Top Executives Hard Work Pays Off Essay Example For Students

Top Executives: Hard Work Pays Off Essay Top executives formulate the policies and direct the operations or corporations and government agencies. All organizations have specific goals and objectives that they strive to meet. Top executives develop strategies to make sure that these objectives are met. Although they have a wide range of titles such as chief executives officer, president, owner, or executive vice president, all create policies and direct the operations of businesses and corporations, and other organizations. Job Description The chief executive, along with other top executives, establish a corporations goals and policies. In large corporations, the executive officer meets regularly with assistant executives to ensure that operations are applied with these policies. The duties for top executives are highly specialized. For instance, managers of cost and profit center are responsible for the overall performance of one aspect of the organization, like the marketing, sales, purchasing, finance, or training departments. Education/Training Required The educational background of top executives varies as widely as the nature of their responsibilities. We will write a custom essay on Top Executives: Hard Work Pays Off specifically for you for only $16.38 $13.9/page Order now Many need a bachelors degree or higher in liberal arts or business administration. The major is usually related to the department they lead, such as an executive of finance may have a degree in accounting. Commonly, top executives have graduate and professional degrees. Since many top executive positions are filled by promoting experienced, lower level managers when an opening happens, many are promoted within the organization. In industries like retail trade, it is possible for people without a college degree to work up within the company. Top executives must have highly developed personal skills. An analytical mind is very important to quickly assess large amounts of information and data. They must also be able to communicate clearly and persuasively. Other qualities vital for success include leadership, self-confidence, motivation, flexibility, decisiveness, business judgment, and determination. Chief executive officers often become members of the board of directors of one or more firms, typically as a director of their own firm and chair of its board of directors. Some top executives establish their own firms or become independent consultants. Education/Training Costs Location Advancement may be accelerated by participation in company training programs that impart a broader knowledge of company policy and operations. By becoming familiar with the latest developments in management techniques at national or local training programs sponsored by different industry and trade associations, this education will help executives in their careers. Those who have experience in a particular field, such as accounting or retailing, also attend executive development programs to assist their support to others. Participation in conferences and seminars can expand understanding of national and international issues influencing the organization and can help widen a network of valuable contacts. Salary, Benefits Hours of Work Even though top executive are amongst the highest paid worker, salary levels vary considerably depending on the level of responsibility, length of service, and type, location, and size of the firm. A top executive in a very large corporation can earn much more than someone working in a small firm. The median yearly earnings of tope executives in 1998 were $55,890. The middle 50% made between $34,970 and $94,650. Median annual income in the industries employing the most top executives in 1997 were: Management and public relations$91,400 Computer and date processing services$90,600 Wholesale trade equipment and supplies$65,900 Salaries vary to a large extent by level and type of industry and responsibilities. A salary survey made by Executive Compensation Reports, a division of Harcourt Brace Company, said the median income for CEOs of public companies from the economic year of 1998 Fortune 500 list was around $800,000. .ucd8ee4872e7cb5bcb458c710b5bc488a , .ucd8ee4872e7cb5bcb458c710b5bc488a .postImageUrl , .ucd8ee4872e7cb5bcb458c710b5bc488a .centered-text-area { min-height: 80px; position: relative; } .ucd8ee4872e7cb5bcb458c710b5bc488a , .ucd8ee4872e7cb5bcb458c710b5bc488a:hover , .ucd8ee4872e7cb5bcb458c710b5bc488a:visited , .ucd8ee4872e7cb5bcb458c710b5bc488a:active { border:0!important; } .ucd8ee4872e7cb5bcb458c710b5bc488a .clearfix:after { content: ""; display: table; clear: both; } .ucd8ee4872e7cb5bcb458c710b5bc488a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucd8ee4872e7cb5bcb458c710b5bc488a:active , .ucd8ee4872e7cb5bcb458c710b5bc488a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucd8ee4872e7cb5bcb458c710b5bc488a .centered-text-area { width: 100%; position: relative ; } .ucd8ee4872e7cb5bcb458c710b5bc488a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucd8ee4872e7cb5bcb458c710b5bc488a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucd8ee4872e7cb5bcb458c710b5bc488a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucd8ee4872e7cb5bcb458c710b5bc488a:hover .ctaButton { background-color: #34495E!important; } .ucd8ee4872e7cb5bcb458c710b5bc488a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucd8ee4872e7cb5bcb458c710b5bc488a .ucd8ee4872e7cb5bcb458c710b5bc488a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucd8ee4872e7cb5bcb458c710b5bc488a:after { content: ""; display: block; clear: both; } READ: The Atomic Bomb And The Manhatten Project EssayAnother salary survey by Robert Half International, senior vice presidents/ heads of lending in banks with $1 billion or more in assets earned $200,000 in 1995. In addition to salaries, total compensation frequently includes stock options, dividends, and other additional benefits. The use of executives dining rooms, company cars and expense allowances are among other benefits commonly enjoyed by top executives in private industries. CEOs (chief executive officers) often enjoy company-paid club memberships, a limousine with driver, and even the use of a private aircraft and other services.

