Report Essay Example | Topics and Well Written Essays - 1500 words - 2

Report - Essay Example Figure 1 highlights that 40% of the world’s current population lives in arid regions (Balon and Dehnad, 2010). In developing countries in Africa and Asia, nearly a quarter of the population lives in arid and semi arid regions, compared to just 11% in Europe and 6% in Oceania. Figure 1 – Population Who Live in Arid and Semi-Arid Regions Source: www.water-asar.de/lang1/water_shortness_in_arid_and_semi-arid_regions_-_ar.html 3. Why Are There Water Shortages? The Welech Institute (2006) highlight many factors leading to water shortages. These include economic development, political and financial deficits, lack of information and education of population and lack of adapted technologies and know how. Figure 2 highlights several other key factors, and explains how this leads to water scarcity. Figure 2 – Reasons For Water Shortages Contributing Factor Explanation High Population Growth UN Population Division states population in developing regions (containing the most a rid areas) grew from 1.6 billion in 1950, to 4.5 billion by 2005, and is predicted to increase to 8 billion by 2050, which will put enormous stress on water supplies. Climate Change Increased temperature rise between 2-4Â °c, affecting climatic weather patterns with less rainfall and higher evaporation rates in arid regions. Higher Demand for Irrigation 70% of the world’s freshwater is currently used for irrigation, and agriculture is the biggest consumer of fresh water in arid regions. Groundwater Depletion Over pumping of groundwater (160 m? of non renewable groundwater extracted every year) Contamination of Water Resources Due to leaching of agricultural pesticides and fertilizers, domestic and industrial wastage, and untreated sewage. Adapted from Welech Institute Report (2006) 4. The Need for Action Figure 3 – Johannesburg 2002 Logo 5. South Africa and it’s Arid Regions Figure 4 – South Africa’s Arid Regions 6. Measures For Water Provision 6. 1. South Africa’s Demand For Water The National Water Resource Strategy documents of DWAF states that overall water demand is expected to increase by approximately 9% from 2000-2025 (DWAF, 2004). By 2025 DWAF states that there will need to be both reduced consumption and increase supply to maintain water security and allow for sustainable development. Therefore substantial investments are required for water infrastructure and other water management strategies. 6.2. Planning and Management The Development of a National Water Resource Strategy designed to address the management of the water resources to meet the development goals of the country; Identifies scarce water areas and constrains development as well as development opportunities where water resources are available Industrial users required to develop and submit their water directly from a water resource (DWAF, 2004) 6.3. Groundwater Extraction and Mixed Use of Surface and Groundwater Figure 5 – Groundwater Extra ction 6.4. Artificial Groundwater Recharge Refers to the process of transferring water into aquifers, such as rainfall and treated waste water. Advantages include; provides security during drought and dry seasons provides storage of

The mass media Essay Example for Free

The mass media Essay The mass media, including TV, radio, newspapers play a very important role in our modern life. They have changed our life very much. Mass media have a great influence on people and especially on the younger generation. It plays an important role in shaping the opinions and position of the younger generation. In the present, the younger generations are influenced by the mass media, including TV, radio, and newspapers. They think this is the model for them because in daily life is necessary for everyone therefore it is not unusual that it have a great influence on the people and especially on the younger generation. . It plays an important role in shaping the opinions and position of the younger generation. The younger imitate by the mass media and it has impact for younger that is impact for dressed, language, and behaviour. Some people utilize mass media for their own interest. By on air broadcasting, information is spreaded to many people in many places in short time. Some studies show that people could spend more than five until eight hours each day to watch tv, listen to radio, or read newspaper. Furthermore, the development of technology creates a new trend of enjoying the mass media by Internet. The ease of access, cheap cost, and mobility increase the amount of people who obtain information from the mass media. According to this fact, the mass media affects in forming ideas of greater number of people supported by the development of technology. The human brain works every second absorbing information consciously and unconsciously. In many cases, human keeps unconsciously absorbed information rather than consciously absorbed one. By repetition of the same information, the mass media unintentionally shapes people’s ideas. The clearest fact today shows that with much news about crime published almost everyday through TV, radio, and newspaper, people start to accept that crime is an ordinary matter in their life. It results in the increasing of crime rate committed from unconsciously absorbed information, which is obtained from mass media. This fact proves that the repetition of the same information every day, people accept the truth of one statement. In conclusion, Peoples thinking is obtained from the information which comes from various sources, especially mass media. Every house has at least one kind of mass media, whether it is TV, radio, or newspaper.

