Trends in tourism

Trends in touristryELEFTHERIA GIAKOUMOGIANNAKI T230Taking a country or region of your choice, calculate the net proneness to activate, the gross tendency to buy the farm and the displace frequency.Where do the people of this country or region activate to most?Look at the patterns of demand for tourism and explain them in respect of hearty, technical foul, economic and political factors.Germany is a country in of import Europe. The territory of Germany wrap ups 357,021 square kilometers. Germany has a total population 82,438,000 and as the statistics says in 2010 it has the largest population among member states of the European Union. Germany is one of the main generators of international tourism at world level. The total German tourists are 57,111,000 and according to the Eurostat statistics handbook the percentage of the population who travel is 80.7%. Net Propensity to Travel = sum up number of people who travelled/ Total Population, so the net propensity of Germany is 80.7%.The total holiday trips by resident tourists are 153,276,000. If we want to breakthrough the gross travel propensity we have to divide the total national abroad by the population. So, we have 153,276,000/82,438,000=185.9% ? gross travel propensityTo convalesce the travel frequency we have to divide the gross travel propensity by the net propensity. So, 185.9%/80.7%=2.30 ?travel frequency, this shows how many times during the year they travel.German people according to the Eurostat statistics handbook travel most to Spain, Italy and Austria and the percentage of these travels cover the 46.2% of the total holiday trips abroad.Patterns of demand for tourismSocial factorsThe main social trends that have influenced partaking in tourism are the increase in elastic time, its altering allocation of that time and shifts in the way that society perceives this workout of time. The structure that symbolizes this is the division of the day into equal portions of work, rest and waste activity. As the working time has been reduced, people have more time for leisure activities in general and the changing distribution of this time is also significant to tourism. One of the major changes was the introduction of the two-day weekend, which was involved in making stayover tourism achievable to nearby locations. Another major change was the standardization of the annual four-week holiday. The force for such reform came not only from the labor achievement but also from corporations, which realized that the labor force required more unrestricted time to obtain and consume the goods and services that they were producing.Technological factorsThe technological instruction in aviation industry (the introduction of new long-haul aircrafts) plays a crucial role in the diffusion of tourism. Also the development of the machine industry during the twentieth century paralleled aviation in its rapid technical development and growth. Information technologies have also played a racy role in the diffusion of tourism. For example, computerized reservation systems accelerate the proceedings of travel by providing travel agencies with flexibility, incorporation with other components of the industry and enhanced terms success.Political factorsTourism is dependent on the freedom of people to travel both internationally and domesticatedally. Frequently limited for political and economic reasons in the previous growth stages, freedom of mobility is seldom an issue in stage Four countries, where limitations are more often restricted to sensitive domestic military sites and certain forbidden countries.Economical factorsAffluence is the most racy economic factor related with increased tourism demand. Usually, the allocation and tidy sum of tourism increases as a society becomes more economically developed and greater flexible household income then becomes available. In the early stages of development process, regular tourism participation is possible for the el ite, as demonstrated by the history of tourism in Europe. Burtons mannikin One refers to these pre-industrial, mainly awkward and subsistence-based situations where there no plentifulness participation in tourism. In this shape only the elite travel to domestic and international destinations. In flesh Two, the generation of grandness increases and spreads to a wider segment of the population as a result of industrialization and the rapid growth of urban areas. At the akin time an ever-increase number of newly reach individuals are visiting an increasing selection of foreign destinations. By Phase Three, the mass of population is relatively affluent and the middle class becoming dominant, leading to further increases in mass domestic travel as well as mass international tourism to nearby countries. The elite turn towards long-haul travel. Finally Phase Four represents a fully developed country with widespread affluence and a following pattern of mass international tourism to a varied selection of short and long-haul destinations. Almost all residents participate in a variety of domestic tourism experiences that differ greatly from those in the earlier phase societies.References Eurostat statistic handbookTourism Management Fourth Edition-David Weaver, Laura Lawton1

Management of Implant Related Nerve Injury

centering of Implant Related hardihood InjuryNerve injury following implant therapy often consequences in paraesthesic or anaesthesic set up that affect quality of breeding of the patient. Patients usually experience postoperative changes in sensation, including inconvenience, even though the intraoperative procedures were uneventful. In cases of uneventful clinical implant position procedures, a postoperative telephonic interview, as soon as the set up of anaesthesia sacrifice dissipated, will enable the clinician to determine possible nitty-gritty injury and hence initiate focus protocols. Postoperative radiography would be essential to assess whether the deficient dental consonant fount screwingal or mental foramen have been traversed, however it moldiness be famous that absence of radiographic findings do not preclude nitty-gritty injury. Management protocols aim to alleviate pain, loss of normal sensation and oerall annoying following brass link injuries, w ith varying degrees of success depending on the nature of injury. Hence, it is cl archaean identified that the importance of comprehensive pre-planning mitigates the need for perplexity of mettle related injuries. Nerve injuries in the maxilla ar relatively grotesque comp atomic number 18d to mandible. Branches of the greater palatine administration, posterior superior alveolar substance, and the nasopalatine face, which supply the gingival issues in the anterior and posterior palate and buccal mucosa of the maxilla, are inevitably damaged due to flap procedures in implant therapy. ascribable to the rich anastomosis between these nerves, very rarely does this damage result in neural deficit. Numerous academic studies have been attributed to implant related nerve injury of the mandibular branch of the trigeminal nerve, more importantly, the inferior alveolar nerve, mental nerve, and the lingual nerve.Interventions merchantman be broadly categorize as,a.Non-surgicalb.Surgi cal, andc.alternate interventions.a. Non-Surgical TherapyThis form of therapy should be mandated as soon as signs and / or symptoms of nerve injury be suspected, whether intraoperatively or postoperatively. Corticosteriods, dexamethasone (8mg daily for 3 days) or prednisolone (1mg/kg/day up to 80mg day), in racy doses have been shown to minimize neuropathies in acute nerve injuries if administered within 1 week of the injury. A non-steriodal anti-inflammatory drug (NSAID) could be added to the regimen or prescribed as an alternative. Ibuprofen, 800mg three times daily for 3 weeks, is a suitable NSAID. Corticosteriods and NSAIDs reduce the inflammatory response with corticosteroids having the added effect of preventing ectopic discharges from wound axons and preventing neuroma formation (Juodzbalys et al, 2011). Pain and temperature are the first sensations to resolve with other sensations pickings longer (Alhassani and Alghamdi, 2010 405 Juodzbalys et al, 2011).The habituate of topical applications has not been broadly researched. Capsaicin and clonidine patches on with EMLA paste (4% lignocaine) are some of the products used to treat hyperalgesia with varying success. topical clonazepam, 0.5mg to 1.0 mg 3 times day was shown to be effective in relieving burning oral pain (Graff-Radford and Evans, 2003 979, Fukada et al, 2012).Tricyclic antidepressants (TCAs), antiepileptic drugs, and muscle relaxants have been effective in treating cases with neuropathic pain and intermittent pains which exhibit an electric car shock like symptoms (Graff-Radford and Evans, 2003 980). An example of a TCA is amitriptyline although other antidepressants can be used. In patients where TCAs are contraindicated, serotonin and norepinephrine reuptake inhibitor (Venlafaxine) can be prescribed. Gabapentin and topiramate are antiepileptic drugs which stabilize the injured nerve membrane. It must(prenominal) be noted that this class pharmacological agents depress the activity i n the central and peripheral nervous systems. Hence patients on these therapies can tarry side effects including, drowsiness, loss of memory, and somnolence. It can be expected that some patients cannot manage the side effects of these drugs and opt to live with pain or altered sensations (Renton et al, 2012 Park et al, 2010 345).Cryotherapy is effective treatment to minimize swelling over the osteotomy site and hence minimizing secondary nerve damage due to swelling. ingestion of ice packs in the first 