A Comparison of Early American Texts essays

A Comparison of Early American Texts essays A Comparison of Early American Texts When the Europeans first came to the Americas in the late 15th - early 16th century, they brought with them a distinctive style of literature that was a complete contrast to the Native Americans who inhabited the land. The Europeans system of literature was based on writing, which was a technique unheard of by the Native Americans, whose system of literature was based on oral traditions since they did not use alphabetic writing. Despite this variance in styles, both European and Native American literature constructs a definite description of an authors personality. I plan to present how the texts of Christopher Columbus, Bartolome de Las Casas, Felipe Guaman Poma de Ayala, and Garcilaso de La Vega reveal a distinctive personality in each of these authors and the significance of this presentation. Christopher Columbus presents himself as a compassionate, magnanimous and dutiful voyager in the texts contributed. Christopher Columbus texts seem to exhibit the author as an adherent to his Highnesses, King Ferdinand and Queen Isabella of Spain. Throughout these texts Columbus repeatedly declares of his actions as restrictively for the favor of his king and queen. For example, in the passage The people of the new world greet Columbus, Columbus states, ...when Your Highnesses so command, they [the seven slaves] can all be carried off to Castile...since with fifty men they would be all kept in subjection and forced to whatever may be wished. Another example is in the passage Columbus describes the people of the New World, in which Columbus proclaims, Our Lord willing, at the time of my departure I will bring back six of them [Native Americans] to Your Highnesses, that they may learn to talk. These two examples depicts Columbus simply as a vassal to his authoritative figures, of ten even more so than to God. Bar...

Measuring and Improving Employee Motivation Essay

Measuring and Improving Employee Motivation - Essay Example The performance is stereotypical a feature that implies that the employees can sue him for destroying their reputation and discriminating against them based on their races. Racial segregation is a heinous criminal offense with the American government striving to create a holistic society. Such performances, therefore, derail government’s endeavors targeted at developing a cohesive society. Additionally, the United States underwent a period of intense racial segregation. The animosity that existed among the numerous races impaired the development of the country. To limit the manifestation of the undesirable features, the government banned racial segregation in its attempt to create a cohesive American society. The government thus criminalized numerous social features that would amount to racial discrimination, performing such imitations in a workplace with numerous people from diverse backgrounds amounts to racial discrimination, thus a criminal offense. While none of the emplo yees considered undertaking a legal action against Smith, the stunt was illegal and was an abject portrayal of disregard to the basic values of humanity. In another equal action pact scene in the episode, Michael Scot harasses the Indian woman a feature that prompts the woman to slap him in the face. The act of aggression constitutes a criminal offense and is an unethical practice in an ideal workplace. As such, Michael Scot can readily accuse the woman of battery, which is a serious criminal offense in the country. Additionally, the woman can also accuse Scot of harassment, which is an equally serious offense. Sexual offenses are serious offenses in any society and the fact that the harassment occurs at a workplace worsens the situation. In fact, should Scot press charges for battery, the Indian can readily claim that she acted in self-defense since Scot makes the first move to harass him. The behavior of the two contravenes factors that create a conducive workplace.