The Pressures of War in Journeys End :: R.C. Sherriff Journeys End War Essays

The Pressures of War in Journey's End The First World War provoked many different reactions in the people affected by it, particularly the soldiers, which Sherriff seeks to explore in "Journey's End". He uses Hibbert to show the way in which some soldiers reacted, but which was frowned upon by all others, and then presents the opposite view of Stanhope, who, despite being the stereotypical 'perfect' soldier, still has his moments of fear and self-doubt. Clearly, both the officers and the men involved in World War I lived in conditions of extraordinary hardship. The men refer to the poor food, the rough sleeping conditions and the rats, of which there are "about two million", according to Hardy. There is also a torturous routine of inspections, patrols, raids and duty in early hours of the morning. The men also have to cope with the ever-present shadow of death. In the background, there is a constant rumble of guns and heavy artillery, although it is the silence which affects the men more, as they do not know what is happening - it is more of a threat than the guns. Most of the men, although Hibbert is the significant exception, are brave and dutiful, but their methods of coping with the challenge of warfare vary according to their temperaments. The play opens with a conversation between Hardy and Osborne, in which they seek to block out the atrocities occurring all around them by concentrating on seemingly mundane, irrelevant things, such as earwig racing. The extraordinary type of morbid humour which situations such as the First World War seem to provoke shows through whilst they are discussing the relatively serious matter of the bombing which they are under. OSBORNE: Do much damage? HARDY: Awful. A dug-out got blown up and came down in the men's tea. They were frightfully annoyed. OSBORNE: I know. There's nothing worse than dirt in your tea. Clearly, there are many things worse than 'dirt in your tea', and one would expect an adjective that was rather stronger than 'annoyed' to describe the men's reaction to the fact that they were being bombed. Osborne tries to put things in perspective and see the beauty in situations to cope with the pressure he is under. He tells Raleigh to "always think of it like that, if you can. Think of it all as - as romantic. It helps." Osborne epitomises a certain type of cultivated middle-class reticence and self-possession. Like Stanhope and Raleigh, he attended private school, which taught him the traditional and typical English values, which can be summed up in the phrase "stiff-upper-lip". He maintains an apparent steady clam in the face of

Against School Essay

In his essay â€Å"Against School† John Gatto argues that public education cripples America’s kids in many different aspects of their lives. Gatto claims that compulsory schooling is what is wrong with our nation’s educational system. He states that schools are really laboratories of experimentation on young minds and drill centers for the habits and attitudes that society demands. â€Å"I had more than enough reason to think of our schools—with their long-term, cell-block-style, forced confinement of both students and teachers-as virtual factories of childishness (Gatto, Against School). † The only real purpose of schools, Gatto believes, is to turn the children into servants. Throughout their twelve years of schooling students are forced to conform to society’s expectations, and along the way the students and teachers lose the value of a true education. Do we really need school? Does school have to be in this exact design, â€Å"Six classes a day, five days a week, nine months a year, for twelve years (Gatto, Against School)? † Does it mean attending a cold lifeless classroom, surrounded by fellow students that are bored with their studies and a teacher who seems to have little to no motivation left? Gatto specifies a significant number of successful Americans that were not put through the schooling system but still turned out to be productive such as, George Washington. Gatto says, â€Å" We have been taught (that is, schooled) in this country to think of â€Å"success† as synonymous with, or at least dependent upon, â€Å"schooling,† but historically that isn’t true in either an intellectual or financial sense. † Gatto believes the main reason for the existence of schooling is to train uniform citizens and reduce originality, therefore, making every individual the same. Also, he says the school system is made for certain profits to the economy because it encourages obedience to authority and promotes manipulation in children’s attitudes, including the determination of their social roles. The schooling system’s main focus is to integrate the social, economic and political economy into the children’s studies. Ultimately, Gatto concludes that school drills children to be employees and consumers. A child’s capacity for imagination and maturity is limited rather than encouraged by compulsory schooling, which should have never been the case. There still may be a glimpse of hope at the end of this darkened tunnel. Gatto claims that if teachers and parents put enough effort in, they could help kids â€Å"take† an education rather than receive it. When children â€Å"take† an education they are active participants in their future, which becomes the key to their success. However, when students passively receive an education they may have the knowledge on hand but do not know how to put it to use. He supposes he can bring out the best qualities in children by giving them the chance to make decisions and take risks from time to time, rather than confining them to schooling. By encouraging the best qualities of youthfulness, introducing kids to competent adults, allowing children to take personal risks and being more flexible about time, texts, and tests Gatto believes the whole outlook on our schooling system could be changed. Throughout his essay, â€Å"Against School† Gatto warns of the dangers of our public schooling systems yet, his cynicism is balanced with positive suggestions for those who want change. He illustrates how school is a prison where children are forced to grow up at a rapid pace and are denied the right to make their own decisions. On the other hand, he suggests that if you know the logic behind school systems, their traps can easily be avoided and therein lies his answer: â€Å"School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively; teach your own to think critically and independently (Gatto, Against School). † Gatto gives various examples about how teachers can take action to make the school system better but when they don’t reach beyond the norm the responsibility for ensuring a truly educated and mature child may depend upon the parents.

