Christians and Muslims :: Religion, The Quran, The Bible

Why Dont Christians Accept the Quran as a Revelation of God? Everything in the Quran that agrees with the leger is accepted by Christians. However, Christians will not accept the Quran as a divine revelation if any part of the Quran contradicts either the script or the Quran itself. The Creation StoryChristians believe that Heaven and Earth were created in six days. This is stated in the Bible and some verses of the Quran. But, the Quran in Sura 419-12 tells us that the earth was finished in six days, and the heavens took an additional two days to create. How can this be? The Bibles creation story is consistent from beginning to end wherein the Qurans creation story changes from six days in Sura 754 to eight days in Sura 419-12The Crucifixion of JesusThe most compelling contradiction for a Christian concerns the death of Jesus. The Bible tells us that Jesus was crucified and died upon the cross. The Quran in Sura 1933 agrees with the Bible. Yet, Sura 4157,158 denies the deat h of Jesus. Which one is true? Jesus did not die (Sura 4157,158), or Jesus did die (Sura 1933)the day I was born, and the day I die, and the day I shall be raised alive Mary the get under ones skin of JesusThe Bible tells us that Mary was the mother of Jesus, and Miriam was the sister of Moses and Aaron. The Koran names Mary as the sister of Aaron, when Aaron lived 1570 years before Mary (Sura 1928). If the Koran is perfect, why doesnt it differentiate between Miriam, the sister of Moses and Aaron, and Mary who became the mother of Jesus Christ (Sura 1928)? Also, Mary was not from the tribe of Levi, barely from the tribe of Judah.Is Alcohol to be Enjoyed or Is It Evil?In sura 4715, those who keep their duty to God are promised rivers of wine. In sura 590, alcohol is referred to as Satans handiwork.Noahs Family was Saved from the FloodThe Bible teaches that Noah and all his children were saved from the flood in Genesis Chapters 7-8. The Quran agrees with this in Sura 2176, but i s contradicted in Sura 1143. Which part of the Quran is true? Noah ... we saved him and his household from the great affliction (Sura 2176) or, Noah cried unto his news .

Its a Neighborhood Bar :: Essays Papers

Its a Neighborhood Bar For a group project assigned in our Advanced Composition class at the University of Arizona, four of us decided to research the Morenci Mine Strike of 1983. When we left Tucson early iodin morning, we had no idea what to expect. The bosh was so muddled and had been so misconstrued with the passage of time and the fermentation of emotion, that we started to feel like Scooby Doo and his gang of amateur detectives. We even jokingly started calling my Nissan Altima the Mystery Machine. I had read about a bar called The Refrigerated Cave in a book by Barbara Kingsolver called Holding the Line, and was interested in learning more about it, so gird with nothing but Morenci-Clifton-Safford phonebook we drove down the main highway in search of it. Our visit to The Cave turned out to be one of our most informative stops that day. We saw the sign on the side of the road through the window of the car, but finding the entrance was another story all together. afte r(prenominal) we pulled into the dirt parking lot, the other three members of my group and I stepped on to a rickety looking wooden bridge and looked everyplace the side. The rushing water below looked to be maybe four inches deep, but the creek bed was completely invisible under the unnatural looking decay colored torrent. On the other side of the bridge, at that place was a staircase leading to a door, and a elbow room leading around the corner of the building. After deciding that the staircase door looked more like a residence than a bar, we chose to follow the path around the building. Around the corner there the path begins a steep decent to another door with a greathearted square sign over it reading The Refrigerated Cave.When we walked through the door, I had to nictate several times to adjust to the darkness. The bar was all but empty when we entered. It was only about 200 in the afternoon, so it was not surprising that there was only one man sitting at the end o f bar talking to a female bartender. They were situated in front of a large T.V., maybe sixty inches or more, with horrible reception. The movie Grease was playing and Olivia Newton John and John Travolta were singing about summer days and nights plot of ground we surveyed our surroundings.

What Is Psychology? :: essays research papers

In todays fast paced society many people have a tough prison term dealing with their problems, this is where the psychologist comes into play. Psychology by definition is, the science dealing with the mind and the mental and emotional processes. A lot of times, the psychologist will use the scientific rule in finding a diagnosis for the patient. They will determine if they see a pattern, make a hypothesis and make conclusions to help the end result. I feel that psychology has an excellent claim to being called a science. The human brain is so complex, we need to definitely study it so we in telephone number can find out more about our creator. From a Christian perspective, I feel that psychology has its benefits however if the psychologist thinks that he/she is solving all of the problems is all wrong. God put them in a position where they could help others fix their problems if they misuse that power they are basically betraying God. On the other hand, understanding wherefore God made our minds the way he did will only give us a better understanding of him. When God created us he gave us intelligence so that we could have a personal relationship with him. As Christians it should be one of our goals to find out more about this branch of science. Thus, I feel overall that psychology has a major potential to help us understand what it really means to be totally committed to Christ.When feel at the other sciences, the hard sciences tend to use more physical proof then patterns discovered. Science by definition is the state of fact or knowledge. To leave science that wide open would be a mistake. That is why we see the many different divisions of science. Though each has a different line of business of study, they all do form one giant puzzle. Scientists in every field use some sort of scientific method to solve their problems. If they didnt relate, we would see many contradictions between all the sciences.

Duffys Feelings in War Photographer and Stealing :: Carol Ann Duffy War Photographer Stealing Essays

Duffys Feelings in War Photographer and StealingExplain how chant Ann Duffy conveys her feelings towards the subjectsof the two poems War Photographer and Stealing.War Photographer and Stealing by Carol Ann Duffy are both poems to the highest degree outsiders. She often uses dramatic monologues when writingpoems, and Stealing is an effective example.War Photographer was written after Duffy had a conversation with awar photographer named break McCullin. I believe that he must haveinspired her to write this laudable poem. Stealing too is based on atrue event. When Duffy lived in Wimbledon her neighbours snowman wasstolen.The fit of this poem is established on the first line this beingin a dark room where he is finally alone. Because the setting isaway from the action of the war, it describes the results indirectlyso that it is less(prenominal) graphic, whereas Stealing explores the psychologyof an anonymous outsider with anti-social behaviour and feelings. LikeWar Photographer, Stea ling is about someone who is isolated fromsociety and shows evidence of being distressed. However, in this poem,the narrator is the character and he is angry and resentful.In both of the poems she uses the expressions and speech rhythms of aneveryday conversation. Stealing starts with a question, The mostunusual thing I ever stole?, which I think, makes the poem to a greater extentinteresting and intriguing for the readers as well as making it moreconversational. The question is then answered with A snowman. Thisis quite a shocking and unusual thing to dislocate and I believe this willgrab the readers interest. By making the poem more conversational, itmakes it more ain and gets us more intrigued and makes us thinkabout the unusual question at the start of the poem. This is effectiveas it makes the poem feel more realistic to the readers and conveysher feelings to the poem in a more personal manner.Both of the poems are about anonymous people. In War Photographerthe main character is identified as a man. Duffy portrays this man asan outsider. She refers to him as a priest preparing to tone amass. All flesh is tidy sum is another effective example of religiousimagery. I believe it means that there was so much death where he wasphotographing that the grass was covered in bodies. It is also linkedto the Bible as it is said to mean walking on death. The use ofreligion in this poem has a difficult link to Duffy as she is said to bea Catholic. This makes the poem more personal as it shows that