USA Contract Law Assignment Example | Topics and Well Written Essays - 2000 words

USA Contract Law - Assignment Example The contracting parties need to be of legal age and sound competence and they should agree mutually on the terms of the contract. The contract law is governed by the provisions of the UCC and the Restatement of Contracts. The UCC governs the sale of tangible and movable assets, property leases, and financial transactions. The common law principles of a contract are summarised, restated and published as the Restatement of Contracts by the American Law Institute. Legal professionals quote the provisions of the Restatement in their written opinions, though this does not have the force of law.[2] When a contract is made, both parties expect some benefit from it and the terms and conditions are consensual. Since unforeseen events in the future may create a loss for any one party, it is essential that both parties are very thorough about the meaning of the content to which they are putting their signature. The whole concept of contracts deal with the future and in many cases gives rise to problems; one or both parties may find that the events that they had anticipated had not gone their way. The problem may be due to a 'mistake.'When one or both parties, to the contract, erroneously believed that certain facts in the contract are true, then a 'mistake' is said to have occurred. In contract law, a mistake can be used to invalidate the agreement. There are two different types of mistakes, according to common law. A 'unilateral mistake' occurs when only one party is mistaken about the terms or contents of the contract. A 'mutual mistake' or a 'common mistake' occurs when both par ties, to the contract, are mistaken about the same term or condition in the contract. Since these mistakes can be used as 'excuses' to invalidate a contract, the provision of 'objective standard of agreement' becomes important in contract law.  

Interpretive exercise Assignment Example | Topics and Well Written Essays - 1000 words - 1

Interpretive exercise - Assignment Example 2. Measure the width of the river to cross. What are the differences between the biblical audience and us? Bible has been segregated into two segments which are ‘Old Testament’ and ‘New Testament’. Old Testament describes the story of God’s treaty with Hebrew people. On the other hand, New Testament includes several versions of life, death and renaissance of Lord Jesus. ‘Measure the width of the river to cross’ is a New Testament passage relating to Bible. Here, river denotes something which can create differences in terms of diverse culture, customs, languages, time and power among others. Today, one obvious difference can be found between biblical audience and us. The difference is generational gap. Biblical audience was made up of first century and the present audience is made up of twenty first century who does not struggle with legalistic Judaism and traditional Gnosticism. The river which separates biblical audience and us is not wi de, but these differences should be addressed in order to cross the river1. 3. Cross the Principlizing Bridge. What are the theological principles in this text? Theological principles are generally intended for understanding the principles of God. The objective is to overwhelm the current gap between different religions and to demonstrate the mutual obligations of every religious discipline. In order to identify theological principles, one should recall the differences and similarities between present day’s audience and biblical audience. The theological principle of the text is that in order to be operative in serving God, people should employ their strength and bravery. The theological principles affirm that Christ provide the believers of God a kind of power in order to remain happy in variety of circumstances1. 4. Consult the biblical map. How does the theological principle fit with the rest of the Bible? The theological principles of the text are used by every Christian nowadays in terms of worship and divinity on Lord Jesus. The texts in Bible are precise, real and provide universal realities. In Bible, a particular passage can only be applied to certain circumstances. However, the theological principles revealed in the text are fit to each people who always have faith in God. Theological principles have certain definite meaning and application to the olden biblical audience and to the Christians in present days. As the theological principles possess explicit application and can be used by the audiences, it operates as a link for wrapping the river of differences2. 5. Grasp the text in our town. How should individual Christians today apply the theological principles? Individual Christians cannot apply the theological principles without knowing its significance. However, they can understand the main philosophy of Bible without implementing it in practical life. In order to apply the theological principles, initially there exists the need for observ ing the world, examining the cultural background of people and exploring the meaning of God’s word. There pertains huge dissimilarity between understanding the method of applying the theological principles and logically implementing them1. Assignment 17-1 The ‘Book of Revelation’ is the last volume of New Testament. Chapter 1 of the book defines John’s (one of the twelve supporters of Lord Jesus) explanations on seven stars of angels.