Language policy in Saudi Arabia

Language policy in Saudi Arabia Introduction Language acts as an important tool that makes sure there is effective communication. It is actually not easy to communicate without the spoken words. Language has its usefulness to human development as research has found. Actually it would be difficult for people to think and actually associate the things and concepts they come across.Advertising We will write a custom coursework sample on Language policy in Saudi Arabia specifically for you for only $16.05 $11/page Learn More The sharing of these ideas and concepts through language leads to the development of humans in general. Many countries therefore have their own crafted language policy, since language has been found to be crucial to society. To achieve this, many countries have established their national languages, and even official languages which they would expect its citizens to use. Education policy of the country therefore should be crafted to cater for language as it plays a major ro le in the society. In Saudi Arabia for instance, the national language is Arabic. This therefore means that most Saudis do communicate their thoughts using this language. However, in Saudi Arabia there are systems of education which teach English too, hence a crop of bilinguals in the country. This paper will actually look at the bilingual language policy in Saudi Arabia. The paper will in essence give a brief to establish a partial immersion program. All the issues to do with bilingual education will critically be presented so as to provide a rich background to the brief. Rationale Leaning of a second language has been viewed as a way of enhancing the cognitive development as to whether bilingualism, the ability to use two different languages, has any advantages. However, subsequent studies have shown an encouraging picture. In Saudi Arabia there are both private and public schools. Most private schools have embraced teaching of other languages. Due to the current trends such as gl obalization and general advances in information technology there has been a drive for countries to encourage learning of English language. English language has been dubbed the language of information technology since most of its codes and systems are designed in that language.Advertising Looking for coursework on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More This in effect has an impact on what the countries economic outlook will be since most of the trade is being done through the online markets with wider marketing of English speakers. Saudi Arabia being one of the market players in this globalised world is faced with the daunting task of making sure its citizenry is not left behind. Bilingualism has therefore got several advantages for the country. For instance in one study carried out in the US it was established that Latinos who were able to speak English as well as Spanish were doing better economically as compare d to the rest who were only able to speak one language Garcia ( 2009). Cognitive development of the learner has been seen to develop rapidly when a learner is exposed to another language. In fact it has been found out that bilingualism will aid the development of the brain such that the leaner can easily learn other concepts faster than that learner who has only been exposed to one language. This is especially true of a situation where the languages are used simultaneously. Lee (1996). A story is told of how a girl, Hildegard was subjected to two languages from her parents who spoke both German and English respectively. We are told that at the age of two years she could not differentiate between the two languages’ vocabulary but when she visited Germany, she was able to speak German very well and she was able to use more German vocabulary. When it was time to go back to America she spoke English well and English was her most dominant language, since her father could speak wit h her in English. The best thing to be learnt here is that she did not confuse the vocabulary or the different linguistic elements of the two advantages. It was from this observation that her father Leopold concluded that a child has an advantage if he or she is introduced to different languages at an early stage in life. Bilingualism can also lead to people being accommodative to other people’s ways of life. When one learns a language he or she also learns about the culture and ways of that community hence appreciating that community.Advertising We will write a custom coursework sample on Language policy in Saudi Arabia specifically for you for only $16.05 $11/page Learn More Sometimes back the Saudi government did not want to yield to the introduction of other foreign languages but of late the Saudi leadership has allowed the teaching of English to fight intolerance of other among the learners and allow for a more open and accommodative society to the other cultures. As the society moves towards global stage it is important for the citizens to freely communicate with the rest of the globe and the introduction of this bilingualism has had its advantages towards enhancing effective communication between members of different backgrounds. Saudi Arabia occupies a notable position in world affairs and therefore there is need for language policy that may be useful for multilingual society that is out there. This is seen in the diplomatic challenges that it faces. Ramirez (1985) argues that language is crucial for â€Å"the multilingual multicultural awareness in national security diplomacy and commerce†. Ramirez further observes that it is crucial for any society that provides product to have the language competence that will inform the cultural sensitivities around the globe. English language has gained an almost universal use all over the world. Many global higher education providers use English as their medium of instructi on Graber Stoller (1997).What is more crucial, international events are held in this language; not forgetting the large networking sites that have gripped the communication scene in the whole world. Saudi Arabia is not spared in this fast paced global onslaught. What is encouraging is that Saudi Arabia government has made a deliberate effort to move the education standards a notch higher. However there is need for a more results oriented program for the English language in the country. There are however, encouraging signs as the government now funds schools and now most schools are now teaching English language as an independent subject.Advertising Looking for coursework on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More The demand for English in Saudi Arabia is