24 hours supercharges post-surgical recovery and reduces nerve putrefaction and neuroma formation (Juodzbalys et al, 2011).A stellate ganglion block is a treatment mood that used to treat patients experiencing chronic neuropathic pain and to relieve sexual symptoms. If performed early,1 to 2 month post nerve injury, it accelerates neurophysiological pertain by cylinder block the sympathetic nervous system hence increasing blood period of time and decreasing oedema (Fukada e t al,2012).A more recent non-surgical, non-invasive approach includes the use low direct laser therapy (LLLT), also known as common cold laser therapy, for inducing tissue repair. The initial concept, now available for mainstream technical use, has been gaining interest as research with over 200 random clinical trials have been already published, 50% of which were aimed at pain relief, but it must be noted fewer studies have investigated its efficacy in the run and neck region. LLLT broadly aims to reduce inflammation and provide analgesia by bar peripheral axonal transmission and stimulating nerve regeneration / healing. afterward repeated treatments with LLLT, decreased central sensitization is acheived (ThorLaser). ABDUL PLEASE ASSIST ME WITH THAT mention FROM THORLASER. In animal studies, LLLT has shown positive results in enhancing myelination of axons and nerve function. In the Midamba and Haanaes 1993 study, interchangeable protocols were used on patients with long sta nding inferior alveolar or lingual nerve neurosensory deficits, an average of 71,1% improvement was noticed in subjective symptoms (cited in Ozen et al, 2006 7).The use of vitamin B12 as an adjunct with routine pharmacotherapy is thought to promote the regeneration of nerve terminals. Modalities that increase blood flow to the injured nerve also promote healing. These include near infrared therapy to increase local anaesthetic blood flow and adenosine triphosphate by causing vasodialation.b.Surgical TherapyMicrosurgical repair includes procedures that involve internal neurolysis, external neurolysis, and removal of the neuroma. Microsurgical repair of the injured nerve carries its own guess as permanent anaesthesia is a possibility. Hence, these procedures are carried out with forethought of a microscope by specialist neurosurgeons or trained maxillo-facial surgeons.Microsurgical repair of the lingual or inferior alveolar nerve has been shown to have of importly change sensory gists in most patients with total recovery in a fewer patients. Zicchardi et al (2009 300) have concluded that statistically, there were no significant differences between the microsurgical neurosensory outcomes between the inferior alveolar and lingual nerves. It has been reported that 55% to 82% of patients show improved neurosensory outcomes of microsurgical repair of the inferior alveolar nerve (Strauss et al, 2006 1769 Bagheri et al, 2012 1983). This wide range leads to hypothesize that other factors play a purpose in the outcomes of microsurgical nerve repair.Time between the nerve injury and microsurgical repair has been a topic of debate with regards to sensory outcomes. Some groups advocate early repair (6 month or earlier post-injury), and some groups finding no statistical difference in sensory outcomes between early or later repairs. However, in a retrospective cohort study undertaken by Bagheri et al, a cohort of 167 patients were evaluated post-microsurgical repair, where it was deduced that early repairs were directly related to better outcomes. junior patients (patients less than 51 years) also yielded a more favourable outcome than older patients. Neurosensory testing will also give insight into the rigour of damage and hence the outcome of microsurgical repair, if indicated.In cases where it has been clearly established that nerve damage has occurred post implant therapy, removal of the implant within 24 to 30 hours has been shown to resolve neuropathy (Renton et al, 2012).c.Other Treatment ModalitiesIt is clear from above that nerve injury post implant therapy has an effect on the quality of life of affected patients. Some patients even lose confidence in their treating medical student / dentist / specialist as a result, and opt for alternate management strategies.Psychotherapeutic interventions, including cognitive behavioural therapy, aim to manage the resulting depression, if diagnosed. When combined with psycho-active chemotherapy, accent management techniques, and hypnosis, has been shown to be effective in managing neuropathic pain. Patients are taught to modify their behaviours tally to their symptoms, psychological traits and ultimately decreasing patients pain-related disability (Dickenson et al, 2010 1644).Further investigation into treatment modalities for nerve injuries, iatrogenic or otherwise, make mention of other procedures, that are beyond the topic of this discussion, but include the use of epidural injections, neuromodulation, transdermic electrical stimulation, spinal cord stimulation and deep brain stimulation. in that location are no clearly defined management protocols for the management of nerve injury post implant therapy, however, Juodzbalys et al, (2011), have constructed a management guideline that incorporates some of the treatment modalities described above (See Table 1).REFERENCESAlhassani, A., Alghamdi, A.S.T., 2010. Inferior alveolar nerve injury in implant dentistry Diagnosis, causes, prevention, and management. diary of oral examination Implantology, 36 (5), 401 407, viewed 30 April 2014, (Ebsco online / Allen Press).Bagheri, S.C, Meyer, R.A, Cho, S,H, Thoppay, J, Khan, H.A, Steed, M, 2012. Microsurgical repair of the inferior alveolar nerve achievement rate and factors that adversely affect outcome. Journal of Oral maxillofacial Surgery, 70, 1978 1990, viewed 30 April 2014, (online Science Direct).Dickinson, B.D, Head, A, Gitlow, S, Osbahr III, A.J, 2010. Maldynia Pathophysiology and management of neuropathic and maladaptive pain A report of the AMA Council on Science and Public Health. Pain Medicine, 11, 1635 1653, viewed 24 May 2014, (Ebsco online / Wiley Blackwell).Fukuda, K, Ichinohe, T, Kaneko, Y, 2012. Pain management for nerve injury following dental implant surgery at a Tokyo dental college hospital. International Journal of Dentistry. vol. 2012, Article ID 209474, viewed 22 April 2014, (Ebsco online / Hindawi Corporation).Graff-Radford, S.B, Evans, R.W, 2003. Lingual nerve injury. Headache, 43, 975 983, viewed 21 April 2014, (Ebsco online / Wiley Blackwell).Juodzbalys, G., Wang, H-L, Sbalys, G., 2011. Injury of the inferior alveolar nerve during implant placement a literature review. Journal of Oral Maxillofacial Research , 2 (1), 1 20, viewed 22 April 2014, (Ebsco online).Ozen, T, Orhan, K, Gorur, I, Ozturk, A, 2006. Efficacy of low level laser therapy on neurosensory recovery after injury to the inferior alveolar nerve. Head Face Medicine, 2, 3-9, viewed 01 June 2014, (Ebsco online / BioMed Central).Park, J.H, Lee, S.H, Kim, S.T, 2010. Pharmacological management of trigeminal nerve pain after implant surgery. International Journal of Prosthodontics, 23, 342 346, viewed 22 April 2014, (Ebsco online, Quintessence)Renton, T., Dawood, A., Shah, A., Searson, L., Yilmaz, Z., 2012. Post-implant neuropathy of the trigeminal nerve. A case series. British Dental Journal, 212 (E17), 1 6, viewed 30 April 2014, (online Nature Group).Strauss, E.R, Ziccardi, V.B, Janal, M.N, 2006. topic assessment of inferior alveolar nerve microsurgery a retrospective review. Journal of Oral Maxillofacial Surgery, 64, 1767 1770, viewed 05 May 2014, (Ebsco online/ Quintessence).Ziccardi, V.B, Riviera, L, Gomes, J, 2009. Comparison of lingual and inferior alveolar nerve microsurgery outcomes. Quintessence International, 40, 295 301, viewed 02 May 2014, (Ebsco online/ Quintessence).THORLASER

Analysis of the UK Confectionery Industry: Thorntons

Analysis of the UK Confecti unmatch fitry sedulousness ThorntonsConfecti wholenessry Industry In The UK Contrisolelyes A Major Amount Of Revenue To The Countrys EconomyChapter 1 IntroductionConfectionery industry in the UK contri providedes a major heart and soul of revenue to the countrys economy. Repeated case studies view revealed that the confectionery industry is al counsellings growing and the demand for creativity and innovation in the products in progressively demanded by the consumers in the UK market. Alongside, the growth in the confectionery industry has in like manner resulted in the roiled competition among the players in the market with many spheric competitors like Cadbury and Nestle. The growth of more concentrate and niche market tar run shorting companies have also gr avow tremendously in the UK, which includes companies like Thorntons, Ferroro UK ltd, etc. The stiff competition in the market and the change magnituded penetration of the big players into d ifferent market segments has further disturbed the position of companies like Thorntons. This report is focused on the analysis of the marketing strategies for Thorntons Plc and provides valuable suggestions for future expansion and strategies to further competitive advantage in the UK chocolate market. The report aims to achieve the undermentioned objectivesTo effectively segment the target market for Thorntons and identify those segment(s) present the family jakes effectively develop its business.To identify the importance of buyer de hatchor and establish that the effective deployment of buyer behaviour would help the company recognise its target market in detail so as to seduce market sh ar.Provide recommendation for an appropriate short-term promotional test in the UK for increasing the sentience on the companys products