How Does Age Influence Linguistic Knowledge English Language Essay

How Does Age Influence Linguistic Knowledge English Language Essay From my experience in teaching English in a great number of mixed-age classes at Ho Chi Minh City University of Technology foreign language center, I have received completely contrasting feedback from my students at the end of every course. By applying the same teaching method when I work with both young learners and adult learners, I discover a big gap in the result of their learning. In the pronunciation section, younger learners acquire successfully and effectively while older learners seem to fail in learning English sounds. From what I observe, most of young learners in my classroom have native-like pronunciation. In contrast, the complexity of English phonological system leads to adults failure in getting phonology accuracy when they have to fight with many non-existent sounds in their mother tongue. Unlike pronunciation, the success in learning vocabulary and grammar is in a reverse order. Adults find it easy to understand and use almost complicated vocabulary as well as gramm ar structures whereas young learners often make mistakes when learning new words and doing grammar exercises. Indeed, older learners feel at ease with most English grammar points while younger learners claim that vocabulary and grammar are beyond their reach. These differences lead me to the wonder whether or not there is a correlation between age and second language acquisition (SLA). Hence, my paper examines the role of age in SLA in terms of the rate and success of learners linguistic knowledge. From the explanation of the effect of age, I suggest some implications to help not only young learners but also older learners to acquire their language knowledge perfectly. SLA refers to the process of learning of individuals and groups who are learning a language subsequent to learning their first and that language (Saville-troike, 2006, p. 3). In learning a second language, a number of variables influence students actual acquisition including age, personality, motivation, learning style, group dynamics, aptitude, attitude to the teacher and course materials and so on. Among them, age the most frequently discussed factor has been paid much attention by many linguists. Countless studies and researches have recently been conducted on this topic in order to know how age affects second language acquisition It is a common belief that children are more successful L2 learners than adults. Meanwhile, many linguistic researchers argue that the older are better. However, the belief about SLA in different ages is actually equivocal. Saville-Troike (2006) explained this controversy in his study. Some studies define success as initial rate of learning where older learners have an advantage while other studies define it as ultimate achievement where learners who are introduced to the L2 in childhood indeed do appear to have an edge. Also, some studies define success in terms of how close the learners pronunciation is to a native speakers where children are superior to adults, others in terms of how closely a learner approximates native grammaticality judgments where older learners are better than younger learners (p. 82) In terms of the effect of age on the rate of SLA, according to Ekstrand (1976), Snow and Hoefnagel-Hà ¶hle (1978) and Snow (1983), in naturalistic situations, children normally have a slower rate of development in the target language and do not perform as well as older learners in the short term, but they quite often surpass older learners in the long run (as cited in Miralpeix, 2007, p. 62). Undoubtedly, younger learners are better at SLA in the long run while older learners are better at learning languages in the short run. Concerning grammar and glossary, Krashen, Long and Scarcellas research paper pointed out that adults proceed through early stages of syntactic and morphological development faster than children (p. 573). In comparison with younger learners, older learners have an initial advantage in the rate of SLA when they deal with a complicated system of syntax as well as morphology. Ellis (1985) supported advantages of older learners that when we take the rate into consideration, older learners are better then younger learners as they can reach higher proficiency levels if learners at various ages are matched according to the amount of time they are supposed to the target language (p. 105). However, other studies suggest that adults do not make progress as rapidly as children when acquiring pronunciation. According to Harmer (2007), children who learn a new language early have a facility with pronunciation which is denied by older learners (p. 81). Also, Cochrane (1980) gave a clear illustration to this belief. He investigated the ability of 54 Japanese children and 24 adults to discriminate /r/ and /l/. The average length of naturalistic exposure was calculated as 245 hours for the adults and 193 hours for the children (i.e. relatively little). The children outperformed the adults. (as cited in Ellis, 1994, p.486) In general, adults seem to be able to acquire grammar as well as lexis more quickly than children and vice versa in the field of