rising due to the advent of the information age. Parents on the other hand are willing to invest in it even organizing for private English language lessons for their children. Records further show that the Saudi government has increased its general funding for education programs through even provision of scholarships. According to Shamary (2008) most of the students are given scholarships to study abroad, in most cases United States of America. One can easily see the need for proper English teaching at elementary level. The Saudi government has therefore even gone further to adopt the English Proficiency test to monitor the quality of the English language. Cummins (1981) However I propose that for better results there is need for a proper immersion program for at the school level. It is well established that it is easier for a language to be acquired at a younger age than at a later day in life. That is why it is crucial for the program that is mandated to handle language to consider this. The advantages of learning while young are many. Firstly, it is easier for that learner to develop a native-like accent. Baker (2006). Secondly, the learners usually need a shorter time of learning to be considered proficient in that language. Another advantage could be that it is easy for the learner to acquire other skills faster as it aids cognitive development. Though an older learner can have the advantage of using the first language to draw from, it is not usually for such a learner to have a native-like accent. Actually, what the older learner may have may just be competence but not the performance. The partial immersion project I would suggest will be based at school level. First of all there is need to know what immersion is. Immersion is a type of bilingual education in which the learners from the majority language speaking group are instructed through the second language and their first language simultaneously. Lyster (198 7). In this program I would suggest that several main subjects are taught using English (L2) and Arabic (L1). In this case the students will be taught predominantly in English, which is the language that the students will be in the process of acquiring. The subjects could include Mathematics, Geography, History and all the science based subjects. But this will require a lot of cooperation. The program is unique as it will not only vouch for partial immersion, based on the background of Saudi Arabia. Factors and Variables There are several factors and variables that have to be considered in this program. Linguistic characteristics, coupled with how languages are interrelated play a major role in how fast learners can benefit from an immersion. For example, according to Garcia (2009) â€Å"†¦ Romance languages, such as Spanish and Italian, share characteristics, while Dutch, German, and Danish, as Germanic languages, have some things in common†. English and Arabic do not s hare these semblances; therefore there is need for an elaborate program to make this program a success. Attitudes of the communities and students should be considered. If in cases where there has been some skepticism, there is need for some enlightening by the government. It is good that the Saudi government supports its citizens to know about other languages as well. This is motivated by the accrued rewards for bilingual speakers. Economic factors that will go into implementing this program are to be considered. The good thing is that the government is funding students for this program, through grants and scholarships. There should be, however some challenges towards providing the relevant material. According to Garcia, there is need to look into the opportunity cost of the whole program. That means it should not just be about monetary cost, but other social challenges. Religious culture and ideology need to be considered. The Saudi set-up is that which epitomizes high Islamic devo tion. The culture is equally conservative as compared to that of the British people. By this, the program should majorly touch on those aspects of culture that do not contravene or contradict the Saudi culture. But it should be crucial for the learners to be informed that there are different cultures. Garcia (2009). There is also another major category known as the outcome factor. This involves linguistic factors and other social ones. But this program will focus on development of bilingual proficiency. This means that the goal here is to have two languages used. Language Maintenance This program will actually promote Arabic language maintenance, though English will be the target language. This is in line with the program as practiced in the Doha Academy in Qatar. This will be in such a way that, as the children are immersed in English, they will at the same time be exposed to strong Islamic religious studies and also the Arabic language. In class for example, separation of boys fro m girls in class will be maintained. This will ensure that by the time the children mature they will be bilingual. Since the Saudi Arabian context is a bit unique, I would suggest that the students are exposed to partial immersion in certain subjects this is due to the fact that it is important a most of the students may not have the chance to be exposed to the second language outside class. It is therefore crucial for them to be exposed to L2 as much as possible in class. However, the way the content is rendered should be accommodative. That means that there should be a lot of illustration done by the teacher to ensure that the concepts are acquired by all the students, especially in cases where there is need for concept elaboration, the instructor should take time to illustrate using both languages. It has been established that the Saudi Arabian students have a major problem at the phonological level. Oral proficiency has been the biggest challenge for the learners while using Eng lish for expression. To cater for this problem the program suggests that there is an early immersion, which means that at nine to ten years old, there should be an immersion program in place. This will handle the issue of phonological proficiency. We know from researches that native-like accent can only be achieved at this age. This is because English and Arabic differ in spelling to sound correspondences. So the earlier the learners are subjected to this language the sooner they develop the strategies aimed at mastering the challenges of phonological variations. In fact Lesaux Siegel (2003) feel that such phonological awareness does continue even as the learner grows. But such a program should be carefully implemented. The schools will be expected to have enough