in classroom so that newcomers see the names of objects in the school environment. Incorporating posters, photos or graphs is another way to encourage comprehension and development in students as well. These items can encourage understanding through illustrating the concepts and meanings of the topics/words (Reiss, 2006). Multimedia can be used to teach parts of speech such as verbs, adjectives, etc. Multimedia clips such as films show the use of language in actual use exposing the conversational use of language to increase the student’s ability to use English in a conversation. Audio clips also helps students learned the correct pronunciations of letters and words. The learning outcome of this strategy is that a student is more likely to find the support and understanding in the lessons and the content that is being introduced. They are able to make the connection easier through the combined audio and visual exposure. Graphic representations, the use the words/phrases in pictures, videos, audio, etc., aid in the effort of reinforcing the verbal and the written word and encourage content comprehension of the students (Reiss, 2006). Cooperative Groups, Peer Coaching Cooperative learning can be successful for all students at all academic levels and learning styles. Cooperative learning involves student participation in small-group learning activities that promote positive interactions. Cooperative learning makes sense for teachers because all students are given frequent opportunities to speak and because a spirit of cooperation and friendship is fostered among classmates. (Cochran, 1989) Students benefit through a shared learning activity, from observing how their peers learn. Face-to-face verbal interactions is advantageous for English language learners because it promote communication that is natural and meaningful (Johnson, Johnson & Holubec, 1994) Teachers take several roles in planning cooperative learning. First, teachers make pre-instructional decisions about grouping students and assigning appropriate tasks. Teachers have to be able to fully explain the academic tasks and the grouping structure and roles to students and then must observe and get involved when necessary. Finally, the teacher is also the one who is responsible for evaluating the group and individual performance as well as the effectiveness of each group’s work (Cohen, 1998). Teachers do have to spend time in planning for cooperative learning to work. But, as illustrated in the example, once cooperative learning is organized the activities can be done again and again in different settings and in different content areas (Yahya & Huie, 2002). Cooperative learning is valuable when students have an interesting thought through task such as a set of discussion questions about a story they just read, producing a mental map of the story, or making up a puppet show to highlight character traits. Cooperative learning groups or peer coaching promotes a positive outcome when everyone involved understands the underlying purpose of this method. These methods are effective and successful because students tend to listen to one another and motivate one another to learn (NWREL, 2003). The value of cooperative learning and peer coaching strategy is to effectively promote the transfer of group ideas to individual learning. Repeat and Rephrase The repeat and re-phrase technique works by emphasizing key words and phrases in the discussion. Repetition is a key part of learning. The more times information is repeated. It is more likely that information will be easily recalled. Repeating the statement or question and re-phrasing it can illuminate the discussion. This strategy also helps in the student’s deeper understanding of the lesson. Much repetition and paraphrasing is required in this strategy. The teacher’s key role is to highlight the ideas that have already been discussed and modify them to give the same meaning, but a new understanding of the same idea. Through this the teacher could help students see the connection and transformation of the old information to a new one. The repeat and re-phrasing method is successful for instructions or classroom discussions. When speaking, the teacher needs to make sure that they articulate clearly and slowly, not making unnatural sounds to distinguish between important words or phrases; but placing a natural emphasis on the key words. Repeating frequently and paraphrasing the important information ensures that the concepts are comprehended. (Dunlap, Weisman, 2006) For example while discussing the teacher can repeat the central ideas or elaborate them over an extended period of time, for the purposes of emphasizing them for their students or slowly rephrase them in simpler terms to be more understandable. In this strategy the teacher could ask a question or utter a statement â€Å"Lisa sits quietly while listening to the teacher†. The teacher raises a question to repeat the concept. â€Å"Can Lisa listen to the teacher if she’s noisy†? If the student does not understand, the teacher can ask the same question, but in a different form, â€Å"Can you listen to our discussion if everyone is noisy?