Alexander III Essay -- essays research papers

Alexander III     According to Plutarch, Alexander was born on the sixth of Hecatombaeon(July) in the year 356 B.C. He was the son of Philip, king of Macedon,andOlympias. Supposedly on the day he was born the temple of Artemis burnt down,signifying his future glory. Not much is cognize of the youth of Alexander. Itis known that he was taught by Aristotle and had a love of the Greek epic poems.One famous story from his youth is told in Plutarchs life of Alexander.Philonius the Thessalian brought the horse Bucephalus to Philip offering to trade inhim for thirteen talents. Philip and his attendants brought the horse to afield to try him. When they got there none of Philips attendants could evenmount him. They were leading the horse away when young Alexander asked for achance to ride him. A wager was do that if Alexander could not ride the horsehe would pay the price for the horse. After the wager was made Alexander tookthe horse and pointed him in the direction o f the sun. He had noticed that thehorse was afraid of his own shadow. He then mounted the horse and began to ride,to the amazement of each who watched. When he got off the horse Philip kissedhis son.     Plutarch also tells of Alexander entertaining Persian ambassadors whilehis father was not present. When Alexander was 16 Philip left him in stir up ofMacedon when Philip went to fight the Byzantines.     When Alexander was 20 his father was murdered at the theatre. Some saythat Alexander had a part in the plot to assasinate his father yet almost allagree that his mother Olympias was a key figure in the death of Philip.Whatever the case may be Alexander took the hindquarters in 336 B.C.     Alexander is known for his conquest into Persia. When there, heperformed hellenization. Hellenization is the attempt to become "Greek."Alexander helped this process along in the lands that he conquered.    &nbs pAnother of the things that Alexander did was he slew up cities where everhe went. Garrisons were left in these cities. These colonists would become theruling class. They would then impose laws or rules to promote hellenization.Also in these cities gymnasiums were set up. Gymnasiums were the center of mostGreek cities. What better way to make Persian cities sim... ...at the theatre, Hephaestion ate a fowlfor dinner, and drank a large draught of wine. He right away fell ill and shortlythereafter, died. Alexander was so completely upset that he ordered the tailsand manes of all the horses be cut to instal respect. He then crucified the doctor,Glaucus.     Alexander III had another party in Susa. Susa was the adminsrativecapital of the Persian empire. Alexander first went to Susa shortly after theBattle of Gaugamela. in that location he took control of the money, totalling 50,000talents($60 million) as well as the rest of the royal property.      Alexander was again in Susa in 324 B.C. There he performed a massmarriage. Between eighty and a hundred Macedonian officials took one Persianwomen each, including Hephaestion and Ptolemy. Alexander himself took two newbrides. The wedding was done in traditionalistic Persian style. The bridegroom wouldsit down in chairs, after a toss the brides came in, took them by the hand, andkissed them. Every guest that sat down for the banquet(roughly 30,000) had a favorable cup before them. The celebration went on for no less than 5 days. There wasalso a big parade in the park.

Alexander III Essay -- essays research papers

horse parsley III     According to Plutarch, Alexander was born on the sixth of Hecatombaeon(July) in the year 356 B.C. He was the son of Philip, king of Macedon,andOlympias. Supposedly on the day he was born the temple of Artemis burnt down,signifying his future glory. not much is known of the youth of Alexander. Itis known that he was taught by Aristotle and had a love of the Greek epic poems.One famous story from his youth is told in Plutarchs life of Alexander.Philonius the Thessalian brought the vaulting horse Bucephalus to Philip offering to sellhim for thirteen talents. Philip and his attendants brought the horse to afield to try him. When they got there none of Philips attendants could evenmount him. They were leading the horse away when young Alexander asked for achance to ride him. A wager was made that if Alexander could not ride the horsehe would even out the price for the horse. After the wager was made Alexander tookthe horse and pointed him in th e direction of the sun. He had noticed that thehorse was afraid of his own shadow. He hence mounted the horse and began to ride,to the amazement of all who watched. When he got off the horse Philip kissedhis son.     Plutarch also tells of Alexander entertaining Persian ambassadors whilehis father was not present. When Alexander was 16 Philip left him in charge ofMacedon when Philip went to fight the Byzantines.     When Alexander was 20 his father was murdered at the theatre. Some saythat Alexander had a man in the plot to assasinate his father but almost allagree that his mother Olympias was a key figure in the death of Philip.Whatever the cheek may be Alexander took the throne in 336 B.C.     Alexander is known for his conquest into Persia. When there, heperformed hellenization. Hellenization is the attempt to become "Greek."Alexander helped this process along in the lands that he conquered.   &nbs p Another of the things that Alexander did was he set up cities where everhe went. Garrisons were left in these cities. These colonists would become theruling class. They would then impose laws or rules to promote hellenization.Also in these cities gymnasiums were set up. Gymnasiums were the center of mostGreek cities. What better way to make Persian cities sim... ...at the theatre, Hephaestion ate a fowlfor dinner, and drank a large draught of wine. He quickly fell ill and shortlythereafter, died. Alexander was so completely upset that he ordered the tailsand do work of all the horses be cut to show respect. He then crucified the doctor,Glaucus.     Alexander III had another party in Susa. Susa was the adminsrativecapital of the Persian empire. Alexander first off went to Susa shortly after theBattle of Gaugamela. There he took control of the money, totalling 50,000talents($60 million) as well as the rest of the royal property.     Ale xander was again in Susa in 324 B.C. There he performed a massmarriage. Between eighty and a hundred Macedonian officials took one Persianwomen each, including Hephaestion and Ptolemy. Alexander himself took two untestedbrides. The wedding was done in traditional Persian style. The bridegroom wouldsit down in chairs, after a toss the brides came in, took them by the hand, andkissed them. Every client that sat down for the banquet(roughly 30,000) had agold cup before them. The celebration went on for no less than 5 days. There wasalso a heavy(a) parade in the park.