resources for the implementation of the program. These resources will include both the teaching and learning resources. The government should therefore have enough funds for such a program so as effective L2 learning is ac hieved. Another aspect of the program is that the language policy will be that which will require that a native-like proficiency is achieved. This should not be misconstrued to mean eventual abandoning of the culture of L1, but, language teaching should aim at oral proficiency in both languages which at the same time stressing the need for appreciating other cultures. Class size The class size should be a maximum of 40. For those that wish to create smaller classes have the freedom to do so. This will basically depend on the type of resources at hand. Traditionally classes in Saudi Arabia have always been smaller. This is good for teaching as it allows for an even higher teacher student ratio. The purpose of the program is actually directed at the learners becoming a proficient bilingual, while at the same time being competent in other subject areas. The program is designed to provide an additional language to the L1 of the learners. Brown Yule (1983). It is designed not to overshad ow the Arabic language. Actually it is not intended to replace Arabic but it is in essence designed to also enhance L1 and L2 skills mutually. The Saudi government supports Arabic language and therefore the partial immersion considers this. At some time there were fears from parents and some quotas that native culture is threatened by this. This is not true considering the design of this program is that while promoting the local culture, it provides an opportunity for the learner to be taught about another culture, hence achieving one of the objectives of the program. To even assure that the two languages are treated equally assessment is done in both English and Arabic, though instruction at later stages is done in L2. Content In this partial immersion in the school, there will be great emphasis on the content. Though content based learning will not be emphasized at elementary level, there is need for content based learning after year nine. Research has shown that content based ins truction plays a major role in acquisition of other competencies. First the students gain proficiency in language at a faster rate than those who use other non-immersion programs. Their performance in standardized exams has equally been noted. This is so because the concepts pertaining to the subjects are usually already familiar through their usual interaction in the language, not forgetting the role played by L2 in cognitive development as early observed. For this program issues to do with vocabulary, syntax and even phonology should be given credence. Another inference drawn from such performance is that through content-based instruction not only does one learn about language, but also content. They also experience increased motivation to learn as they are exposed to concepts using different medium. Also driven by increased chances of getting employment, many students usually have a heightened interest to excel in the second language and also other subjects in which the medium is used. Graber and Stoller (1997) have observed that language acquisition occurs in context and therefore since there is content based instruction provides a context through which meaning can be inferred communication is usually effective hence effective learning. This is unlike in situations where facts and notions are taught in isolation. The program will therefore provide material that is full of content to the learners. This will also provide the relevance needed for the learner to get meaning easily. Materials Another area that is of great use for the program has to do with the study material. Though this may pose a little challenge to the budget in the school, it is necessary that such is looked at seriously as it is critical to the success of this partial immersion program. There will be need for the schools to provide computers for the online interaction to aid first in motivation. These will also act as a platform through which the learners will see the importance and even p ut to practice what is learnt. For instance it could be instructive to ask the learners for instance to write and post their creative works online for the rest to enjoy. This will motivate many to develop that self drive to perfect their language. Proper language environments like the language laboratory should be in place so that every aspect of language can easily be handled, for instance aspects to do with phonological challenges that most Saudi learners encounter. It is not easy for the learners to achieve an almost native-like accent unless they are exposed to the proper articulation of the phonemes of the second language. The materials prepared for learning should cover different aspects. For example to cater for the cultural aspect it is crucial that the material used reflects the cultural attribute of the speaker of both languages. In most cased L2 culture should be taught since most of the students in Saudi Arabia only know of their culture. The Saudi government on top of o ffering scholarship it is important for it to put in more effort on providing sufficient fund to obtain the relevant material necessary for effective teaching of English. These will go a long way towards providing right charts, models, books, audio-visual equipment and many others. Assessment There should be clear assessment criteria in the program. One notable thing is that assessment should not be seen as a way of looking for mistakes, learners will first of all be informed as to the importance of assessment. The program will therefore adopt a flexible internal assessment. For example in creative writing, it is not important for the teacher to correct mistakes so that learners can freely release their full creative potential, without fear of their mistakes being pointed out. In other areas there should be external assessment that will be used to show the progress. This progress is crucial to the teacher as s/he will be able to identify some of the problem areas that need spinning. Saudi Arabian government has for example embraced an external language proficiency test too, which helps in benchmarking the standards with those of other nations in English language. Teachers The role of the teacher in this partial immersion program is quite important. Given the situation in Saudi Arabia, one can easily tell that for effective English language teaching, there is need for the teaching needs to be looked at in great detail. First of all there is need for teacher re-training so