† In repeating and re-phrasing, the goal is to enhance a student’s independence in understanding and comprehension. The use of repetition can be a consistent reminder of the information that has been introduced, making sure that the students pick up on the concepts. (O’Loughlin, Haynes 1999) Using this strategy enables the teacher to associate interrelated concepts by changing their structure into a sentence or question and further rephrase and repeat these but still arriving at the same answer. Music and Jazz Chants One of the most powerful English language learning strategies is the use of music and jazz chants because music is universal to all languages. Every culture sees music as a form of self expression. Jazz chants help non-native learners get the â€Å"feel† of American English. The student learns the stress, rhythm and intonation patterns by imitating them. It’s a very effective and pleasurable way to learn. Songs are often easier to remember than just plain words and sentences. Jazz chants stimulate and appeal to multiple senses of learning. They also use the rhythmic presentation of the natural language which is important to successfully speaking English (Tang & Loyet, 2004). Helping non-native speakers develop confidence in their pronunciation abilities requires that they have a good understanding of speech rhythms in English. These students need reading practice for fluency and pronunciation. Jazz chants and music are a fantastic way of practicing. This method also works for memorization. For example, it is much easier to memorize the English alphabet using the alphabet song learned in Kindergarten. Music is effective in memorizing long lists such as periodic tables, alphabets, numbers, etc. This method can be used to introduce long concepts without anxiety. Students remember information in the form of song, and sometimes tossing in a little dance or hand movement for fun. Teachers frequently use this activity as a method of memorizing information and pronunciation (Short, 1991). Adding a tune or rhythm to a poem, a verse or a series of regular words and sentences can make it an engaging way to learn to read and remember (Bridges, Wright, 2006). For example, a teacher could choose a song such as Ella Fitzgerald’s wonderful rendition of the classic â€Å"Blue Moon,† a song that is not only beautiful but also practical for its interesting lyrics and a clear singing style. First is to start creating a close exercise (i.e. fill-in-the-blank) and leave empty spaces for words that will challenge students to listen carefully. The teacher would need to play the song two or three times depending on the difficulty of the exercise or questions about vocabulary (e.g. â€Å"adore† not â€Å"a door.†) When the close exercise is complete, play the song again the students would sing along with it. The next activities may include a scrutiny of the lyrics on a literary or grammatical level or an open discussion about the historical significance behind the idea of the â€Å"Blue Moon,† or an introduction to the music (both literal and figurative) of Ella Fitzgerald may prove interesting to students. (Roberts, M. 2007). Most people have had a song that is always playing in his head every now and then. Jazz chants just do that. They play continuously in the students’ heads even after class ends. Students remember the lyrics of songs, more than likely, for a long time. Songs will help students to learn long string of words. Students are receptive using this method and this makes the information easy to acquire and retain. Students generally join eagerly in activities like jazz chants because of the unique and fun way of learning the lesson unaware that they are learning. The result of this strategy is longer memory retention of information for the English language learners. If a song is playing in their heads over and over again, information is retained and can be easily access by the teacher (O’Loughlin, J. & Haynes, J.1999). Conclusion These English language learner strategies are proven to effectively helps teachers facilitate learning and to efficiently retain language information to non-native learners. The methodology of carrying out these strategies would be very successful if they are done properly. The techniques that have been reviewed are essential to the success of an ELL classroom. However, there is no perfect strategy for every student or teacher. Teachers must carefully examine the needs of each student and each of their receptivity to learning new information. From there, the teacher would be able to generate a strategy that would be optimal for learning for all the students. These strategies are very helpful and best used simultaneously to expose students to different pathways to learning new information. There are many more strategies out there for teachers of ESL and ELL students. Teachers could also create their own strategies in delivering lesson plans. The teacher’s most important tasks is to foster interactivity by creating a learning atmosphere in the classroom and to uphold the value of respect for differences in language ability and culture. These strategies are effective because it is synchronized on how the brain process new information that is to build on prior knowledge, classical repetition of central ideas, and an abstract-concrete connection for visual aides. They are also fun and interactive such as multimedia, cooperative learning and music and jazz.   