Othello – Power of Words

Othello Words of Power December 12, 2011 The famous saying, The pen is mightier than the sword means that with words and brains, it can become a great weapon than a sword. If such a person was to convey this power with words, then one shall lead to great things, if the person wishes to do so. In the comprise Othello by William Shakespeare, Iago uses his skills with persuasion and words to captivate the minds around him in reaching desired outcomes. Iago definitely demonstrates his powers with his words in the play on objet darty occasions. He firstly captivates Roderigo in doing whatever he chose him to do.The simple minded Roderigo was not the only one, as Cassio is set up into Iagos traps next. Lastly the great Othello is wrapped up by Iagos tongue and is tossed around as Iagos allow. To catch a fish, bait and a hook is required, in the drama Iago plots, Cassio is the bait. Cassio is the man who provokes Othello and un shrewdly kills Othello. Iagos intentions were to take Cass ios congeal in the ranks, because Othello gave the position to Cassio instead of him. Iago does this by exploiting Cassios biggest flaw, his lack of drinking. Iago uses his fancy speech and talents in song, King Stephen was a worthy peer ith that he called the tailor lown. (II. deuce-ace 89-92) ,to encourage Cassio to drink multiple doses. This causes Cassio to get in a fight which results in Othello removing his position. Reputation, record, reputation Oh, I have lost my reputation I have lost the immortal part of myself, and what remains is bestial. (II. iii 262-265) After being de-ranked by Othello, Cassio is haunted by the fact that he lost his reputation, and Iago convinces him reputation is worth nothing. Later on however, he tells Othello that reputation to him is everything. This is middling another example of Iagos steering of manipulating peoples thoughts of him.Post being de-ranked by Othello, Iago convinces Cassio to talk to Desdemona about get his rank back. Ia go tells Cassio, if he can get Desdemona to sweet talk to Othello about you, then you will get your position back for sure. Cassio agrees with Iago having no clue this is just to make Othello jealous. Iago chooses Cassio to be used as bait because Othello already thinks Cassio is more suitable than himself for Desdemona. Cassio fails to recognize any of the jealousy by Othello so he continues to savor and get on the good side of Desdemona, which just leads to more jealousy by Othello.Iago trapped Othello and Cassio in a predicament that they cannot escape. Roderigo, a simple man with a simple mind, a man who lets himself trust others more than his own judgment at successions, is completely clouded by Iagos words. From the first pages of the play, Roderigo is seen doing what Iago chooses and obeying willingly. Were I the tie up I would not be Iago. In following him I follow but myself For daws to peck at. I am not what I am. (I. i. 5765) present Iago clearly states his motives a nd expresses that he is not who he appears to be. He is letting everyone know the nice, kind Iago is not the true self.Despite all this, Roderigo is still wrapped up in Iagos lies and continues to do as Iago wishes. Roderigo spends all his money on Iago to hope that Iago can work his magic and make Desdemona his. Iago is constantly letting Roderigo know that Desdemona will soon be his, he tells Roderigo Desdemona will soon come to her senses and run to him It is merely lust of the blood and go without her. (Shakespeare, I. iii. 377-404). Even when Roderigo was on the verge of putting to death Iago because the promises are not coming true, he is still convinced by Iago to do one more task.This ultimately leads Roderigo to his death, because Roderigo never stopped to think everything through. When Roderigo fails to obtain what Iago planned for him, Iago backstabs him and kills him. The dramatist Iago, is willing to do anything to keep things running smoothly for him. Iago uses Roder igo to set off his drama show, and Roderigo is played by Iago wonderfully. The general of Cyprus, the man who has won countless wars, and the hero of the city, Othello. Despite all these winning characteristics, he still lost to the twisted words of Iago. Othello, an honest black man who falls in love with Desdemona, and she him.At the beginning of the play, Othello had full trust in Desdemona and was happily married to her. As Iago steps in however, that all changes. Ill have our Michael Cassio on the hip, jest at him to the Moor in the rank garb. For I fear Cassio with my night-cap too. Make the Moor thank me, love me and reward me. (II. i. 305-308) Iago says his plans to gain Othellos trust, just to betray him in the end. Othello treats Iago ilk a brother, and is constantly calling him Honest Iago. Iagos plan to destroy Othello is to destroy his love with Desdemona. He does this by making Othello think Desdemona is unfaithful.Iago acts very smoothly, directing the actions of oth ers without them knowing his true intentions. Iago would often be reluctant to speak, seeming innocent. When he does this to Othello, it gets Othellos curiosity to set off. I prithee, speak to me as to thy thinkings, as thou dost ruminate, and give thy whisk of thoughts, the worst of words. (III. iii. 131-133) Othello begs for Iago to speak here, because he cannot bare not knowing what Iago knows. With the speaking abilities of Iago, he is able to lie with such perfection that Othello has no choice but worry about his words, worry if Desdemona is really being unfaithful.Even when Othello would put this idea in the back of his mind, Iago would constantly remind him of it. The cleverness of Iago is demonstrated when he would look like he is helping a person, but the truth is otherwise. O, beware, my lord, of jealousy It is the green-eyed monster which doth mock the meat it feeds on that cuckold lives in bliss. (III. iii. 165-167) Iago seems like he is trying to warn Othello about je alousy, but by saying this he is actually getting Othello more jealous. Othello is unaware the entire time of Iagos plot to get what he wants.As Iagos lies dig deeper into Othellos mind, Othello is forced into an incurable sense of hopelessness about Desdemona, and Othello makes the grave mistake of killing her. Othellos trust in Iago left him listening to no one else, even when hes wife pleaded she is telling the truth. This is the effectiveness of Iagos way with words, and how he uses that to set up his drama, plotting everyone against each other to his benefits. Language, the humans way of communication, a necessity amongst the population, a tool and occasionally, a weapon.Iagos way of speech gives him the advantage over others. In the book Othello by William Shakespeare, Iago uses his way of words to clear situations that will lead to a result that favours himself. He manipulates Othello, Cassio, and Roderigo in ways that destroy each other but benefiting him at the same time. Iago expresses this characteristic end-to-end the play and he turns what would be a fairy tale ending story, into a drama with a tragic ending. Work Cited Shakespeare, William, and Roma Gill. Othello. Oxford Oxford UP, 1993. Print.

Imagery Tone and Word of Choice

Imagery, Tone and Word Choice An beginning can establish the mood of the story by either utilize figurative language or through using word of choice. Figurative language means the language that utilizes facial gestures or wrangle with a meaning which is alone different from the literal interpretation. It can also mean different actors line but that go for the same meaning. Word of choice is when you choose to use row that are descriptive and specific that tell your readers what you are trying to say. For example instead of using a word homogeneous sad or disquieted the author decides to use instead a word like sorrowful or morbid.Or instead of using a word like happy the author uses a word like overjoyed or pleasant to be specific to the readers. In the readings Beowulf and Grendel translated by Seamus Heaney, Beowulf translated by Francis B. Gummere, Beowulf translated by Benjamin Slade, and Beowulf translated by David Breeden the translators utilise word of choice imagery , and olfaction both similar and differently to be precise active what they wanted to tell the readers. There is a difference in complexity of the writing when it comes to word choice. In the reading Beowulf and Grendel translated by Seamus Heaney the translator chose to begin the story with So. The Spear-Danes in twenty-four hour periods gone by and the kings who ruled them had endurance and greatness. We have heard of those princes heroic campaigns. (249). While in the reading Beowulf translated by Francis B. Gummere the translator started the story with LO, praise of the prowess of people-kings of spear-armed Danes, in days long sped, we have heard, and what honor the athelings won (1). Both readings Beowulf translated by Benjamin Slade and Beowulf translated by David Breeden started roughlyhow the same.Beowulf translated by Benjamin Slade started by Listen Weof the Spear-Danes in the days of yore, of those clan-kingsheard of their glory. how these nobles performed gamy d eeds. (1). The translator David Breeden began his rendition with Listen You have heard of the Danish Kings in the old days and how they were great warriors. fortress, the son of Sheaf, took m each an enemys chair, terrified many a warrior, after he was found an orphan. (1). The translation by David Breeden and Benjamin Slade started with Listen but they both utilize a different expression towards the word. Benjamin Slade used the word like in a more aggressive and possessive manner while David Breeden used the word in a more calmly and peaceable manner. Seamus Heaney and Francis B. Gummere started their translations differently from David Breedens and Benjamin Slades translations but both of their translations were written like in more of a rime format than the other two translations.Imagery was also used by the translators to create opthalmic descriptive images in the readers minds. David Breeden used imagery to create a visual image of when one of the characters died and h is people carried him to the sea and his body was laid in a ship which was conducted by the sea with no destination. This part of the translations gives a presently description of what occurred Shield died at his fated hour, went to God still strong. His people carried him to the sea, which was his last request.In the harbor stood a well-built ship, icy but ready for the sea. They laid Shield there, propped him against the mast surrounded by gold and treasure from distant lands. (1-2). Francis B. Gummere used imagery to give us an image of Beowulfs life in the sea and adventures with execration monsters and other creatures. The translator used ME thus often the evil monsters thronging threatened.With trust of my sword, the darling, I dealt them due return Nowise had they bliss from their booty then to ingest their victim, vengeful creatures, seated to banquet at bottom of sea but at break of day, by my brand sore hurt, on the edge of the nautical up they lay, put to sleep by th e sword. (66). David Breeden gave us an image of Shields last death wish. He used some words like for example sea, ship, treasure and gold. Francis.B Gummere gave us an image of Beowulfs adventures with monsters and how they laid at the edge of the sea after he defeated them. Gummere used some words that point imagery like for example evil monsters, sword, vengeful creatures, and sea. Slades translation used imagery to make us imagine or moving-picture show the hardships and journeys on the sea. How Beowulfs and the other warriors lives were risked and the battles they had with monsters. He translated Listen, you a great dealUnferth, my friend Breca, told of his journey.Truth I claim that I sea-strength greater had, hardship on the waves, than any other man we had it agreed, being lads, and vowed being both then still in the years of youththat we out on the ocean our lives would risk, and thus we did. We had in the raw swords when we rowed on the ocean-sound. (12). Benjamin S lade used words like for example journey, hardship, waves, youth, risk, and naked swords to give imagery.Tone was used differently by some of the translators then the others. Some used more positive tones in their translations. While other of the translators used more negative tones. Francis B. Gummere used a negative tone in the translation. This part of the translation has a tone of negative attitude With envy and anger and evil spirit endured the dole in his dark adobe, that he heard each day the din of revel high in the hall there harps rang out, clear song of the singer.. riumphant, sun and moon for a light to lighten the land-dwellers, and braid bright the breast of reason with limbs and leaves, made life for all of mortal beings that breathe and move. (3). Some words that point out a negative tone are envy, anger, triumphant and mortal. Benjamin Slade also used a negative tone in this part of the translation That was great misery for the Friend of the Scyldings, a breaking of his spirit.Many often sat the mighty at counsel pondered a plan.. against the sudden horror, to do sometimes they pledged at holy temples set apart honouring, in words bid that them the demon-slayer would offer succor from the plight of the people. (4). Benjamin used different words that point out a negative tone, some are misery, horror, demon-slayer and spirit.David Breeden used a positive tone in this part of his translation The words of the poet, the sounds of the harp, the joy of people echoed. The poet told how the world came to be, how God made the earth and the water surrounding, how he set the sun and the moon as lights for people and adorned the earth with limbs and leaves for everyone.Hrothgars people lived in joy, happy until that wanderer of the wasteland, Grendel the demon, owner of the moors, began his crime. (3). Some of the clue words that he used a positive tone are harp, joy, sun, moon, earth and happy. Which makes it some sort of like a peaceful tone. Seamus Heaney translation used a positive tone in the following part of his translation Beyond the whale-road had to yield to him and begin to pay tribute.That was one obedient king. Afterwards a boy-child was born to Shield, a cub in the yard, a comfort sent by God to that nation. Shield had fathered a renowned son Beows name was known through the north. behaviour thats admired is the path to power among people everywhere. (427. ) Some clue words that Heaney used that points out tone are tribute, famous, power, and admired .In conclusion the translators used word of choice, imagery, and tone both similar and differently to be precise about what they wanted to tell the readers. It is like a comparing and contrasting on what in the translations was common and what was different. Primary Source Heaney, Seamus. Beowulf. Norton. Kindle Edition. (2001-02-17). Kindle Location 434. supplemental Sources Breeden, David. Beowulf. The adventures of Beowulf an Adaption from the Old English. 1-4. Print. Gummere, B. Francis. Beowulf. Beowulf, 8th century. 1-66. Print. Slade, Benjamin. Beowulf. (2002-12). 1-65. Print