that most may become familiar with the needs of the program’s demands. This training could range from content handling, teaching methods, material preparation, lesson preparation and many others. Other areas that are of great concern have to do with handling the demands of L2 in school. Actually, the need for proper professional development should be a priority. This could be done through benchmarking with other models. In such cases the teachers could be exposed to how things are done in other model immersion programs abroad. Boutin (1993). The teachers may in turn come and induct the rest for the success of the program. The curriculum documents used should be specific and should reflect immersion program’s objectives. To curb a situation where the teachers may have reservations to bilingualism, there is need for in-service induction training that emphasize the need for bilingualism. There has been a situation where sometimes the school administrators and other staff may not be aware of the benefits of bilingualism. They may in the process fail to contribute the desired output to the language acquisition. For instance content taught by the science teachers can be backed by provision of an English language dictionary so that the students may equally get the vocabulary of the concept being taught in English too. Campaigns to enlighten the parents and the wider communication on the benefits of bilingualism should be carried out so that the program does not me et any form of resistance. When this is achieved, then learning will be smooth and learners will be motivated to learn the language and the culture of its native speakers. Lesson plans and materials relevant for the partial immersion program are supposed to be carefully crafted. That is why the teachers engaged in the program will be provided with ample release time to prepare lesson plans and arrange the other material necessary for lesson execution. The type of learning needs at various stages do vary with proper induction; the teachers handling the program should be equipped with the correct skills to master what is required at the different levels. For instance, learning usually varies from teacher centered approach at program inception and implementation to student centered as the students advance in the learning stages or classes. The level of language activities also varies with this stage development. Analysis This program will greatly aid second/foreign language acquisition since it considers the various aspects that are typical of the Saudi environment. First of all, the program as we are told, takes an integrated approach to learning. This means that no particular way dominates. The program did not consider total immersion approach. This is because the writing systems in English and Arabic are quite different. This would be disadvantageous in the long run, but the program has averted this and this is why it takes multi-stage approach. In the program only learners are introduced to content and outcomes that go along with that particular stage. What the program aims at is actually acquisition of linguistic skills that will guarantee achievement in the higher grades. The hybrid program also ensures that learners are exposed to the relevant material necessary for language acquisition. By this, the learners will for instance, know how to interact effectively online in the second language through exposure to the various aspects of culture of native Englis h speakers. Cognitive development is also enhanced when one is introduced to second language Macnamara (1966). Through this development, the learners will excel in both languages as they will discover that there is another medium which is worth exploring. With the government’s support for English language learning, enough resources that are needed for its acquisition will be greatly funded. These could be the teachers, books, rooms, computers etc. the program clearly vouches for a situation where the right resources are availed for proper language teaching. To achieve a native-like accent and proficiency, this hybrid program proposes that language be taught at different levels of complexity. This program, based on research carried out earlier, advocates for early exposure of the learners to the English language specifically this should be at the elementary school. Another major area that will provide effective acquisition has to do with content. The program has gone to a grea ter detail in elaborating the content areas that will be given credence. It has for example singled out the areas such as vocabulary acquisition, phonological aspects and even the syntactic aspects that need serious attention. This conclusion is based on several findings that had established that these were the problem areas by Saudi learners. To add on content is the content-based instruction. This approach will assist learners to develop concrete meanings derived from concrete experiences that they are subjected to. It has long been established for learners to conceive meaning from abstract concepts. But in content-based approach, the learners are able to get the ‘form’ of what is being talked about, and by this, it will be easy for them to remember the concepts that are learnt. Perhaps the vocabulary aspects in this situation usually are the greatest beneficiary. This is so because the learning activities may include the teacher preparing the learners to the vocabula ry that may be encountered in the lesson, and this will aid in comprehension of the concept while at the same time enhancing language acquisition. In practice, the program has put a lot of emphasis on the teaching needs of the program. It has been long established that Saudi government has had its share of staffing problems. First of all, this has been occasioned due to the high demand for English by students, thereby stretching the available number of teachers. Boutin (1993). There is also another problem where some of the expatriate teachers who are taken as mentors are not trained teachers. Another challenge has been that even the teachers who are trained, may lack the requisite knowledge to handle this partial immersion program. This program has noted this plus many other challenges and vouched to teacher re-training/induction to handle the peculiar challenge that the English language requires, under this partial immersion program. Another crucial milestone that the program has put is that of assessment. We are told that at times to put assessment in all aspects of language learning may at times hinder advancement. This is true in the creative writing. By leaving out assessment in such may encourage the students to expose their