They help eliminate the anxiety of ELLs in learning a new language. They also become more receptive and interested in learning because these are fun and enjoyable References Allen, J. (2004). Tools for Teaching Content Literacy. Portland, ME: Stenhouse Publishers. Retrieved on March 30, 2008 from http://www.u-46.org/dbs/roadmap/files/comprehension/4KWL.pdf Bridges, L. & Wright, A. (2006). Using jazz chants for bilingual/ESL students. Retrieved March 29, 2008 from http://litsite.alaska.edu/uaa/workbooks/jazzchants.html Cohen, E.G. (1998). Making cooperative learning equitable. (Realizing a positive school climate.) Association for Supervision and Curriculum Development. Retrieved March 29, 2008 from http://www.ncela.gwu.edu/pubs/classics/pig/12allenglish.htm Cochran, C. (1989). Strategies for involving LEP students in the all-English-medium classroom: A cooperative learning approach. Washington, DC: National Clearinghouse for Bilingual Education. Retrieved March 29, 2008 from http://www.ncela.gwu.edu/pubs/pigs/pig7.htm Herrell, A. L. (2000). Fifty Strategies for Teaching English Language Learners. Upper Saddle River, NJ: Merrill. Retrieved March 29, 2008 from http://multilingual.fresno.k12.ca.us/eld/eldg1/ELD%20Rec.Strategies.pdf Dunlap,C. Z. & Weisman, E. M. (2006). Helping English language learners succeed. Huntington Beach: Shell Educational Publishing. Johnson, D. W., Johnson R. T., & Holubec, E.J. (1986). Circles of learning: Cooperation in the classroom. Edina, MN: Interaction Book. Retrieved March 29, 2008 from http://www.ncela.gwu.edu/pubs/classics/pig/12allenglish.htm NWREL. (2003). General principles for teaching ELL students. Retrieved March 29, 2008 from http://www.nwrel.org/request/2003may/general.html O’Loughlin, J. & Haynes, J. (1999, April). Strategies and activities for mainstream teaching. Tell Training Manual. Retrieved March 29, 2008, from http://www.kennesaw.edu/tell/tell_manual.htm Reiss, J. (2006). 102 Content strategies for english language learners: Teaching for academic success in Grades 3-12. Columbus, Ohio: Pearson Merrill Prentice Hall. Roberts, M. (2007). Music really plays in ESL classes. Retrieved March 29, 2008, from http://esl-programs-lessons.suite101.com/article.cfm/music_really_plays_in_esl_classes Short, S (1991). Integrating language and content instruction: strategies and techniques. Tang, F., & Loyet, D. (2004). Celebrating twenty-five years of jazz chants. Retrieved March 29, 2008, from http://www.nystesol.org/pub/idiom_archive/idiom_fall2003.html The Center for Excellence in Learning and Teaching (CELT) at Stony Brook University (n.d.). Tips for teaching ELL’s: Strategies for promoting success for the second language learner in grades K-12. Retrieved March 29, 2008, from http://www.celt.sunysb.edu/ell/tips.php#Strategy_12 – not in text Yahya, N. & Huie, K. (2002). Reaching english language learners through cooperative learning. The Internet TESL Journal, 8(3). Allen, J. (2004). Tools for Teaching Content Literacy. Portland, ME: Stenhouse Publishers. Retrieved on March 30, 2008 from http://www.u-46.org/dbs/roadmap/files/comprehension/4KWL.pdf

Intercultural Group Project

Intercultural Group Project Free Online Research Papers COMM 220 – Intercultural Communication Intercultural Group Project Group Field Study This assignment is a group presentation to the class on a field study experience of a different culture. I reserve the right to lower the grade of any individual who does not participate equally in his/her group efforts. The purpose of this assignment is to give you direct experience with an intercultural situation. You are to explore a â€Å"new culture† here in the U.S. Consider the definition of culture that we are using and select a group for the field study on the basis of your access to the group and sufficient heterogeneity from that group. You are to approach learning about that culture as you would learning about any â€Å"foreign† culture. As a group you should study this new culture to learn about the cultural patterns (beliefs, values, and norms), verbal codes, nonverbal behaviors, social roles, and the rules for interpersonal relationships of that culture. The three guidelines you should use in the selection of the culture are: (1) those whom you study should be a â€Å"culture† as that term is used in this class; (2) the culture should be sufficiently different from you for the encounter to be considered intercultural; and, (3) access to the culture should be relatively easy. You will submit the group proposal in which you will address these points to justify the culture of choice. Proposals Due on D2L: November 24, 2009 You’re in-class presentation (you will have approximately 25 minutes to give the presentation) should provide a description of the culture. Address the following: What are the beliefs, values, norms, and social practices of the culture? What is the culture’s influence on the communication of the members of that culture? Is there a difference between your perception of events and the perception of the members of the field study culture? Are there any special or unique uses of their verbal code? Any particular organizational patterns or persuasive styles? What specific nonverbal behaviors are common among members of this culture? Are social episodes and interpersonal relationships defined in a particular way in this culture? As part of your group presentation, you will outline the points addressed above and also briefly describe the process you as a group used to come to your descriptions. You will also submit a 9-10 page paper, double-spaced, describing the culture and your process. Address the following both in your paper and your presentation: Did you find yourself evaluating behavior when description would have been more helpful? What were your stereotypes of the culture before you began the field study? How did they influence your interactions? Did the stereotypes change? How? Did the members of the culture have stereotypes of you? How did you make sense of what you saw in this culture? Did you experience any of the symptoms of culture shock while in this culture? Every member of the group must participate in the in-class presentation. You may use any artifacts, diagrams, objects, etc., from your field study culture to assist you in the presentation. Presentations and papers are due December 10. Research Papers on Intercultural Group ProjectThe Relationship Between Delinquency and Drug UseQuebec and CanadaEffects of Television Violence on ChildrenCanaanite Influence on the Early Israelite ReligionAssess the importance of Nationalism 1815-1850 EuropeHip-Hop is ArtInfluences of Socio-Economic Status of Married MalesWhere Wild and West MeetRelationship between Media Coverage and Social andResearch Process Part One