Filipino Youth

Nearly three enduring decades of nothing but untainted, expose and out public service made me the civil servant I am today. From a newcomer legislator of my hometown, then to a three-term local anesthetic chief executive, to being here at this very chamber, I am deeply satisfy to have stayed and committed for my beloved Tarlaquenos from the very beginning until now. It is but apt and proper to primarily express my unending gratitude to God Almighty, whom I have desire for guidance and never failed to im get going me with prudence and vim to do nothing but good for our people. Lord, with unending praise, I shall yield to your Holy Name and Will.I am likewise, thankful to the integral constituency of the second regularise from undivided voters to unwavering allies and friends who trusted me for the second time around to be part of this bucolic council. To my loving family Gods greatest gift to me, thank you for always being there. These span of course of studys of serving the pe ople from the grassroots up to the district echelon honed me to be further adroit in the daunting tasks of local policy-making. Hence, renewing this tenure implies another productive chapter for this representation, which I anticipate to be steadily imbued with zip and throughput.This renewed opportunity will further ascertain what we have already endeavored and prospered for our province for our people for our Tarlac. Being alongside with our kababayans seeing, feeling, hearing and bearing with them, molded me to be more than aware and proactive with the problems that afflicted their communities, which we can throw a light on at full tilt through appropriate legislative measures. These various hands-on involvements with communities taught me boundless points to improve my calling as a humble representation of our district.It is also a formidable admission on my part that through these experiences, I draw might and optimism to endure with the challenges that lies ahead. The propi tious opportunity to aid this constituency hand in hand with our beloved provincial governor, honorable victor Yap, similarly taught me valuable and progressive views on government activityal headship and advocacies that guarantee the uninterrupted progress of our people. This grassroots ascendancy, where this humble representation unceasingly anchors its legislative agenda, places the provinces citizens as midpoints, a proven gauge that confidently invests on human capital and development.I warmly commend our governor for his tried and tested Sulong Tarlac chopine with its four enduring pillars Pagkain Muna, Kalusugan Muna, Trabaho Muna and Edukasyon Muna. This attainable quartet paradigm shall be my constant muse on instigating the initiatives and proposals solely catered for our people. Through these pillars, we have evolved from being a approximately crippled agency to a now effectual, dependable peoples body rolling a much-desired overhaul straightway among the frontrunne rs on collective domain building. But more needs to be done.Allow me then, companion members of this august body, to cite some of the accomplishments and en visual senseed proposals of this humble representation for our province. AGRICULTURE 1. Tarlac is anticipated to be the leader in agricultural innovation. Among my top agenda is to be able to draft a road map that will boost the local natural movement. Last year, a nationwide organic congress was held that showcased the different organic produces and commodities of Tarlac to the country. Let us not allow the opportunity to pass both year on encouraging different local cooperatives to organize and support organic farming within their assemblies.Inopportunely, the Gulayan venture has some deficiencies that need to be attended. In coordination with the department of Agriculture by means of legislation, we are determined to provide an effective subsidy to farmers that will cater to their necessities. In this way, we can steadil y reach our terminal in making Tarlac the leader in agriculture. ENVIRONMENT 2. Relative to targeting a sustainable upshot to environmental concerns, I shall prioritize the authorship of a statutory regulation towards visualizing and attaining a Plastic-free Tarlac.Major metropolises have already yielded on this scheme it is of the time and essence that we also take the lead in our region for our female parent Earth. 3. On top of this is our winning endeavor of effectively calling the attention of local hospitals of convincing their management to strictly impose the appropriate disposal of biological wastes within their communities. Yet, it is static essential for us to be vigilant particularly for funeral mortuaries and slaughterhouses to conform to the proper procedures on waste management.If the need arises, we shall revise existing local rulings based from national policies like the Ecological Solid Waste Management Act and the Sanitation Code of the Philippines that will gi ve teeth and permissible constabulary powers to implementers as well as to levy for appropriate taxes and in contrast, to offer awards and incentives for those who will conform to this initiative. HEALTHCARE 4. With regards to our championing endeavors on local public healthcare, this representation shall to the full devote on supporting through legislature, the award-winning, first field health service info system in the country, the Wireless Access for Health.We all come that due to its success, it is already well sustained by numerous benefactors. However, this venture still hopes that it acquires a much-needed backing from a statutory perspective especially that it plans to overstate soon to other municipalities of the province. 5. Though becoming an effective harbor for individuals who lacks capitals to access medical services locally, the Philhealth ng Masa program similarly requisites stronger legislative measures to ensure that every family shall be cover with affordable and quality healthcare.Utilizing suitable legislation and consistent discourse with Philhealth, we can solicit to this ever-accommodating public insurance figure to be more lenient and adaptable to indigent constituencies the poorest of the poor, who lack or does not have any notion on how to get credentials necessary for getting covered (like birth certificates, clearances and the likes). Through proper legislation and consideration among concerned bodies, we can shed a light on this and with full hopes find a solution through this dignified chamber.LIVELIHOOD 6. This representation shall also thrust for a sounder investment code that will be adaptable to the needs of potential investors. This will convey a mutually advantageous atmosphere between the province and investors that is favorable for employment generation. In partnership with corresponding local business organisation chambers, we shall seek help on crafting a measure encouraging upright MFIs coupled with appropriate financial literacy trainings among our constituencies in the rural areas. EDUCATION 7.One of my primary(a) focuses on education is for our provinces technical and vocational schools to come up with efficient curricula for enhancement and assessment of our future labor force. In the orgasm of the mandatory K-12 program of our national government, these ladderized courses offered by various tech-voc schools shall offer a window of fresh opportunity for our citizens to finish a short course, go out and work, and then return for a more advance course or maybe even move into a university for a degree.The practicality of ladderized education is to be unsounded as a shining beacon of hope for our indigent constituencies who desire to pursue their dreams through education. PROVINCIAL GOVERNMENT AND LGUs 8. Our commitment with our fellow civil servants and government employees within the capitol workplace and other attached agencies is still deemed precedence where legal mandates are nec essary to further redefine and innovate bureaucracy.Aside from streamlining to make our twist more efficient, we should, through legislative courses mechanize ingenious innovations highlighting human resources development and quality management system approaches. 9. Finally, a spectacular fragment of my legislative agenda will focus on our local government units to competently generate revenues so they could come up with ways to solve the long-standing paucity of gold prevalent in them. I know for a fact that we should center our agenda to our districts, for I myself became a part of resolving its scenario, back when I was still the mayor of Gerona.This is of course, plausible with the support of our national, provincial and local governments and different exponents that are willing to work hand in hand for our province. There are big shoes to fill in, especially with these planned initial thrusts and agenda that I personally consider, would be indispensable for this very august chamber to discern and willingly take part of. This representation shall be and will be disposed to accommodate more rightful propositions pertinent to the issues of our times, most prominently those that sways our constituents, a vision that is truly reflective with that of the Sulong Tarlac manifesto.I am similarly poised that through the vitality and aggressiveness of our new vice governor, honorable Kit Cojuangco Jr. , and with your succor, fellow colleagues in this august chamber, we can build a more meaningful purposeful solidarity, regardless of political affiliation, towards formulating an all-inclusive agenda that will hopefully serve as a steadfast, literal sanggunian for our counterparts in the seventeen municipalities and in this capital city. Participatory governance is the way to go for I consider it to be a two-way gain between our Sanggunian and these seventeen local Sangguniaans making up the whole province.