pronunciation. Where success is concerned, it goes without saying that the longer the exposure to the L2, the more native-like L2 proficiency becomes (Ellis, 1985, p. 106). Actually, Ehrman and Oxford (1995) pointed out younger learners are more likely to attain fluency and native-like pronunciation, while older learners have an advantage in understanding the grammatical system and in bringing greater world knowledge to the language learning context (p. 68). Hence, it is likely that younger learners will pronounce in a more natural way than older learners. Most young individuals who begin their studies of the L2 at the early age do achieve native-like fluency. The earlier they start the more professional at pronunciation they become. Supporters of this belief claim that children are able to learn second language pronunciation easily, automatically, effortlessly and gain an indistinguishable frequency level from that of native speakers. As Ellis (1994) indicated, learners who start as children achie ve more native-like accent than those who start as adolescents and adults (p. 489). Oyama (1976) also supported the younger-is-better notion in her investigation of 60 male immigrants settling down in USA at various ages from 6 to 20. She found that the youngest arrivals performed in the same range as native-speakers control (as cited in Ellis, 1994, p. 489). Conversely, some adult learners may succeed in acquiring native levels of grammatical accuracy in full linguistic competence (Ellis, 1994, p. 492). When the success of second language lexical acquisition, younger learners do not perform as well as older learners in the short term (Muà ±oz, 2006, p. 90). Snow and Hoefnagel-Hà ¶hle (1978) conducted a research in the Netherlands with English learners of Dutch and then showed that adolescent and adult learners results in the Peabody Picture Vocabulary Test were better than those of the younger learners. (as cited in Muà ±oz, 2006, p. 90) We clearly see that there is a great difference in the rate and success of SLA between adult learners and young learners in the aforementioned empirical researches. Hence, the question Why do the contrasting results exist? is raised. When we know the causes we will know how to deal with the problems both younger and older learners encounter in SLA. A number of studies in the light of explaining the role of age in SLA point out that neurological, cognitive and affective factors account for this issue. Many longitudinal and cross-sectional researches assert that the ability to learn a foreign language is biologically linked to age. The biological factor is supported by the Critical Period Hypothesis which claims that learners past the age of puberty are in all probability unable to achieve native-like pronunciation in any case (Saville-Troike, 2006, p. 142). There is a time when language acquisition is easy and complete. However, beyond that time SLA is difficult and almost incomplete. If SLA takes place during that period, in all likelihood learners will achieve native-speaker ability. That is why Pujol (2008) divided the hypothesis into two versions. The strong version is that language must be learned by puberty or it will be never learned from subsequent exposure; the weak version is that after puberty language learning will be more difficult and incomplete (p. 13). Various studies about the critical period hypothesis suggest that younger learners are superior to older learners as they acquire a foreign language before the puberty. Penfield and Roberts (1959) study explained why it is easier to learn the target language within the first ten years of life. During this period the brain retains plasticity, but with the onset of the puberty this plasticity begins to disappear. We suggested that this was the result of the lateralization of the language function in the left hemisphere of the brain. That is, the neurological capacity for understanding and producing language, which initially involves both hemispheres of the brain, is slowly concentrated in the left hemisphere for most people (as cited in Ellis, 1985, p. 107). With regard to pronunciation acquisition, Seliger (1978) indicated that there are many critical periods for different aspects of language. The period during which a native accent is easily acquirable appears to end sooner than the period governing the acquisition of a native grammar (as cited in Ellis, 1994, p. 492). Actually, learners who begin studying L2 as adults are unlikely to have native-speaker competence in pronunciation. Not only neurolinguistic studies but also affective researches have been carried out to explain that children are better than adults. As Brown (1980b) proposed, SLA is related to stages of acculturation including initial excitement and euphoria, culture shock, culture stress and assimilation (as cited in Ellis, 1985, p. 109). The ability of learner to relate and respond easily to the foreign language culture strongly determines the success of SLA. Schumann came to conclusion that the learner will acquire the second language only to the degree that he acculturates (n.d., p. 29). Valdes (1986) offered a more persuasive account of the notion the younger, the better. A young child, because he has