creative prowess, thereby develop the motivation and the competence to acquire the language. Due to the revolution in technology, the program has embraced learning that encourages the interaction of the students with technology. This could be through posts on the internet networking sites and generally, exposure to the potential that the language exposes one to. It can take the learner beyond the national boundaries. Armed with this awareness, the learner develops the impetus to master the language even more. The class size has a big impact on the language acquisition. A larger class is detrimental to learning as it diminishes individual attention. The program guarantees that a class of no more than thirty five is permitted. Reasons for the content areas to be taught The content areas that have been selected in this program are varied. One major reason is the level of the learner. The learner is given tasks that s/she can manage according to the level. Another reason is that phonological aspects have been found to be a major problem with Saudi students. Since Arabic, which most students speak, has a quite different phonological system as compared to English. It is this radical variation that gives the students a lot of trouble when they learn English. Syntactic aspects have also been given credence in the study. The reason as to why that is so is because many Saudi learners, research has established have a lot of trouble with verb agreement. This could be perhaps due to the diverse sentence structure between Arabic and English, the target language. Conclusion This partial immersion program is set up with very ambitious English language fluency goals. It is for this reason that it advances the notion of early e xposure to language aimed at enhancing a native-like fluency. Fluency in language has been known to be achieved only if the learner is exposed to language at a tender age. The program has set up proper mechanisms through which learners are motivated to learn the English language without any external inhibitions and interference. That is why it propagates for adequate provision of learning and teaching resources. The program has not also forgotten to reflect the benefits of proficiency, keeping in mind the technological, social and even economical global trends that are currently taking shape. Ultimately, the program shows that to increase the numbers of the learners who are proficient in English, there is need for careful attention to the policy of English of the Saudi government. There is need for total revamping of the whole education policy regarding language since second language proficiency has benefits that are unfathomable both to the learner and the nation at large. Referenc e List Baker, C., (2006). Foundations of Bilingual Education and Bilingualism. New York: Multilingual Matters. Boutin, F., (1993). A Study of Early French Immersion Teachers as Generators of Knowledge. Foreign language Annuals, 26, (4), 511-525. Brown, G., Yule, G., (1983) Teaching the Spoken Language. New York. Cambridge University press. Cummins, J., (1981). The Role of Primary Language In Promoting Educational Success For Language Minority Students. In California in State Department of Education. Schooling and Language minority students: A theoretical framework. (PP3-49). Los Angeles: California State University, Evaluation, Dissemination, and Assessment Center. Garcia, O., (2009). Bilingual Education in the 21st Century: A Global Perspective. New York: Wiley- Blackwell Grabe, W., Stoller F., L., (1997). Content Based Instruction: Research Foundations. New Jersey: Cengage Hakuta, K., (1986). Mirror of Language. The Debate on Bilingualism. New York: Basic Books Lee, P., (2006). C ognitive Development in Bilingual Children: A Case for Bilingual Instruction in Early Childhood Education. The bilingual Research Journal, 20 (34) 499-522 Lesaux, K., N., and Siegel, S., L., (2003). The Development of Reading in Children Who Speak English as a Second Language. Lyster, R., (1987). Speaking Immersion. The Canadian Modern Language Review, 43, (4), pp. 701-717. Macnamara, J., (1966). Bilingualism and Primary Education. New Jersey: Cengage Ramirez, G., A., (1985). Bilingualism through Schooling: Cross Cultural Education for Minority and Majority Students. New York: SUNNY PRESS Shemary, A., (2008). Saudi Arabia: US Preferred Destination for Students, Ashraq, Alowsat. Snow M., A., Brinton, D., M., (Eds). The Content-Based Classroom: Perspectives on Integrating Language and Content (PP5-21). New York: Longman.

Frankenstein by Mary Shelley An analysis of some of the themes and motifs in Shelleys novel

Frankenstein by Mary Shelley An analysis of some of the themes and motifs in Shelleys novel Adham KarimAlienation Isolation in FrankensteinMary Shelley develops the theme of alienation and isolation and its consequent increase of hostility through various characters throughout her novel Frankenstein. The theme may have originated from various elements, including Mary Shelley's father, William Godwin, who felt that the isolated individual would become vicious. This idea was shared by Shelley and manifested in the characters, Victor Frankenstein and his monster (The Journals of Mary Shelley). These two individuals were not born hostile, however, but were driven to perform their hostile actions in order to force the acknowledgement of their existence.A third character with whom Shelley identifies the theme of isolation would be Robert Walton, the seafaring adventurer who is narrating the story. Although he is surrounded by a ship full of men, Walton confides early on to his sister that he feels isolated because none of the members of his crew could "keep hardly a word with me ."Manuscript page from Frankenstein by Mary ShelleyFurthermore, Shelley portrays Walton's isolation through his instant friendship with Frankenstein, and intellectual being.From early in the story, the reader can visualize Frankenstein's isolation when speaking of his youth. He says that his father was the only one who had educated him when he was young; therefore, he never attended any formal schools, or interacted with many children his age. It is this type of isolation that will later lead to Frankenstein's creation of the demon.Frankenstein, at college, had found a keen interest in natural philosophy, and, because he wasn't accustomed to social interaction, had soon immersed himself in his studies, rather than meeting new acquaintances, unlike his friend Henry Clerval, who would always engage himself in conversation with new friends. In the midst of working hard to discover the "secret of life," Frankenstein lost all sense of morals and...