Huffman Trucking: Database Design and Development

Running head HUFFMAN TRUCKING Huffman Trucking Database form and Development Huffman Trucking started out as a wiz owner, single truck and trailer, operating in the Cleveland Ohio atomic number 18a punt in 1936 doing local contract hauls. Today, Huffman Trucking is a National carrier with 1,400 employees, 800 tractors, 2,100 trailers, and 260 roll-on/roll-off units, operating from 3 logistical hubs rigid in Los Angeles, California, St. Louis, Missouri, and Bayonne, New Jersey and its central maintenance facility located in Cleveland Ohio (Apollo Group Inc. , 2005).With the growth through the years, Huffman Trucking has confirmed their competitiveness by being an industry leader in leveraging technology to the maximum to provide customer service and contrast efficiencies (Apollo Group Inc. , 2005). In the means to maintain this competitiveness, Huffman Trucking hired metal die harder Systems Consulting to develop a report of entities and attri preciselyes that will be needed f or a Fleet Truck concern Database. Upon receipt of Smiths report detailing the entities and attributes needed, our IT Manager submitted a Service Request SR-ht-003 to spirit a Fleet Truck Maintenance Database.In the following paragraphs LTA will reason the aimive informationbase architecture briefly and primary keys, which play a vital role in an Entity-Relational Database. The discussions of the different types of mistakes that ar made in the design phase that guide to a poor database design be also discussed. Mistakes involve the lack of wide-awake planning, proper normalization of data, poor naming conventions, lack of sufficient software bread and butter and extensive examination. The ERD for the database will be revealed along with the choice of the program to manage the database and allow for versatility for various platforms, applications, and take ins.Huffman Truckings fleet truck maintenance records are fairly straight-forward, therefore, a basic database design architecture is recommended as a start in the entry of information, and importing of current database records into the new basic database. By starting simple, this database open fire be upgraded over time, as the comp any(prenominal) grows and the fleet grows. The important items to consider when designing a new database include ease of do for the users, the production of query reporting, as well as financial records, parts orders, maintenance records, and purchase rders. A good instance and a proper database design form the foundation of an information system. Building the data layer is often the first critical step towards implementing a new system, and getting it right requires vigilance to detail and a whole lot of careful planning. A database, like any computer system, is a model of a small piece of the accepted world. And, like any model, its a narrow representation that disregards much of the complexity of the real thing (Malone, 2007). A primary key, which is a record or an attribute, uniquely identifies a table. first-string keys make mapping relational data simple, in order to uniquely identify each entry in the database. The concept of well-nigh sort of unique value is common in database designing using account numbers to identify part numbers, vendor numbers, and maintenance work orders. These are also k straightawayn as inbred keys, common entities that are used to uniquely identify objects. Generally, if the data that is being modeled has a decent natural key, or identifier, that information should not be used as a primary key.Natural keys should not be used as primary keys, as the dissolve of the primary key is to uniquely identify a value in a database record. Several primary key characteristics are the primary key essential be able to identify each row in a table. The primary key should not describe the characteristics of the entity. A part number ID of 2566 is normally preferred over Air Filter. The value of a primary key should n ever change. Changing a primary key value means changing the identity of an entity. Changing the identity is not advised. Non-intelligent keys are preferred because they are less likely to change.For example, the part number 2566 for an Air Filter for one model of truck, and the part number of 2560 would be an Air Filter for another model of truck. To have just a part number of Air Filter would be too ambiguous, and could result in lost time trying to locate the correct air filter for a specific model of truck. Those part numbers, in general would most likely never change over time, therefore, are best to use as primary keys in a database of part numbers. Primary keys should have the smallest number of attributes possible.It is easier to manage unique keys that are numeric. Items to Consider During Design Phase Several things that are easy to overlook during the database design process include design and planning of the database, normalization of data, insufficient naming conventio ns, certification, and testing. A brief run-down of these common errors during the design phase of a database is listed below. By listing them now, it can be used as an effective guideline to follow when designing the database for Huffman Truckings Fleet Maintenance. Design and Planning of the DatabaseGood databases are designed with careful thought, and with the proper care and attention given to the needs of the data that will be part of it. Since a carefully constructed database is at the heart of every business project, insufficient planning and detailing of the needs of the project could cause the whole project to lose its direction and purpose. Additionally, by not taking the time at the beginning, any changes in the database structures that may be needed to be made in the future could cause devastating consequences on the whole project, and greatly summation the likelihood of the project timeline slipping.If the planning phase is rushed, problems will inevitably arise, and because of the lack of proper planning and design, there is unremarkably no time to go back and fix any issues properly. That is when the hacking starts, with the veiled promise to return and fix things later, something that happens very rarely indeed (Davidson, 2007). Normalization of Data Normalization defines a set of standards to dull down tables into their basic parts until each table represents only one thing, and its columns fully describe the only thing that the table represents.Normalizing the Huffman Truckings data is important to ensure proper performance and ease of future development projects. Insufficient Naming Conventions Naming conventions are most the important line of documentation for any application. What is important to consider is the importance of consistency. Names should be kept simple while at the same time, identifying their purpose to the data being entered. musical accompaniment Not only will a well-designed database conform to certainly quality tand ards, it will also contain definitions and examples about its tables, so that its purpose is clear to everyone on how the tables, columns and relationships are intended to be used. The goal of proper documentation should be to provide enough information for a support programmer to find any bugs and fix them easily. Testing As many Information Technology professionals know, the first thing to be blamed when a business system starts running long-winded is because the database can get bogged down with fragmented information, or too much information.Deep knowledge of the system is the best way to dispel this notion Unfortunately, testing is the usually one of the things to go in a project when time starts to run out. What is important to consider in this whole process is that deep system testing is done to make sure that the design is implemented correctly. The first real test is for any database is when it goes into production, and users attempt to do real work. And if the system does not work fast enough, or contains bugs when it goes live, then more work will have to done on a live system, which could inherently cause the loss of revenue of any company.By insisting on strict testing as an important aspect of database development, then perhaps the day will come when the database will not be the first thing to be pointed out when the system slows down. In order to accomplish the goal of establishing a functional database that Huffman can use now and in the future to effectively manage their data, it is recommended that Huffman Trucking decide to use MySQL. There are many great things about MySQL, including the fact that MySQL is very ordinary among web applications and acts as a database for a multitude of platforms.Some of these platforms include FreeBSD, BSDi, AIX, HP-UX, Linux, Novell NetWare, OS/2 Warp, Solaris, i5/OS, Windows 95, Solaris, Windows 98, SunOS, Windows ME, Windows 2000, Windows XP, and Windows Vista. MySQL is popular among open source code an d bug tracking tools such(prenominal) as Bugzilla as well. MySQL is written in C and C++. Libraries that are used to access MySQL databases can be found in many of nowadayss programming languages by using language specific APIs. There is also an Open Database Connectivity (ODBC) that allows additional programming languages to communicate with MySQL, including ColdFusion or asp viper.MySQL features options that are not in many other RDBMSs. One feature that is not included in many RDBMSs is multiple storage engines. This feature allows for a user to select the most effective storage engine for each table in the application. Another great feature that MySQL offers is native storage engines. These are storage engines that are demonstrable by MySQL and are optimized for specific application storage domain. They offer data warehousing, data archiving, high availability clustering, and many more features. MySQL recently developed a new advanced transactional storage engine called Falcon .Falcon was designed for modern day corporations and web applications which makes it perfect for Huffman Trucking. One feature not to be unnoted is the availability of Partner-developed storage engines. Search engines that are partner developed are developed buy outside companies, but they are then highly time-tested by MySQL in order to ensure workability and compatibility with MySQL. MySQL also has open source programmers that are independent and develop storage engines. These are used as well, but only after they pass MySQL rigorous inspection and testing.Customers are even developing and designing community storage systems. Commit grouping is a MySQL feature that allows for the gathering of multiple transactions. This is done from a multitude of connections in order to increase the number of commits per second. Conclusion In conclusion the Fleet Truck Maintenance Database will be easy to use, provide effective tracking of finances, maintenance, and queries. The primary key(s) used in the database will have the following characteristics be a single attribute, uniquely identify an entity, be non-intelligent, not change over time and be numeric.This will ensure the ease of normalizing the database during the design phase to prevent modify anomalies when database is implemented. LTA discussed several mistakes that occur during the design phase in order to avoid the same mistakes. These mistakes include poor design/planning, ignoring normalization, poor naming standards, lack of documentation and testing. The DBMS of choice for Huffman Trucking is MySQL. MySQL will effectively manage our data while allowing many different platforms to interact with the database.MySQL is written in C and C++. However, MySQL offers much versatility in programming languages by using language specific APIs or ODBC to allow additional programming languages such as ASP or Coldfusion. MySQL has many options that other RDBMSs do no possess such as multiple storage engines, open sour ce programmers, commit grouping and more. back tooth line is that MySQL offers versatility for our database to allow for continued growth, updates and changes in our companys needs. References Apollo Group Inc. (2005). Huffman Trucking.Retrieved October 1, 2008, from Huffman Trucking Intranet https//ecampus. phoenix. edu/secure/aapd/CIST/VOP/Business/Huffman/HuffmanHome002. htm DavidsonL. ,(2007). Ten Common Database Design Mistakes. Simple-Talk. com. RetrievedSeptember29,2008,fromhttp//www. simple-talk. com/sql/database-administration/ten-common-database-design-mistakes/ MaloneM,(2007). Im Mike. Database Design Choosing A Primary Key. RetrievedOctober1,2008,fromhttp//immike. net/blog/2007/08/14/database-design-choosing-a-primary-key/