not built up years and years of cultural-bound view and view of himself, has fewer perspective filter to readjust, and therefore moves through stages of acculturation more quickly, and of course acquires languages more quickly. (as cited in Tallapessy, n.d., p. 16) At the early age, young learners have socio-cultural resilience as they are much less culture-bound than older learners. Thanks to their strong resiliency, children can overcome stages of acculturation quickly and then acquire the target language rapidly. In addition, as Ellis concluded, child learners are more strongly motivated to communicate with native speakers and to integrate culturally. Also, child learners are less conscious and therefore suffer less from anxiety about communicating in an L2 (1994, p. 494). They learn a foreign language because of the need to be accepted by the native community. That is why most of younger learners can successfully achieve native-like pronunciation as they are exposed to the first language environment. Besides the biological and emotional factors aforementioned, various cognitive abilities between younger learners and older learners lead to their differences in SLA. Leaver, Ehrman and Shekhtman (2005) defined cognition as thinking. There are many processes involved in thinking, and all of them are considered part of cognition. Some examples are noticing, paying attention, making guesses and hypotheses, monitoring what you say, interpreting what you read or hear, and so on (p. 38). Cognitive strategies enable the students thinking process to be unique. This uniqueness is called high level control i.e. consciousness. Ellis (1985) noted that older learners can learn about the language by consciously studying linguistic rules and apply these rules when they use the language whereas younger children consider language as a tool for expressing meaning (p. 108). According to Halliday (1973), the young child responds not so much to what language is as to what it does (as cited in Ellis, 198 5, p. 108). Additionally, Rosansky (1975) believed that L2 development can take place in two different ways. While the young child sees only similarities, lacks flexible thinking and is self-centered older learners are predisposed to recognize both common and different features about the language, to think flexibly and to become increasingly de-centered (as cited in Ellis, 1985, p. 108). Understandably, most social attitudes towards the use of a certain language in younger learners have not been developed, Furthermore, at the early age, children often lack meta-awareness, which results in their open cognition of a new language. Unlike children, older learners own a strong meta-awareness and hold social attitudes towards the target language. That is the reason why Ellis (1994) pointed out that adults possess more fully developed cognitive skills, which enable them to apply themselves studiedly to the task of learning a L2 (p. 493). Thus they will experience more negotiation of meanin g and better input by using general and inductive learning abilities. Actually, various studies and researches show that adults are better language learners because they have not only better cognitive skills but a better memory as well. Whenever they deal with syntax and morphology system they will memorize them quickly and easily. Moreover, many teachers commonly notice that adults have a longer concentration span than children. Children cannot concentrate on certain activities as long as adults. As Hermar explained, older learners do exhibit noticeable superiority because they tend to be more self-disciplined. (2007, p. 288) From the analysis of the strong correlation between age and SLA, I clearly realize that my teaching methodology should be various when I work with younger learners and older learners although I carry out the same lesson about pronunciation, grammar or vocabulary. With the same content, I should change my teaching way in order to suit students of different ages. On the basis of the theoretical framework, younger learners are more intelligible then older learners in the process of acquiring native-like pronunciation. The former are not strongly affected by old habits of their mother tongue whereas the latter find it difficult to form new habits of L2 because of the influence of the first language. Nevertheless, adults have higher awareness than children. As a result, when I teach pronunciation I usually use some kinds of explicit explanation to enable adults to use their critical thinking. For sound formation, I use a sketch of mouth to describe the pronunciation of sound in terms of lips, tongue, teeth, etc. For example, when I teach the target sound /ÃŽÂ ¸/, I will show the following picture and give the description. In order to pronounce it, you should put your tongue between your teeth. Then blow out air between your tongue and your top teeth. Explicit explanation will be followed by demonstration, imitation and practice. (Baker, 2003,p. 133) Moreover, older learners feel at ease with distinguishing two similar sounds thanks to their problem-solving talent. That is why I consider minimal pairs as a powerful tool to draw their attention to differences among some English sounds. Lets