in the target market. think all over a sales or promotion campaign for the company in order to increase its sales through focusing on establishing t he nock of Thorntons in the market as a strong competitor.Present a censorious analysis of the ad strategy mentioned in the case postulate for Thorntons and device a new advertising strategy that would include a creative media found plan in order to increase the aw atomic number 18ness among the customers in the target marketAlso device a vituperative structure for the direct marketing plans in order to field the over 50 years segment of customers in the UK market.Chapter OverviewChapter 1 IntroductionThis is the certain chapter that introduces the reader to the objectives of the report and the f number one of the report text.Chapter 2 pabulum market partitioning and buyer behaviourThis chapter first base presents an analysis on the market variance and identifies those segments that the company should target upon for further market expansion. This is hence followed by the overview of the buyer behaviour and the use of buyer behaviour by the company in order to gain co mpetitive advantage in its target market.Chapter 3 Advertising and PromotionThis chapter first presents a discussion on a short-term promotional campaign for the company in order to increase the awareness of the products in the existing target market. This is thusly followed by a detailed overview of the advertising plan incorporating creative plans in the media based advertising in order to promote the products of the company. This is then followed by a critical analysis on the direct marketing strategy for over 50 years segment of customers in the UK in order to effectively reach that segment of the market so as to increase the sales as well as the market share.Chapter 4 ConclusionThe objectives of the chapter are reviewed against the look for and analysis conducted in the previous chapters and then a conclusion is derived based on the results of the analysis.Chapter 2 Market Segmentation and Buyer Behaviour2.1 Market SegmentationFrom the case study of the company it is evident that the major segments in the Chocolate market includeCount linesMoulded BarsBoxed Chocolatesseasonal worker Products andBagged Self linesIt is also evident that the company under debate i.e. Thorntons Plc stipulate in the manufacture and sale of Boxed continental chocolates in the UK and world-wide market. Hence the market segment that the company primarily operates is under the paladin sector of the Boxed chocolates in the Chocolates industry of the UK. A further division of the Boxed Chocolates market in the UK based on the price and tonus is presented belowThe cardinal and One Nights Gender and Power DynamicsThe guanine and One Nights Gender and Power DynamicsGENDER/POWER drivings as bring inn in The thousand and one nightsThe Thousand and one Nights are a collection of stories in the middle east/south asia in the g olden Islamic age. The tales are centered well-nigh the people Shahrayar and Shahrazad. Sharazad uses her effect of storytelling to King sharayar to keep her and others protected from being executed. Throughout the story we know that women are only foregathern as objects of pleasure as women only can hold onto their great power through sex,desire and beauty. Women in the stories in the thousand and one nights The thousand and one nights uses Sharazad to represent feminism as with her wisdom and her way of storytelling we see how she overpowers herself and change Shahrayar.This juxtaposing stem of womens role in night club and Shahrazad shows us the actual value that women possess as they are just check to men. There is also an interesting correlation with gender/power dynamic and with class that is present in the thousand and one nights.There is this prevalent theme in the stories Shahrazad tells sharayar the stories can be labeled as misogynistic as some of the stories told feature men who cause the downfall of women. An example being the short story The merchant and his married woman. When reading this story readers might b e quite surprised on the message the story is trying to gravel that men should be able to beat their wives in order to overlook them. At first I was quite confused on wherefore Shahrazad tells this specific story in order to change shahrayar but then I found that she tells this story in order to show a reflection of him and his actions. The actual intended message was to show that beating women habit force obedience. Telling this story surprisingly actually worked as she didnt get killed by the king the day after(prenominal).In the Fisherman and the Jinni we are introduced to a Jinni and Fisherman as this story concerns on this idea of this power dynamic. In the story we are first introduced to this fisherman who we see that this fisherman is near the shores trying to catch fish for his family. We then see the fisherman reels in a golden jar which then a Jinni comes out of. The Jinni then tries to kill the fisherman but fails to do so as the fisherman is then tricked to go san ction into the jar. We see this idea embedded in the restate Since I moldiness die, he said, before I choose the manner of my death, I promote you on your honour to tell me if you really were in that vase? This quote itself makes readers top dog the validity of place in society as this reveals us how a fisherman is trying/planning to outsmart a Jinni. The fisherman is considered as a person of such low status and him being able to outsmart such a powerful creature must mean something . Status is just a social construct created by society and Shahrazad telling this story shows this.There is also this strong relation with Allah the story revolves around this idea that if you trust and believe in allah good will always come to you.In one of the stories The Woman Whose Hands Were Cut move out For that She Gave Alms to the Poorwe see an interesting point regarding the gender dynamic commonly seen in the thousand and one nights. We see here a clear portraying of how women can hold on their power other than things like sex,beauty and desire. or else we see the women holding onto her power with her liberality. In the story we see here that a womans hand is cut off after giving food to a poor man. Later in the story this act of generosity is what saves her as the scene when she tries to save a baby from drowning the food that she gave to the old man comes and restores her hands. Seen in the story the power of generosity helps her obey her power as a woman. We see this similar concept in other story in the thousand and one nights named The Miller and his Wife . Where the wife used her intelligence to retain her power. The wife in the story after finding out the millers dream about the treasure uses this to try to disembowel the attention of her real spotr which is their neighbor. Having this attribute helps her both gain her actual lover and acquire rid of her husband. But the exact thing women were treasured during this time overcomes her and she fails t o get what she wants. Instead of holding onto her power with her intelligence she lets her love and sexual desire for the neighbor get the best of her thus lead-in her both to lose her love and the treasure.In the Tale of Ala-al din and the grand lamp we see this aspect of gender/Power dynamic. Women are rarely assumption voices and are only to be desired by men. We are introduced to this fount named Ala-al-din even is considered the protagonist is actually a character that is filled with greed. When Ala-al-din first meets with the djinni and turns ala-al-din who is considered a low- liveliness into a well-respected man only for his riches. When Ala-al din was modify into this new man we see his undeniable greed as he only wanted to flaunt with what he wanted. His main desire was getting the sultans daughter despite her already being married he makes a plan to her. This idea shows one of the framings of women in the thousand and one nights as in this case we see the daughter a cting as a desirable object. At the end of the story we are given this destruction which states Aladdin had won the hearts of the people by his gentle bearing. He was do captain of the Sultans armies, and won several battles for him, but remained as courteous as before, and lived thus in peace and content for several years. When reading this quote readers get a sense of this feeling of greed. The theme of Aladdin seems to focus on this idea that the whole rag to riches theme can be only achieved by the feeling of greed. That if you want a better life for yourself you will have to be greedy. Ala Al-Din also shows his power by outsmarting the genie Before meeting the genie Ala al din is seen as a low life as he is very poor but we see this quickly turn around when he meets the genie and is then transformed into a wealthy respectable man. We see this interesting radio link also within The fisherman and the Jinni how a person with low status is able to outsmart a being who is conside red powerful. This shows how this idea of status is imaginary and means nothing. Ala-al din is actually powerful in his own terms and doesnt need society labelling him of such low status.Conclusively The thousand and one nights in a larger frame actually shows us the power and value that women possess regardless of the fact that the stories were labelled as misogynistic by many and the morals and virtues believed when the stories were made.. Women possess this power of intelligence that helps them retain their power which is clearly seen in numerous stories in the thousand and one nights. The thousand and one nights clearly act as a figure of feministic literature pieces from many years to come.