The Mausoleum at Halicarnassus

The Mausoleum at Halicarnassus The Mausoleum at Halicarnassus was a large and ornate mausoleum built both to honor and hold the remains of Mausolus of Caria. When Mausolus died in 353 BCE, his wife Artemisia ordered the construction of this vast structure in their capital city, Halicarnassus (now called Bodrum) in modern Turkey.  Ã‚  Ultimately, both Mausolus and Artemisia were buried inside. The Mausoleum, considered one of the Seven  Ancient Wonders of the World,  retained its grandeur for nearly 1,800 years, until earthquakes in the 15th century destroyed part of the structure. Eventually, nearly all of the stone was taken away  to be used in nearby building projects,  particularly for  a Crusader castle. Who Was Mausolus? Upon the death of his father in 377 BCE, Mausolus  became the satrap (a  regional governor  in the Persian Empire)  for Caria. Although only a satrap, Mausolus was like a  king in his realm,  ruling for 24 years. Mausolus was descended from the indigenous herdsmen of the area, called Carians, but appreciated Greek culture and society. Thus, Mausolus encouraged  the Carians to  leave  their lives as  herdsmen and embrace the Greek way of life. Mausolus was also  all about expansion. He moved his capital city from Mylasa to the coastal city of Halicarnassus and then worked on a  number of projects to  beautify the city, including building a large palace for himself. Mausolus  was also politically savy and was thus able to add several nearby cities to his  realm. When Mausolus died in 353 BCE, his wife Artemisia, who also happened to be his sister, was grief stricken. She wanted the most beautiful tomb built for her departed husband. Sparing no expense, she hired the very best sculptors and architects  that money could buy. It is unfortunate that Artemisia died just two years after her husband, in 351 BCE, not seeing the Mausoleum of Halicarnassus completed. What Did the Mausoleum of Halicarnassus Look Like? Built from  about 353 to 350 BCE, there were five famous sculptors that worked on the exquisite tomb. Each sculptor had a portion that they were responsible for   Bryaxis (north side), Scopas (east side), Timotheus (south side), and Leochares (west side). The chariot on top was  created by Pythis. The structure of the Mausoleum was made up of three parts: a  square base on the bottom, 36 columns (9 on each side) in the middle, and then topped by a stepped pyramid that had 24 steps. All of this was covered in ornate carvings, with life-size and larger-than-life statues abounding. At the very top was the piece de resistance the chariot. This 25-foot-high marble sculpture consisted of standing  statues of both Mausolus and Artemisia riding in a chariot pulled by four horses. Much of the Mausoleum was made out of marble and the entire structure reached 140 feet high. Although large, the Mausoleum of Halicarnassus was known more for its ornate sculptures and carvings. Most of these were painted in vibrant colors. There were also friezes that wrapped around the entire building. These were extremely detailed and included scenes of battle and hunting, as well as scenes  from Greek mythology that included such mythic animals as centaurs. The Collapse After 1,800 years,  the long-lasting Mausoleum was destroyed by earthquakes that occurred  during the 15th century CE in the region.   During and after that time,  much of the marble was carried away in order to build other buildings, most especially a Crusader fortress held by the Knights of St. John.   Some of the elaborate sculptures were moved into the fortress as decoration. In 1522 CE, the crypt that for so long had safely held the remains of Mausolus and Artemisia was raided. Over time, people forgot exactly where the Mausoleum of Halicarnassus had stood. Houses were built on top. In the 1850s, British archaeologist Charles Newton recognized that some of the decorations at Bodrum Castle, as the Crusader fortress was now called, could have been from the famous Mausoleum. After studying the area and excavating, Newton found the  site of the Mausoleum.  Today, the British Museum in London contains statues and relief slabs from the Mausoleum of Halicarnassus.  Ã‚   Mausoleums Today Interestingly, the modern word mausoleum, which means a building used as a tomb, comes from the name Mausolus, for whom this wonder of the world was named. The tradition of creating mausoleums in cemeteries continues around the world today.  Families and individuals build mausoleums, both large and small,  in their own or others honor following their deaths.   In addition to these more  common mausoleums,  there are other, larger mausoleums that are tourist attractions today.   The worlds most famous mausoleum is the Taj Mahal in India.