take the vowel /I/ as an example. Firstly, I ask them to say the sound /i:/ by opening the mouth a little and lengthening it. Then open the mouth a little more to make the sound /I/. Contrasting two seemingly similar sounds will help adults produce the sounds more accurately. (Baker, 2003,p. 6) On the contrary, when I teach children pronunciation, I overuse imitation and repetition with a model video clip of English sounds. As you know, children are quick at imitating a certain sound even when the sound does not exist in their mother tongue. As a result, I often use clips from the program English have a go in which a native speaker Professor Say It will pronounce the target sound slowly enough for young children to imitate. Because the lecturer in the clip has a good sense of humor to add fun to pronunciation, I find it useful especially when I work with younger learners. As I know both children and adults suffer a lot from such boring pronunciation lessons, I always think of some games to arouse students interest and let for them relax during the lesson. They will not have a feeling of suffering from language learning. Who is a poet? is a common game in my teaching pronunciation. I ask my students (intermediate level) to make a poem with the last word containing the target sound. I will begin with the sentence Jim has a wife (the diphthong /ai/ is the objective of my lesson). Then my students make a poem like this. Jim has a wife She is very nice She is only 25 She has big eyes They have a happy life But Jim suddenly died Then she ends her life They never say goodbye Wish them happy life In the paradise In regard to teaching grammar, three very most important sources of interest for children in the classroom are pictures, stories and games to enhance young learners intrinsic motivation (Ur, 1996, p. 288). Hence, when teaching my younger learners I use a great number of pictures to contribute towards their interest in learning process. As a result of childrens low cognitive capability, I conduct mechanical drills, gap-fills, and sentence transformations to familiarize them with the structure and help them have the confidence to use it in a controlled environment. These tasks can be made into games through which they can get enjoyment, fun and pleasure. For instance, I ask my young children (Lets go) to recognize verbs of past tense in terms of regular ones and irregular ones by marking them with different colors as children are keen on coloring very much. Firstly, I set the rule regular verbs = green, irregular verbs = blue. Secondly, I divide the class first into teams and then show them sentences one by one. In the end, the group which can get the most correct answers is the winner. Conversely, so as to make adults learn structures thoroughly and produce correctly, I use a sequence of activities from accuracy-oriented exercises in the beginning to fluency tasks for the free use of the grammar in a certain context in the end. As Ur (1996) suggested, there are seven types of grammar practice like awareness, controlled drills, meaningful drills, guided, meaning practice, free sentence composition, discourse composition and free discourse (p. 84). These kinds of activities focus mainly on both form and meaning practice with the aim of promoting adults cognitive skill and self-discipline. In terms of vocabulary, I consider visual aids a useful artifact to convey the meaning of the new word when I teach younger learners vocabulary items. I put a lot of efforts in preparing the pictures as well as concrete objects for my young children to learn effectively as what we hear, we forget; what we see, we remember. In contrast, older learners are provided with concise explanations, detailed descriptions, antonyms, synonyms, hyponyms or co-hyponyms whenever they study vocabulary items. Another difference in my vocabulary teaching between children and adults is that I draw the formers attention to the form, meaning, spelling and grammar of a new word while I further introduce the latter the denotation, connotation and appropriateness of a vocabulary item. In short, we can clearly see that age differences have a strong influence on SLA between younger learners and older learners. While children who start to learn a language at the early age have a facility with the pronunciation while adults possess high cognitive abilities which help them benefit from abstract language teaching approaches. We can jump to conclusion that an early start to foreign language learning is likely to lead to better long-term results. Start as early as you can. Furthermore, the age of students is a major factor in our decision about what and how to teach. Students of different ages will have different advantages and learning styles in acquiring L2 linguistic knowledge. As teachers, we should know their strength and weakness to guide them study more efficiently and effectively. Thanks to this paper, I know I should adjust my teaching approach in a way more flexible and appropriate to students of various ages, thus I can be a better language instructor. In this way, I should ensure that my materials and tasks are age-appropriate so that all individuals can learn best regardless of being young and old.