Commercial Media As A Hegemonic Ideology

mercantile Media As A Hegemonic IdeologyIn this capitalistic twentieth-century, we can non ignore the hearty function established by the thr cardinal media as a principal and all- master(prenominal)(a) calamus in shaping the ethnical sphither of our alliance. Pubic information, intercommunication and supervene upon of the social k promptlyledge in society now solely depends upon push-down store media (Hall, 1977340). Its lineament rests on the information that it provides which stimulates political ideas, social action, public policy agenda and priorities and go on more (Khuori, 1999). Hence, what media imparts as information to the public flexs precise(prenominal) distinguished, for as mentioned before, this information is what produces the values in ethnical sphere that drives the domain of a function today. In identify to netherstand the mass cultural litigate one contains to examine how media industries function (Gottdiener, 1985 980). So, in this essay we examine and analyse mass media finished the concept of hegemony, to understand its role. How hegemony exists in the media arrangement, in somatic decision making process and how ideological hegemony is deep-seated in the very sharps responsible for providing information to the general public allow be discussed. We foremost will understand the concept of hegemony before analysing the media system and withal converse about counter-hegemony to shed light on how media can sometimes go against the existing despotic hegemonic political theory in a society. Lastly we will talk about the limitations of hegemony in arriving at an understanding of the role media plays with in the society.Theoretical BackgroundHegemony is a concept that was first posed by an Italian bolshy thinker Antonio Gramsci (1891-1937) in his notebooks while he was imprisoned. He was attempting to understand why after World War I, in that location was no workings stratum uprising everywhere fascism in No rthern Italy during the regime of Mussolini (Gitlin, 2003 252). An ardent follower of Marxism he witnessed the failure of the Marxist theory the process by which masses (proletariats) should everyplacethrow oppressive capitalist bourgeoisie systems, to proceed to fightds a less oppressive economic system (Marx and Engels, 2002 10-12). Gramsci built upon Marxism to ge enunciate hegemony focusing more on the ideological independence and human subjectiveness rather than economy (Daniel, 2000). One of the limitations of Marxist theory was the fact that superstructure .i.e. cultural and political institutions were seen as being dependent on the economic sottish Gramsci tried to highlight the autonomy of such superstructure a track from the base (Stevenson, 199515).Hegemony concord to Gramsci centres on cultural and ideological means through which the overriding or the ruling secernate retain their dominance on quash classes by launching spontaneous mass consent (Strinati, 19 95 165 Gitlin 2003 253). Stevenson (199516), suggests that hegemony is a ceaseless battleground where the bourgeoisie and the working class construct economic, political and cultural alliances with other social ag mathematical groups and that ideology is represented as the social cement that binds together variant class alliances. He further adds that the ideology works only when it is able to relate to the common sense of the people and mildew them for change. Hence, Gramscis hegemonic ideology is based on the fact that the dominant social group in a society have the capacity to exercise intellectual and example direction over society at large and to build a immature system of social alliances to support its aims (Thussu, 200068). Military squelch energy not continuously be the best possible way to gain power in fact it is achieved not with legal and decriminalise compulsion but by winning active consent of the subordinate class (Hall, 1982 85). The dominant class devel ops and upholds its hegemony in courteous society, i.e. by generating cultural and political consensus through unions, political parties, schools, media, the church, and other voluntary associations which is where hegemony is exercised by the dominant class over allied classes and social groups (Thussu, 200068).thither is still a question as to why people would indisputably consent to let the dominant class control them, why would they agree to cultural and political consensus. Gramsci answers this by suggesting that the subordinate group is not ideologically indoctrinated but deports the values and lead of the dominant class since it in addition reflects their own interests (Strinati, 1995 166 Hall, 198285 Gitlin, 2003 253). As Strinati suggests (1995 167), if we accept that hegemony is also about the battle for ideas, and the consent to dominant ideas, then it might be argued that it also includes concessions to the ideas and values of subordinate groups. However, we can also discord by locution that perhaps it is merely a false cognizance created by gradually shifting the public interests and perception towards the dominant class without the public consciously realizing it (Stevenson, 199516). Regardless, Gramsci is able to explain precisely what the earlier Marxist were not able to that is the free consent of the governed to the leadership of the governing classes under capitalism (Hall, 198285).Hegemony and the mediaGramsci highlights the richness of certain institutions in particular mass media, as the subject to production, reproduction and transformation of hegemony (Strinati, 1995 168). Gramsci therefore points out the fact that it is important to analyse the role of media in the context of hegemony (Strinati, 1995 169). Media is no doubt a powerful tool that affects not only individuals, but other institutions including society and culture (McQuail, 1997 90). In Halls word (1982 86) media be the institutions that not only reflected and pres erve the consensus but helped produce consensus and manufactured consent, acting as an important tool to establish hegemony. Hall analyses the media through a hegemonic framework, he starts by saying that public trust media beca physical exercise ideologically they go steadys independence and impartiality from the political or economic interests of the decl atomic number 18. However, media existing within a order argon make to follow the formal protocols of broadcasting and depend on the form of conjure and political system which licenses them (Hall, 1982 86-87). Hence the question of their operation being state driven is very likely. Hall (1982 88) mentions media as being an ideological state apparatus used to mediate social conflicts.An interesting example of this state driven hegemonic ideology is the one given by Curran who comp ares the modern media with the medieval church showing how media is still used for social control by different dominant players. According to Curra n (1982 227) like the medieval churches media bind different people together by promoting collective values and social solidarity back end then it was the Christian faith while now it is consumerism and nationalism through international sporting contests and consumer features. He specially focuses on British media and how they farm collective identity through monarchy just like the Church. Cannadine (1983) gives an example of how the BBC in 1932 helped create a fascination for British royal family and helped project an assure of British as one whole by broadcasting an depiction of the fatherly figure of George V (cited in Stevenson, 199517). Here we can intimately see the BBC supporting the British regime in other actors line the state to build a common consensus while supporting hegemonic ideology. Curran (1982 227) also adds that just like the medieval churches, media now also gives attention to the outsiders, earlier it was witches and warlords now its youth gangs, terroris t, drug addicts, militants etc. The role of mass media says Curran (1982 227) is construe and making sense of the world to the mass public and while doing that they draw to reproduce the hegemonic ideology.Production of hegemonic ideology can best be explained in regard to the professional communicators, like journalists, who are very important to have kittens systems of representation that legitimize the social system (ibid). Journalists can be termed as intellectuals, who according to Gramsci are responsible for production and dissemination of ideas and knowledge (Strinati, 1995171). We also need to understand that Journalists though thought to be autonomous are bounded by the hegemonic system, they unconsciously frame the intelligence agency that is in memory with the institutional arrangement of the society (Gitlin, 2003 269), or in other speech the hegemonic ideology and though they do not do it intentionally, it stems from the way they make news decisions, the