Ethics and Islam Essay

The interpretation of secular vs. religious moral philosophy is always interesting, when we try to apprehend which of the two deserve our support. Obviously, both ethical philosophies have the right to exist among us, but the pro imagings of the religious ethics in Said Nursis vision are non only unique, but are sometimes surprising, and are sometimes unacceptable to those, who keep to secular ethical traditions. Said Nursi insists on ethics having religious foundations. His ethical vision is based on the assumption that religion is the source of reliable ethical knowledge.For Nursi, the ultimate source of all ethical reproval is the Quran (Markham 69). In this situation it is possible to suggest that Quran should be simple and understandable to the common people, so that they should be able to follow its aliment. The assumption is rather problematic on the one hand, there seems to be nothing negative or threatening in the fact that Said Nursi keeps to religious foundations of ethics. On the other hand, I may suggest that those who refuse to accept the life of the prophet Muhammad as the source of ethical knowledge, risk facing opposition from religious ethics supporters.This ethics loses its relevance as soon as it is faced with the fact that there are possible other sources of ethics in other cultures of the world. Moreover, and I would match with Markham, in that there is no guarantee that being obedient to Quran means seeing its wisdom in case we do not understand the provisions to which we should keep in our ethics, it loses its relevance and meaning. The strong side of religious ethics in Said Nursis words is in accepting violence as weakness in trying to resolve various disputes.Nursi is committed to handling disagreement with peaceful means not because he shared a westward skepticism about the truth of religion, but because of the truth of religion (Markham 72). Secular ethics would easily reject these religious attitudes. While Nursi tries to justify the strength of religion, he obviously forgets that this strength is relevant only within the limited religious circles. Secularism exists and cannot be denied. For those who consider themselves being secular the strength of religion is closely machine-accessible with the power of metaphysical phenomenon.In the absence of the latter, the power of the former becomes debatable. Thus, religious foundations of ethics can be applied within the limited space of passing religious eastern countries, which keep to Islamic religion. Especially interesting is Nursis ideas about personal ethics and social equality. His interpretation of a person in illness is rather curious, though is also natural within the eastern religious framework. O ill person who lacks patience Be patient, indeed, offer thank Your illness may transform each of the minutes of your life into the equivalent of an hours worship (Makrham 74).The question is whether patience is equal to inactivity. Recognizing the re ligious survey of pain and suffering is what Nursi act to convey in his ethical teaching (Markham 75) but this also risks confusing ethics with religion, without creating any distinct border amongst them. Social ethics in Nursis vision tends to support equality through rejecting interest and recognizing the importance of redistribution. In these terms, Nursi seems to reject the pluralism of social status in the society. Moreover, rejection of interest is closer to rejecting secularism, than to supporting religious foundations of ethics.Conclusion The whole ethical theory created by Nursi deserves attention but seems to be founded on the grounds, which do not justify the strength of religion but better protect it from the intervention of the external knowledge. In this light religious ethics seems even more vulnerable, than Nursi tried to represent it.Works citedMarkham, I. Secular or Religious Foundations for Ethics A Case Study of Bediuzzaman Said Nursi. In I. Markham & I. Ozdem ir, Globalization, Ethics and Islam, Ashgate Publishing, 2005, pp. 65-78.

The Dilemma of IELTS Test Takers at Preparatory Programs in the UAE: A Call for Lexical-Structural Syllabus Design