Whitewater vs. Watergate :: American America History

Whitewater vs. Watergate. Both are political sandals that have rocked the nation. As Watergate unraveled, many of Nixon's dirty tactics were learned, including assorted lists of enemies (a number of which became targets of IRS tax audits), wiretapping, political sabotage, burglary, blackballing, and smear campaigns. Similarly, as Whitewater unfolded, the scandal appeared to involve more than just an illegal loan. It touched on possible hush money paid to witnesses and includes the acquisition of more than 900 confidential FBI files on Bush and Reagan appointees. In many aspects, the two are very similar. They are alike in the cover-ups they both produced. But they still are about two totally different events. Each of these scandals is associated with a central criminal event and both involved a web of political intrigue.1 First, what were Whitewater and Watergate? Whitewater started as a land development of riverfront property in Arkansas in the 1980s. The Clintons received a large share of the development without putting up any money. The development went bad, so additional capital was needed. There is evidence and testimony suggesting that this cash was obtained illegally from the federal government and never paid back. As for Watergate - though it was revealed by the Senate Watergate committee as an unprecedented abuse of presidential power that was extremely dangerous to the country, it is remembered 25 years later as a strange and unsuccessful burglary in the Watergate office building by people linked to the reelection committee of Nixon. But Watergate was so much more than a political burglary. The Senate hearings showed Watergate was composed of constant criminality by the Nixon White House, and was driven by an extreme commitment to maintain control of power by any means, including criminal co nduct. It included the break-in of a psychiatrist's office for the purpose of smearing Daniel Elsberg - the leaker of the Pentagon Papers; the misuse of the IRS and other federal agencies to punish those on the president's "enemies list"; the illegal wiretapping of journalists and members of Nixon's own administration; and the purposeful editing of government documents to enhance a political agenda.2 Many similarities come up when discussing Whitewater and Watergate. The scandals may be separated by two decades, but much irony is evident when they are compared. For example, in 1974, Hillary Rodham was employed as a lawyer by the House Judiciary Committee's impeachment inquiry, along with Bernard Nussbaum, former chief counsel at the Clinton White House. Whitewater vs. Watergate :: American America History Whitewater vs. Watergate. Both are political sandals that have rocked the nation. As Watergate unraveled, many of Nixon's dirty tactics were learned, including assorted lists of enemies (a number of which became targets of IRS tax audits), wiretapping, political sabotage, burglary, blackballing, and smear campaigns. Similarly, as Whitewater unfolded, the scandal appeared to involve more than just an illegal loan. It touched on possible hush money paid to witnesses and includes the acquisition of more than 900 confidential FBI files on Bush and Reagan appointees. In many aspects, the two are very similar. They are alike in the cover-ups they both produced. But they still are about two totally different events. Each of these scandals is associated with a central criminal event and both involved a web of political intrigue.1 First, what were Whitewater and Watergate? Whitewater started as a land development of riverfront property in Arkansas in the 1980s. The Clintons received a large share of the development without putting up any money. The development went bad, so additional capital was needed. There is evidence and testimony suggesting that this cash was obtained illegally from the federal government and never paid back. As for Watergate - though it was revealed by the Senate Watergate committee as an unprecedented abuse of presidential power that was extremely dangerous to the country, it is remembered 25 years later as a strange and unsuccessful burglary in the Watergate office building by people linked to the reelection committee of Nixon. But Watergate was so much more than a political burglary. The Senate hearings showed Watergate was composed of constant criminality by the Nixon White House, and was driven by an extreme commitment to maintain control of power by any means, including criminal co nduct. It included the break-in of a psychiatrist's office for the purpose of smearing Daniel Elsberg - the leaker of the Pentagon Papers; the misuse of the IRS and other federal agencies to punish those on the president's "enemies list"; the illegal wiretapping of journalists and members of Nixon's own administration; and the purposeful editing of government documents to enhance a political agenda.2 Many similarities come up when discussing Whitewater and Watergate. The scandals may be separated by two decades, but much irony is evident when they are compared. For example, in 1974, Hillary Rodham was employed as a lawyer by the House Judiciary Committee's impeachment inquiry, along with Bernard Nussbaum, former chief counsel at the Clinton White House.