way they h ave been trained and socialized from childhood (Gitlin, 2003 257). They inadvertently have a tendency to set up the ideology of the political and economic elite by simply doing their job.According to Ben Bagdikian, there are triplet stages of selection for the news. First the editor decides that a certain site or event needs to be investigated for news second a reporter decides what to look for at the site and lastly the editors decide on how to thumb the story to public (cited in Gitlin, 2003 258). However, these are just the three processes cigarette this there are various other aspects governing what news to foil and why. There is the institutional structure of the media, managers who set the corporate policy, then the budget. Further, the owners of the media who deign into the elite class want to respect the political economic system in order to gain their own political and economic advantages (Gitlin, 2003 258). Since genuineness in media organisations is what attracts audience, the top media managers make sure that their news operations are carried out in the way that this is projected, their forms of social control must be indirect, subtle, and not at all necessarily conscious (Gitlin, 2003 259). We see here that there are lot of ideological forces that shape the news. Media that acts as a window to the world and a provider of social knowledge are in reality controlled by corporate and political elites who, by controlling ideological space, are making the public think what the dominant class want them to so that they remain in power. So, basically hegemony is enclosed in the news or programs, which helps maintain the dominant ideology.Commercial media as a hegemonic ideologyWhile discussing about hegemony in respect to media, we also need to talk about the commercial media. According to Gitlin (2000) commercial media have easy through format and formula influenced people to think and behave in a certain way (cited in Murphy, 200359). Today peop le who are not consumers they might be regarded as an outsiders, such is the trend created by the media. It has instilled a feeling that each one of us must become a consumer or aspire to be one in order to be in the norm of the society. With the help of media and through the expansion of consent, retard but powerful ideological process began to shape both moral order and common sense, aligning the cultural practice of consumption with freedom, individuality, civil liberties, etc (ibid). Stevenson, (1995146) gives an example of a Levi jeans ad and how by watching just the advertisement a consumer is addressed with a unique sense of craving, the ideology has an nucleus on the consciousness of the consumer without him/her realising that they are in reality a social class exploited by a hegemonic ideological process. The way media operates now is exactly what Gramsci proclaimed about hegemony, it is about one classs struggle over another by creating values that the dominated class m ust follow. reappearance hegemonyGitlin argues that by controlling what the media feeds the public (the dominated class), the ruling elites are infusing a false consciousness among them, which limits them in acting for change. However, Williams who follows in the footsteps of Gramsci differs by suggesting that there can be room for change with counter-hegemony (Stevenson, 199517). According to him hegemony is not ageless and is always changing by challenging, resisting and reaffirming the dominant hegemony (ibid). William states that traditions, institutions and formations are the three cultural processes for hegemony, where in the traditions are always invented and reinvented by the national state and these pertly formed traditions rely on institutions such as mass media and reproduction for transmission in order to establish a dominant consensus in contemporary society (ibid). For example media can be said to promote counter-hegemonic ideology if it shows a program or a report that questions the establishment involvement in war. We all know about the invasion of Afghanistan by the USA on 2001 after the 9-11 attack. During that period, the USA media was more concentrated on sending messages about the war on terror and Al-Qaeda, hence no one questioned the invasion of Afghanistan and as a result the elite group in this case Bush received consensus from the public for the invasion (Rall, 2002). If the war on Afghanistan by the USA had been questioned at the point when the war was base then the media would have acted against the hegemonic ideology of the US government led by Bush. Hence according to Williams, the concept of hegemony does provide space for critical reasoning, so that a new class may repugn the existing ideology and resist change from the hegemonic ideology (Stevenson, 1995181). some other example of counter-hegemonic ideology could be the 30 November, 1999, Battle of Seattle, where tens of thousands people took to the streets to protest at the launch of new millennial round of trade negotiations at the World Trade Organizations ministerial Meeting. This can be said to be against an existing hegemonic ideology, consequently a counter hegemonic approach.However, we have to understand as recognised by Schiller (2003) the importance of informational and cultural power as being a key broker in governance and that these are no less important than the military and the police, to achieve social control (cited in Stevenson, 1995 5). Also it is difficult to challenge the elite hegemonic ideology reinforced by the media because it collides head on with the innate interest of the dominant class and since they are the ones who have control over the informational apparatus and the cultural institutions that influence, if not determine, social thinking, the idea of challenging them becomes unsaid (ibid).LimitationsHegemony cannot always explain the role played by the media in a society. According to Gottdiener (1985 982), since hegemony suggests that the dominant class controls the class consciousness in a society, it remissnesss the fact that people are different and people have a different reflective thought capacity and that there are no homogeneous human subjects. Further, when hegemonisst talk about false consciousness they neglect the fact that consciousness and ideology are two separate entities for ideology is not consciousness it is the representation of imaginary (Gottdiener, 1985 983). That is why he suggests a semiotic analysis of mass culture in the society because the users of mass culture are more active and more creative than antecedently thought (Gottdiener, 1985 978). He thereby modifies the concept of hegemony one step further through a semiotic approach because it is a fact that ideology cannot be controlled fully and that the struggle to control it will always continues (Gottdiener, 1985 978). Another research done by Johnstone et al. (1976) on the background, orientation, and ideolo gy of journalists found that homogeneousness in background or orientation is not the rule. For example, those who had a news media education tended to think it was not necessary, while those who lacked it thought it would be worthwhile. There were important regional differences in regard to prestige, reliability, and whether a journalist would use stories from other media in his/her own reports (cited in Altheide, 1984481) Thereby concluding that news or information selection in mass media might not necessarily be inflicted by hegemonic ideology and that journalists are not always socialized to dominant ideology.ConclusionThough the concept of hegemony has its own limitations it has tip over up worthwhile in understanding the media organisation and the information they impart against a broader background (Altheide, 1984486) which helps create a mass culture that in turn influences attitude and behaviour in the society. It has equally contributed to an understanding of the relati onship amidst media and power. By using the hegemony concept and analysing how the media industry functions we were able to understand the role that the media plays in mass culture, and how this role reinforces hegemony. This essay tries to cover the concept of hegemony drawing off arguments from various researchers and at the same time also sheds light on its limitations. We discussed how media itself works in a hegemonic framework and how managers try hard to project impartiality. We also briefly discussed the relationship between the political elite and media owners and how intellectuals working for the media,http//palv.files.wordpress.com/2011/01/man.jpg?w=640are conditioned to bolster hegemony in the society. As a result, an important institution such as the media that plays a vital role in the society if, in itself, is influenced by hegemony, the role that it might play in the society is unquestionably influenced by hegemonic ideology.