- Doctorate of Education Theoretical Perspectives on Materials and curriculum Design in TESOL(DED609) Title The Dilemma of IELTS Test Takers at propaedeutic Programmes in the UAE A Call for lexical-Structural Syllabus Design. By Mohammed A. Molhim Module tutor Dr. Yasmin yildiz No. of words 000 words Essay Outline * Introduction * Conceptual fashion model * IELTS Marking Rubrics Lexical Resources & surface-formed concatenation * Lexical Syllabus * Structural Syllabus Selection of Lexical and Grammatical Items in Lexical-structural Syllabus * Structural Syllabus Drawbacks * The Structural Syllabus and Grammar Teaching * Suggested Steps to design a Lexical-Structural Syllabus * Conclusion Introduction Standardized test preparation courses such as the internationalistic English wording Testing System (IELTS) in preparatory programmes at government and private universities in the United Arab Emirates (The UAE) prepargon students to meet their exit urinate requirement. plan read iness has been driven towards these tests. virtually research studies (Read and Hayes, 2003) warned against that display case of curriculum in that it is restricted to those areas that are to be tested with no balance or corporate skills course design. course of focal point designers therefore depend heavily on materials geared to recitation for the demand exam. Moreover, Alderson and Hamp-Lyons (1996) argue that these type of curriculum are characterised by instruct to the test and even text-book slaves.On the early(a) hand, this essay will argue that designing and implementing curriculum that is supported by materials that reflect and meet the test pass types and objective lenss bunghole be beneficial to students preparing for standardised tests in the UAE. This paper will be outlined as follows After introducing the conceptual framework of the essay, it will highlight the IELTS grading criteria of Lexical Resource and Grammatical Range in the hope to establish the s tatement that half of the IELTs marking criteria is establish on lexical and well-formed power points.Then, the type of lexical and structural political program that can be proposed to meet students learns in enhancing the aspect of English talking to accuracy will be described. Some practical guidelines will then be provided for designing a lexical-structural syllabus. Conceptual Framework This essay falls within the conceptual framework of critical surmisal and critical program line.From a friendly reconstructionism perspective, critical theory and critical pedagogy call for critically re-addressing status quo issues in education. Paolo Freire (1972), a critical theorist, believes that in roughly education systems there exists a hidden curriculum that underlines the status quo supported by the dominant culture and thus repressing minority subcultures. Curriculum planning should undergo a constant progressive change due to the progressive nature of the orbit and education al systems in the UAE.Curriculum change at the level of preparatory programmes is an inseparable part of this change since it is observed that research has provided enough turn up see published annually (IELTS, 2011) that in the UAE and other Arab countries where the majority of students and IELTS test takers struggle to reach a level of proficiency matching crisscross band 5. 0 that enables them to proceed to their major.This judgment is supported by professional and imposing information provided in Table 1 below which is adapted from the IELTS Annual Review of 2011. These records include a comparison of IELTS results by mother tongue candidates and by country of origin for the many countries using the IELTS tests. Table 1. Mean band score for the most back up countries or regions of origin Country The UAE Listening Reading typography harangue Overall Academic Module 4. 9 4. 8 4. 7 5. 4 5. 0 General Module 4. 3 3. 5 4. 3 4. 9 4. 3It is shocking to square up that the UAE with all of its progressive trends in economy and education, coupled with billions of dollars supporting the educational system where ministries of Higher education and Education let approximately 22 % of the total budget in the UAE (Ministry of Finance, 2011), is ranked at the bottom of the ranking list in IELTS scores (See Appendix A). This inexplicable accompaniment urgently calls for critical pedagogy in education and in curriculum design in come in to problematise the issue and arrive at proper and sustainable solutions.This is why this essay adopts a critical pedagogical approach. Within critical pedagogy paradigm, curriculum perspective emphasizes the posts schools and learners can and should play in addressing social injustices and inequality. Curriculum development is non seen as a neutral process. (Richards, 2001 118). Similarly, Freire (1972) and Apple (1986) contend that schools do not present equal opportunities so learners and teachers must be industrious to add ress important social and personal problems and seek learners empowerment.Morris (199510), further more(prenominal), argues Social injustices and inequality would be central issues in the curriculum. Accordingly, curriculum designers in the UAE should study at the scope in which learners are taught and start to constantly problematise current issues in order to improve their designs. In Applied linguistics, Pennycook (2001 5) asserts that applied linguistics from a critical pedagogy perspective is always concerned how the classroom, text, or conversation is related to broader social cultural and political relations,.This paper is intended to problematise the issue of curriculum design in the UAE contest in that it seeks to establish that solid fragments of lexical-structural syllabus can lead to a better success rate in IELTS. IELTS Marking Rubrics Lexical Resources & Grammatical Range While ample IELTS research studies in university environments is available (see research report s in IELTS. org), there appears to be less research on the impact of Speaking and Writing assessment criteria or IELTS band descriptors on syllabus design.IELTS measures both test candidates abilities to produce different sentence structures, and the range and appropriateness of expression. Consequently, lexical resources and well-formed range are regarded as significant constituents of the speaking and paternity assessment, since they determine the level of vocabulary and grammar in speaking and musical composition the test candidates use. Test candidates are rated using detailed descriptors in IELTS. In the Speaking test, these describe spoken performance according to four different criteria Fluency and Coherence, Lexical resources, Grammatical Range and Accuracy, and Pronunciation.In the Writing test, the descriptors assess candidates in terms of Task achievement or response, Coherence and cohesion, Lexical Resources, and Grammatical Range and Accuracy (IELTS handbook, 2004 1 8-23). It is clear from the speaking and writing assessment criteria that lexical resources and grammatical range constitute half of the assessment. They describe test takers level in grammar and vocabulary in the speaking and writing staffs in detail. They should therefore occupy a big part of any curriculum design for IELTs preparation syllabus.Accordingly, this essay argues that a balanced lexical-structural syllabus can uphold in meeting the course objectives and students sine qua nons of any IELTS preparation course. Lexical Syllabus Empowering students Lexical Resources in IELTS Historically, syllabuses were not lexical but structural. With the advent of the communicatory Approach, pertly ideas in syllabus design agree been introduced with a focus on functions. In 1990, when Willis wrote The Lexical Syllabus, a large amount of attention to the Lexical syllabus surfaced. Willis (1990, P. vi)) identified tierce major aspects for lexis in lexical syllabus.First, the addres s to be learned should be somehow graded to defy it easier for the learners to understand. Second, the manner of speaking should be selected carefully without random exposure. Thirdly, the wording syllabus should be itemised Over the past thirty years the Communicative Language Teaching (CLT), however, has not emphasized machinate instruction of vocabulary or grammar (Laufer 2006). CLT should therefore be regarded as inappropriate for IELTS preparation exam courses and more explicit instruction of lexis and grammar could help students achieve their in demand(p) score in IELTS.In fact, according to Zahar, Cobb and Spada (2001), three periods of direct English instruction every week would lead to the incidental training of unless 70 new words a year. Therefore, attainment of vocabulary through study must be supplemented by direct instruction, which can be supported by incorporating a lexical syllabus. In addition, the lexical syllabus can make academic English vocabulary ind ispensable in IELTS more learnable to lower-level learners.There is also a well established connection between vocabulary knowledge and successful academic reading (Corson 1997 Nation 2001144-149). Thus, the significance of incorporating lexical syllabus is significantly clear for big high-stakes tests such as IELTS that assess the range of vocabulary exhibited in a students writing and speaking (See Appendix A). It should be admitted that producing satisfactory IELTS writing and speaking responses is not achieved by just accomplishment individual vocabulary and grammatical structures.However, lexical items can lead to further enhancing students overall proficiency in IELTS. Some research ((Laufer, 2005 Nation 2001) has proven that lexical resources are the rump for comprehending grammar and lexical lowlyings. It is also the most important predictor of writing production (Read, 2002) and reading comprehension (Beck et. al. 1987147). In the IELTS speaking test, a similar lexical diversity would also be necessitate as suggested by Read (2005) who found that several(a) lexical resources with some sophistication are rated higher.Regarding the adequate vocabulary range for academic success in international standardised tests, researchers (Laufer, 1992 Nation, 2001) argued that students, depending on the genre, need close 3,000 words in order for them to be able to read ungraded academic text and that the minimum word family level is the 3,000 word level needed for reading an unsimplified text. For IELTS reading texts, about 4,000 word families might be needed, 2,000 of General Service List (GSL) and about 570 words from the Academic Word List (AWL) (Coxhead, 1998) and about 1,000 technical words, proper nouns and low oftenness vocabulary (Nation, 2001147).Accordingly, commercially-produced syllabi such as Headway do not provide the wide range of lexical resources needed by the students (Horst, 2005 Lee, 2007) in order for them to develop their lexis repert oire and to hence get the score required to pass IELTS. Moreover, there is enough suggestive research evidence (See Beaton, Grunederg and Ellis, 1995 in Nation, 2001) that would indicate that the