Richard Owen - A Profile of the Famous Paleontologist

Richard Owen - A Profile of the Famous Paleontologist Name: Richard Owen Born/Died: 1804-1892 Nationality: British Dinosaurs Named: Cetiosaurus, Massospondylus, Polacanthus, Scelidosaurus, among numerous others About Richard Owen Richard Owen wasnt a fossil hunter, but a comparative anatomistand he was far from the most likeable person in the history of paleontology. Throughout his long career in 19th-century England, Owen had a tendency to dismiss or ignore the contributions of other scientists, preferring to claim all the credit for himself (and he was, it must be said, a very talented, insightful and accomplished naturalist). This was even the case with his most famous contribution to paleontology, his invention of the word dinosaur (terrible lizard), which was inspired in part by the discovery of Iguanodon by Gideon Mantell (who later said of Owen that it was a pity a man so talented should be so dastardly and envious.) As he became increasingly prominent in paleontological circles, Owens treatment of other professional, especially  Mantell, became even more mean-spirited. He renamed (and took credit for discovering) some of the dinosaur fossils Mantell had unearthed, he prevented many of Mantells posthumous research papers from ever being published, and he was even widely believed to have written a scornful ananomyous obituary of Mantell upon the latters death in 1852. The same pattern repeated itself (with less success on Owens part) with Charles Darwin, whose theory of evolution Owen mistrusted and was probably envious of. ​After the publication of Darwins seminal book On the Origin of Species, Owen became involved in an ongoing debate with the evolutionary popularizer and Darwin supporter Thomas Henry Huxley. ​Unable to let go of the idea of animal archetypes ordained by god to vary only within tight constraints, Owen ridiculed Huxley for the idea that humans evolved from apes, while Huxley defended Darwins theory by (for instance) pointing out similar substructures in human and simian brains. Owen even went so far as to imply that the French Revolution was a direct consequence of the theory of evolution, as humans abandoned the natural order of things and embraced anarchy. Darwin, as always, had the last laugh: in 2009, the London Natural History Museum, of which Owen was the first director, retired his statue in the main hall and put up one of Darwin instead! Although Owen is most famous for coining the word dinosaur, these ancient reptiles of the Mesozoic Era account for a relatively small percentage of his career output (which makes sense, since the only known dinosaurs at the time, beside Iguanodon, were Megalosaurus and Hylaeosaurus). Owen was also notable for being the first paleontologist to investigate the strange, mammal-like therapsids of southern Africa (especially the two-dog-toothed Dicynodon), and he wrote a famous paper about the recently discovered Archaeopteryx; he also actively researched more ordinary animals like birds, fish and mammals in a veritable flood of professional publications.

Account of buisness Assignment Example | Topics and Well Written Essays - 1250 words

Account of buisness - Assignment Example 1). Both study results form a basis for discussing and analysing whether ABC can work for smaller businesses as they abandon the conventional costing system. The following paper discusses whether SMEs are ready to adopt the activity based costing system as an effective tool to achieve the desired level of cost savings and efficiency. First, ABC is not very popular amongst corporations today. Considering many SMEs follow the operational trends of corporations with the intention of reaching their levels of success through cost savings, the popularity of ABC amongst corporations is worth noting (Fladkjà ¦r and Jensen, 2011, p. 3). According to CIMA, ABC is a strategy for the costing and monitoring of activities that entail drawing resource usage and costing final products. Corporations assign resources to activities, and activities to cost items based on usage approximations (Chapman et al., 2011, p. 669). According to Henrik Fladkjà ¦r and Erling Jensen, SMEs seldom implement the ABC system due to two key reasons. First, ABC is very hard to apply. Second, the data basis for ABC is not accessible in the needed quality in ERP systems used by SMEs (Fladkjà ¦r and Jensen, 2011, p. 21). A highly competitive global economy contributes to SMEs’ readiness to implement ABC. A competitive economy compels SMEs to lower the price of their commodities or services by raising output, improving product or service costing, or both. Challenges related to the shift from traditional costing systems to ABC cause rates of adopting ABC to lag behind corporations (Joà £o and Machado, 2012, p. 179). Researchers Owen Hall and Charles McPeak note these challenges as the cost of applying ABC, approximating the advantages of the ABC system, and incorporating ABC into the general management outline. As a result, the Hall and McPeak recommend SMEs to consider factors that affect a business’ ability to apply new expertise. These factors are organisational willingness, fiscal