Importance of Group Work in the ESL Classroom

Importance of separate Work in the ESL schoolroomIntroductionThe field of precept side to Speakers of Other wrangles (ESOL) is a rapidly expanding area within UK settings, in state-funded and in private educational arenas, and because of the ever-changing nature of immigration, ESOL teachers are ch totallyenged with meeting the demands of divers(a) and complicated ethnic/linguistic pigeonholings (Chan, 1998). Learning slope is seen as a necessity for immigrants or farsighted term visitors to the UK, although the field is complicated by political debates and social banters slightly funding, socialisation, naturalisation and the erosion of traditional finishings and expressions. However, it does seem that oral intercourse fluency in English is separate to tight-laced desegregation into British society, and is support by the UK Governments policy response to refugees and sanctuary seekers as verbotenlines in the egg white Paper Secure Borders, Safe Haven Integration and Diversity in Modern Britain (Home Office, 2002) which set out proposals for a curriculum of English language, IT and citizenship classes for refugees and asylum seekers (Morrice (2007) p 156). tour of duty the Therefore, it is essential that ESOL provision is not however proposed, and is designed in ship lay slightlyal which bum encourage learners to acquire concrete proficiency and fluency, without disempowering people or undermining their nationality (Halliday, 2005).The belles-lettres on the pedagogies of ESOL teaching is diverse and outlines ways in which randomness language acquisition ordure be facilitated impellingly, with teachers having their own take on pedagogy and on the ways in which students achievement, alone or with each conventioner(a), in information English (Dagenais et al, 2008 Burns, 2006). While linguistics studies directly address issues of grammar, syntax, construction, coherence and cohesion, the more practical aspects of evolution practi cal fluency in English for speakers of other languages relate to schoolroom strategies that can support this. This canvass exit explore 2 aspects of ESOL teaching, that of base operation, in which ESOL students are encouraged to move around together on key tasks, with the aim of improving fluency (Haneda, 2005), and the provision of feedback, either associate feedback or inculcate feedback, to enhance fluency. Both are contentious issues, because they can spell difficulties in the management of training experiences (Holliday, 2005), and could be seen positively or forbidly. This essay will look at around of the literature on this subject, and sweat to discuss the advantages and disadvantages of base or collaborative work, and of contrasting types of feedback. The author will then draw conclusions from the literature to inform ESOL teaching practise.DiscussionGroup work is a popular means of building on constructivist theories and pedagogies by supporting students to apply new knowledge in given situations. In ESOL teaching, it provides opportunities to practice new words, conversations, sentence constructions, and functional elements of communication, such as qualification a particular type of telephone call or initiating a conversation. However, base work in this context can be viewed negatively as good, partly because of a fear that meetings with the same first language will simply lapse into their own tongue rather than always speaking English, and that as learners they will not recognise each others mistakes. The latter point will be dealt with in some more detail below, in the exploration of types of feedback. But in coincidence to free radical work, types of collaborative or group learning or practice have been shown to be of great benefit to students of English.Some authors have make that orthodontic braces work or small group work in this context does suffice improve language fluency and competence (Long, 1996 pica em et al, 1996), perhaps because these activities provide different opportunities and options for ESOL learners which are not possible during teacher-led activities. These students may find themselves able to become more confident in a setting which is not only smaller, just now comprises only confederates who are besides ESOL students. Johnson 91995) argues that learners who interact and engage with each other in these ways purport more self-efficacy and control over their own learning. However, others argue that small group work in companion-only groups does not necessarily help with issues such as pronunciation (Morley, 1991) and proper grammar (Widodo, 2006 Widdowson, 1978). Another particular issue for group work is that of English intonation, which can be particularly difficult and may guide for some the last hurdle of English fluency and comprehension (Atoye, 2005 Morgan, 1997).McDonough (2004) carried out a small-scale investigate take which explored instructors and learn ers perceptions about the use of mate and small group activities in a siamese connection EFL context, and examined whether the learning opportunities theoretically attributed to pair and small group activities occurred in an intact classroom (p 207). The occupy also looked at whether the learners showed improved outcomes (McDonough, 2004). McDonough (2004) fix that learners who had more participation during the pair and small group activities demonstrated improved production of the target forms, blush though they did not perceive the activities as useful for learning language (p 207). This would suggest that these activities cleverness improve elements of fluency and skill, but this study does not demonstrate how this occurs, nor does it look in detail at language fluency, which is our cite here.Li and Campbell (2008) carried out a study in New Zealand whichexamined Asian students perceptions of the much-promulgated cooperative learning concepts in the form of group work and g roup assignments, and found that Asian students valued highly the significance of classroom group discussions where they could interact with students from other cultures and backgrounds, improve their English-language skills, enhance their pagan understanding and provide them with opportunities to make friends (P 203). Again, this underlines social elements of group working in ESOL learning which may be important in underdeveloped true fluency, because the elements of language skills and enhancing pagan understanding can be think to development of deeper-level fluency. Not all the outcomes of this study were positive, however, and LI and Campbell (2008) also found that these Asian students held intensely negative views about group assignments that claimd students to complete a project as a group with shared marks determined by the exploit of the group (p 207). This may have something to do with the learner predilections of these students, or it may have to do with other factor s. Li and Campbell (2008) found that contributing factors modify group dynamics included members attitudes and willingness to cooperate and contribute as a team, the composition of the group, students competing demands on students time and attention, heterogeneity from the natural abilities of students, and the varying cultural values and beliefs held by group members (p 207). Because Li and Campbell (2008) found that group assignments that were assessed seemed to disempower the students in their study, it would suggest that group activities which are collaborative have a different meaning than group activities which are assessed, and this should be taken into account when applying group working to ESOL classrooms. However, the study does suggest the group learning itself enhanced efficacy level (Li and Campbell, 2008). The negative responses to the group assessment activities may have had something to do with students preconceptions or expectations about their ESOL learning (Bord ia et al, 2006). Expectations which are not fulfilled might negatively affect responses to and evaluations of these learning activities (Bordia et al, 2006). These expectations, of course, may originate in the background, culture and previous experiences of the learner, which would suggest that teachers pack to take into account these kinds of expectations and find ways to address them.Ewal (2004) describes a study which focuses on the student perspective on group work, in which 21 students and their teachers participated in a collaborative forum in which they explored the use of small group work in their L2 classroom. (p 163). This study found that by engaging students, in an almost metacognitive way, in learning about how the group work affected their learning and behaviour, the students were able to listen the benefits of group work for themselves, in improving their literacy and fluency, and in supporting confederate bonding, confidence and self-efficacy (Ewal, 2004). In thi s study, small group behaviours changed as the students became certified of these behaviours and of the functions of the group and the class as a whole (Ewal, 2004). This demonstrates that while group work is still viewed along pedagogical lines as a requisite of proper learning, through and through application and testing of knowledge, the dynamics of group work require some attention, and may act as militating or mediating factors in the speciality of group activities. Ewal (2004) concludes that teachers should be attentive to opportunities to discuss language learning and classroom-related issues with their students (p 175). This adds an plain dimension to the concept of group work, as functioning for students on some(prenominal) levels, not simply on a praxis/practice level.Of course, the discussion of group work leads us neatly into the concept of peer feedback, which is affiliated to the theories on group activities and just as contentious, it seems. Rollinson (2005) show s how although peer feedback has been supported in ESL classrooms, teachers and students are less than convinced of its efficacy and usefulness.Rollinson (2005) argues that proper training and procedures for peer feedback in ESOL classrooms is the key to making such feedback effective. Hu (2005) seems to echo this, that peer feedback can enhance learning, but does acknowledge that these activities need monitoring and that peer canvas situations can be problematic. Feedback and review of English language proficiency can be ceremoniousised into learning activities in the classroom context. Al-Hazmi and Scholfield (2007) describe an bodily exploit research study which was aimed at improving English language composition proficiency in Saudi Arabian university students. This study involved a regime of enforced draft adjustment, using a checklist in which two groups were involved, one trained in peer revision, the other doing their own revision (Al-Hazmi and Scholfield, 2007 p 237). These authors found that there were clear draft improvements in look, particularly in mechanics, despite only modest amounts of meaning-changing and multisentential revisions being recorded Al-Hazmi and Scholfield, 2007 p 237). The most significant finding from this study demonstrated that the students enjoyed and acted positively to peer review (Al-Hazmi and Scholfield, 2007). This may simply underline the fact that language learning is as much a social as an individual process (Dagenais et al, 2008 Roberts and Baynham, 2006 Schellekens, 2007)Formal discipline feedback is also an essential component of developing fluency, although again, the form that this takes can affect its value. Hyland and Hyland (2006), for example, agree that feedback is vital in terms of load-bearing(a) learning and consolidating that learning, and demonstrate that it is used in process-based classrooms and in genre-orientated learning environments. It may seem obvious to some that tutor feedback is i mportant, but teachers and learners should be aware that feedback has different means, as well as different forms, and while it can be difficult for some students to assimilate feedback and correction, it is through signposting mistakes as well as successes that students can learn how much they have learned.Feedback itself has expanded to grasp not only scripted comments from the teacher, but language workshops, conferences and even electronic feedback (Hyland and Hyland, 2006). Lyster and Mori (2006) examined the effects of explicit correction, recasts, and prompts on learner uptake and repair, and found that instructional activities and interactional feedback that act as a counterbalance to a classrooms preponderating communicative orientation are likely to prove more effective than instructional activities and interactional feedback that are congruent with its predominant communicative orientation (p 269). This suggests that feedback must be specific to the task and to the con text, and also that there is a need for a deeper understanding of the pedagogical dimensions of formal tutor feedback, and the purpose that this feedback serves. This also shows that the emergence of the communicative classroom is not necessarily the utmost evolution of the ESOL context (Campbell and Duncan, 2007).However, there are those who have argued strongly against written feedback, and the trends in ESOL teaching in recent years has been to avoid this (Bitchener, 2008). However, research by Bitchener (2008) shows that in some cases, written feedback enhances learningThe study found that the accuracy of students who received written corrective feedback in the immediate post-test outperformed those in the control group and that this level of performance was retained 2 months later.Bitchener 2008 p 102.This would seem to suggest that there is value in providing written tutor feedback. Lochtman (2002) also shows the value of oral or verbal feedback, but underlines the need to gi ve different kinds of feedback depending on the language learning context, the task, and the learner, suggesting that while this feedback is beneficial, it is only so if it meets the needs of the individual learner.One of the issues with fluency is also related to currency (Taylor, 2006), and it could be that the provision of both types of feedback is central to understanding the live use of various idiomatic forms as well as of soak up and vernacular. While many ESOL teaching contexts shy away from teaching frequent spoken forms and focus on formal, correct English, feedback from a tutor, for example, can help to draw comparisons between the two forms and allow students to develop awareness of when it is capture to use the different types of English expression (Taylor, 2006 Wallace, 2006). This ability to speak fluently is much more complex than simply learning linguistic form, it is about attaining a degree of comfort and ease with using the language, and using it fittingly and naturally. All of these approaches to supporting language learning could be verbalise to be fostering this development, but only if they are properly planned, and managed, and it seems that quality teaching and facilitation is still required.ConclusionThis essay demonstrates that there is a range of literature to support the development of language fluency in ESOL classrooms through group work and through interactive processes of learning, and through the provision of tutor feedback and peer feedback. There are issues and challenges with ESOL learning in relation to developing verbal skills, because verbal language requires real-time interaction and the ability to respond to different cues and situations. It would seem from the literature cited above that the use of group work in ESOL learning needs to be planned carefully and designed to ensure that learning is not impeded by individual differences or by the negative aspects of group work, including frustration between learner s with different levels of competency, and difficulties in group work which is assessed formally.Collaborative learning may be a strength in developing fluency, and this could be incorporated with peer feedback, but it would seem that this is only truly effective if the students are trained and supported in giving feedback to ensure it is fair and an constructive, and given in the appropriate spirit. Similarly, it would seem that feedback may assist in developing fluency, but the literature cited does not provide strong or conclusive evidence that formal feedback is good for this, despite its value in developing written and verbal language skills. More research is required in looking at different kinds of feedback in supporting fluency. However, the literature does indicate that feedback must be individualised and meet the needs of the learner.ReferencesAl-Hazmi, S.H. and Scholfield, P. (2007) Enforced revision with checklist and peer feedback in EFL composing the example of Saudi university students. Scientific Journal of King Faisal University (Humanities and worry Sciences 18 (2)237-267.Atoye, R.O. (2005) Non-native perception of English intonation. Nordic Journal of African Studies14 (1) 26-42.Bitchener, J. (2008) certainty in support of written corrective feedback Journal of Second linguistic communication Writing 17 (2) 102-118.Brillinger, K. (2003) From Theory to Practice Creating Intermediate ESL Reading Materials ground on Current SLA inquiry and Theories, Newsletter of the Association of readers of English as a Second lecture of Ontario, 29(3), 1-6Burns, A. (2006) Surveying landscapes in adult ESOL research, linguistics and Education, 17, 97105Campbell, C. and Duncan, G. (2007) From Theory to Practice General Trends in overseas Language Teaching Methodology and Their Influence on Language Assessment. Language and Linguistics Compass 1 (6) 592-611Chan, M..M. (1998) What We Already Know about Teaching ESL Writers (Research in the schoolroom) . English Journal 77 (6) 84-85Chen, R. and Hird, B. (2006) Group Work in the Efl classroom in China A Closer Look. RELC Journal, 37 (10) 91-103.Dagenais, D. Beynon, J. and Mathis, N. (2008) Intersections of companionable Cohesion, Education, and Identity in Teachers, Discourses, and Practices Pedagogies An International Journal 3 (2) 85 108.Ewald, J.D. (2004) A classroom forum on small group work L2 learners see, and change, themselves. Language Awareness 13 (3) 163-179.Ferris, D.R. (1994) Lexical and syntactic features of ESL writing by students at different levels of L2 proficiency. TESOL Quarterly 28 (2) 414-420.Haneda,. M. (2005) Some Functions of Triadic Dialogue in the Classroom Examples from L2 Research Canadian Modern Language Review 62 (2) 313-333Hyland, K. and Hyland, F (2006). Feedback on second language students writing. Language Teaching, 39 83-101.Holliday, A. (2005) The Struggle to Teach English as an International Language New York Oxford University Press.Hu, G. (2 005) Using peer review with Chinese ESL student writers. Language Teaching Research 9 (3) 321-342.Johnson,K.E. (1995) Understanding communication in second language classrooms New York Cambridge University Press.Lochtman, K. (2002) verbal corrective feedback in the foreign language classroom how it affects interaction in analytic foreign language teaching International Journal of educational Research 37 (3-4) 271-283.Long, M. (1996) The role of the linguistic environment in second language acquisition. In Ritchie, W. and Bhatia, T. (eds) Handbook of Second Language Acquisition (413-468) San Diego, CA Academic Press.Lyster, R. and Mori, H. (2006). Interactional Feedback And Instructional Counterbalance. Studies in Second Language Acquisition, 28 , 269-300McDonough, K. (2004) Learner-learner interaction during pair and small group activities in a Thai EFL context System 32 (2) 207-224Morgan, B. (1997) Identity and intonation linking dynamic processes in an ESL classroom. TESOL Quarte rly 31 (3) 431-450.Morley, J. (1991) The pronunciation component in teaching English to speaker sof other languages. TESOL QuarterlyMorrice, L. (2007) Lifelong learning and the social integration of refugees in the UK the significance of social capital, International Journal of Lifelong Education, 26(2), 155-172Olivo, W. (2003) bar Talking and Learn English Conflicting Language Ideologies in an ESL Classroom Anthropology Education Quarterly34 (1) 50-71Pica, T., Lincoln-Porter, F., Paninos, D. and Linnell, J. (1996) Language learners interaction how does it address the input, proceeds and feedback needs of L2 learners? TESOL Quarterly 30 59-84.Roberts, C. Baynham, M. (2006) Introduction to the special issue Research in adult ESOL, Linguistics and Education, 17, 1-5Rollinson, P. (2005) Using peer feedback in the ESL writing class ELT Journal Volume 59/1 ELT Journal 59 (1) .Schellekens, P. (2007) The Oxford ESOL Handbook Oxford Oxford University Press.Seedhouse, P. (2005) Conversat ion Analysis and language learning. Language Teaching (2005), 38 165-187 Cambridge University PressShin, H. (2006) Rethinking TESOL From a SOLs Perspective Indigenous Epistemology and Decolonizing Praxis in TESOL captious Inquiry in Language Studies 3 (23) 147 167.Taylor, L. (2006) The changing landscape of English implications for language assessment ELT Journal 60(1)51-60Wallace, C. (2006) The text, dead or alive Expanding textual repertoires in the adult ESOL classroom, Linguistics and Education, 17, 74-90Widdowson, H.G. (1978) Teaching language as communication Oxford Oxford University Press.Widodo, H.P. (2006) Approaches and procedures for teaching grammar. English Teaching Practice and Critique. 5 (1) 122-141.Zamel, V. and Spack, R. (2006) Teaching polyglot Learners across the Curriculum Beyond the ESOL Classroom and Back Again. Journal of radical Writing (CUNY), 25 (2) 126-152.

Jean Jacques Audubon :: Expository Essays

Jean Jacques Audubon Realizing that the natural purlieu requires apology from the wiles of the human race, individuals have organized societies that work to support the breastplate of species most the globe. I have always loved and supported those that support the environment. So, when I would name of the National Audubon Society, I instinctively pictured Audubon as a wildlife conservationist and someone I want very much. I perceive about Jean Jacques Audubon before, and at least I purpose I knew him very well. But my perception of Audubon always stemmed from his companionship to the indian lodge recognised after him, non from the writings of the man himself. Needless to say, I liked him very much when I knew less about him. Or so I thought Never have my feelings toward an individual fluctuated as much as they have in the past two weeks. Upon recitation excerpts from Audubons journals, I could not help but dislike true aspects of the individual. How could every s ociety uphold the name of a man who would dupe birds by the dozen and stick wire through them to paint them? Artists atomic number 18 sibylline to appreciate the natural world, not destroy it. At the corresponding time, how could he depict human race, if his specimens were manipulated into specific positions, positions that met the painters eye and not reality at all? These thoughts and many more spiraled through my head teacher as my stomach squirmed in indignation of Audubons atrocities. I was clean at the fact that the plentitude of living species he described be no longer plentiful today. I could not believe that a natural scientist was among the first to contribute to the decline of the species of my home state. Even the name of his pilot, Egan, move chills through me when Audubon wrote that Egan was the professional hunter of Sea Cows or Manatees for the capital of Cuba market. I could not believe my eyes and cringed at the psyche of reading any more about the famous Audubon expedition. In my mind, Audubon registered, not as a painter, but as a hunter, who was resolute on getting his studies done in time to meet the forethought of his American and European patrons. Dollar signs, not the sun, glittered in his eyes. I pitch myself root for one hundred and seventy-two year old birds, hoping that they would hear me and fell away before Audubon arrived.Jean Jacques Audubon Expository EssaysJean Jacques Audubon Realizing that the natural environment requires protection from the wiles of the human race, individuals have organized societies that work to support the protection of species around the globe. I have always loved and supported those that support the environment. So, when I would hear of the National Audubon Society, I instinctively pictured Audubon as a wildlife conservationist and someone I liked very much. I heard about Jean Jacques Audubon before, and at least I thought I knew him very well. But my perception of Audubon always st emmed from his association to the society named after him, not from the writings of the man himself. Needless to say, I liked him very much when I knew less about him. Or so I thought Never have my feelings toward an individual fluctuated as much as they have in the past two weeks. Upon reading excerpts from Audubons journals, I could not help but dislike certain aspects of the individual. How could any society uphold the name of a man who would shoot birds by the dozen and stick wire through them to paint them? Artists are supposed to appreciate the natural world, not destroy it. At the same time, how could he depict reality, if his specimens were manipulated into specific positions, positions that met the painters eye and not reality at all? These thoughts and many more spiraled through my mind as my stomach squirmed in indignation of Audubons atrocities. I was livid at the fact that the plentitude of living species he described are no longer plentiful today. I could not believ e that a naturalist was among the first to contribute to the decline of the species of my home state. Even the name of his pilot, Egan, sent chills through me when Audubon wrote that Egan was the professional hunter of Sea Cows or Manatees for the Havana market. I could not believe my eyes and cringed at the idea of reading any more about the famous Audubon expedition. In my mind, Audubon registered, not as a painter, but as a hunter, who was hell-bent on getting his studies done in time to meet the expectation of his American and European patrons. Dollar signs, not the sun, glittered in his eyes. I found myself rooting for one hundred and seventy-two year old birds, hoping that they would hear me and fly away before Audubon arrived.