more vocabulary range manifested in speaking, the higher the score a student would get in writing.This shows that direct learning is in fact both effective and efficient and that the AWL can provide a reasonable seat vocabulary for IELTS preparation courses and syllabi. In terms of the relation of grammar and vocabulary, David Wilkins (cited in Lewis, 2000 8) noted that Without grammar little can be conveyed, without vocabulary nothing can be conveyed. This statement brings to focus the significance of incorporating lexical with a grammatical element when designing a syllabus aiming at enhancing students structural lyric system and accuracy and hence achieving a higher score in IELTS.The sideline segment will shed some light on the significance of developing students accuracy through g rammatical structures in structural syllabi. Structural Syllabus Revisiting grammatical syllabus The structural syllabus comprises of a group of grammatical items that are selected and graded according to simplicity and complexity (Nunan, 1988). A structural-lexical syllabus principle objective is to help the learners acquire the grammatical structures and vocabulary of the language they are learning.The grammatical structures are usually presented in a certain sequence, for example, present followed by past, or in contrasting pairs, for example, simple present versus simple past (Long and Crookes, 1993). Wilkins (1976) describes this type of syllabus design approach as synthetic in which the various part of language are separately taught and there is a gradual accumulation of the parts until the whole structure of the language has been built up. (p. 2) Wilkins suggests language is structured into smaller items and units in a structural syllabus and then it is presented discretely .Wilkins argues that this exposes learners to particular samples of language in which star grammatical feature dominates each lesson in the syllabus. This is primarily based on the hypothesis that grammatical and lexical reigns are learned in an additive process, by which learners gain complete mastery of each item before a new one is taught (Nunan, 1988). It is hence the learners task to re-synthesize the grammatical and lexical items that have been presented in a separate way (Wilkins, 1976). An important question raised here is the set of criteria teachers used to select which lexical and grammatical were to be used in the structural syllabus.This will be reviewed in the following sections. Selection of Lexical and Grammatical Items in Lexical-structural Syllabus Mackey (1965) takes the stance that the lexical items in a structural syllabus are to be selected on the basis of criteria of frequency, coverage, availability, and learnability (White 198849-50). In the 1990s, the lex ical approach in tenet and learning started to gain clump prominence among many researchers (Willis, 1990 Willis, 1996). As proposed by the lexical approach, a physical object reservoir of vocabulary is suggested to be learned at a specific level (Willis, 1990 Willis, 1996).These target vocabulary are derived from old corpus analysis of written and spoken English, but this could be regarded now as old-fashioned with the advancement of computerized corpus. However, one view, suggested by Richards (2001154) is that lexical syllabuses were among the early types of syllabuses to be designed in language teaching. Regarding grammar structure, Mackey also (1965) proposes four criteria for the selection grammatical structures simplicity, regularity, frequency, and contrastive bar.The last item, contrastive difficulty, means that learning some items at an early stage should resemble the corresponding item acquired in L1 (cited in Wilkins 1976 6). These views of language selection have been challenged (e. g. , Ellis 2001). due to its neglect of empirical experiments. Thus to determining the level of complexity, simplicity, regularity, etc. is almost just based on language teachers and syllabus designers common sense judgments. This dilemma, addressed in the following section, is one of the major shortcomings of the structural syllabus.Structural Syllabus Drawbacks A progeny of limitations have been identified with the structural syllabus. The rootage shortcoming is drawn from Corders (1967) built-in syllabus concept in which learners acquisition of different grammatical items is based on a internal order. This notion is supported by many researchers (for example, Hyltenstam and Pienemann, 1985). Within the framework of a built-in syllabus, grammatical complexity of a structure is not the reason for the difficulty of learning a structure of a language item.For instance, a common example of Arab Learners support mistakes is the acquisition of third person s m orpheme (Hajjaj, 1999). Even though an average teacher can explain this item very well to Arabic learners, it always poses a challenge to them, which means difficulty or simplicity of language structure doesnt always guarantee proper learning. This should be taken into spartan consideration when designing a lexical-grammatical syllabus for IELTS preparation courses and thus adding meaningful activities that make the structures more memorable and relevant to learners needs and levels.The second main negative aspect of the structural syllabus is its lack of language functions. The structural syllabus is a reliable tool for assisting language learners to perfect common grammar rules. However, in terms of sociolinguistics, structural syllabus can repair learners to be grammatically competent but communicatively incompetent (Johnson, 1982). A learner who replies Yes, I do. to Do you mind if I open the window? is a true example of a learner whose command of English grammar might be i deal yet they are not capable of producing socially appropriate utterances.In other words, the structural syllabus helps learners produce instances of language system rather than language use (Widdowson, 1978). Accordingly, syllabus designers who consider implementing lexical-structural syllabus need to promote both usage and use in order to avoid turning the language introduced into something meaningless. Socially contextualised and relevant language items introduced appropriately within interactive technique can straddle the gap between use and usage and make grammar teachable and learnable. This will be discussed in the following section. The Structural Syllabus and Grammar TeachingBefore advocating a lexical-grammatical syllabus, it is necessary to first establish the significance of explicit grammar teaching and learning. One debate in second language pedagogy has been about the teachability of grammar. Some scholars have argued against teaching grammar since it leads to only minimal achievement in the acquisition of linguistic competence in English (Krashen, 1982 Krashen and Terrel, 1983 Prabhu, 1987). Others have contended that explicitly teaching formal grammar plays a significant role in the development of the L2 learners interlanguage system (Rutherford, 1987 Ellis, 1990, 1993).This paper supports the grammarians arguments in favor of formal grammar instruction that enhances IELTS UAE students and test takers accuracy. The first argument is based on studies on the emergence of immersion programs in Canada where many English L1 students study French and thus have been immersed in meaning- focused stimulant drug in French ( confrere, 1985 Swain and Lapkin, 1995). The results of research studies revealed that the majority of students have developed native-like receptive skills, but their productive ones are still far from native-like norms.This has therefore suggested that meaning-focused input instruction, which is devoid of any formal grammar teach ing, is more promising to result in fossilization. The second argument defending formal grammar instruction derives from research (e. g. , Felix, 1985 White, 1987 Schachter, 1989) that suggests that adult L2 learners cannot have full access to the analogous acquisition resources as children with L1 do. This makes haughty evidence such as formal instruction and corrective feedback.White (1987105) finds that French learners of English as a second language tend to make sentences like John drank slowly his coffee (John buvait lentement son cafe). These types of sentences are grammatically incorrect in English, but acceptable in their language. Those learners receiving positive evidence cannot notice that there are certain rules for adverb position within a sentence in English unless they are taught so by formal grammar instruction, which implies that lexical-structural syllabus can play a decisive role in some formal aspects of L2 learning and thus in IELTs preparation courses.The th ird argument has been proposed by Ellis (1990, 1993) who argues that formal grammar instruction develops explicit consciousness of grammatical elements which hence helps learners acquire implicit knowledge. Ellis believes that the explicit knowledge of grammar instruction facilitates learning in three methods (199398). First, it encourages them to monitor their language before and after production. Terrell (199161) observes that monitoring can apparently interact with acquisition, resulting in learners acquiring their own output which shows the importance of monitoring in formal language instruction.Second, explicit teaching and learning support the factor of noticing certain elements in the input. Therefore, if learners know that plural nouns have an s, they are more likely to notice the s on the ends of nouns they hear or read in input and also more likely to associate the s morpheme with the meaning more than one. (Ellis,199398). This example illustrates how specific features o f grammar are best learned explicitly.Third, formal and explicit grammar knowledge assists learners in noticing some gaps in their language production. Thus if, for instance, Arab learners learn that verbs take an s in the third person singular form, they are more likely to notice the gap when adding the third person singular s or not, which leads to more accurate production later as they produce similar structures. Furthermore, Celce-Murica (1991 467-468) suggests that formal lexical and grammar teaching can enhance meaning and social function.For instance, drawing attention to the different spatial denotation of the prepositions in and on the learner will find it useful to know quite explicitly that in favors the placement of objects in three-dimensional containers and on favors the placement of objects on two-dimensional flat surfaces if provided with formal instruction. Second, in an example of grammar enhancing social functions, Celee-Murcia discusses that learners need to be a ware of the different modal auxiliaries uses in polite requests such as the difference between Can you open the door? and Could you open the door? . Celce-Murcia and Hilles (19884) believe that learners need to study grammar because many of them are to take part in international tests such as IELTS and that Typically, a major component of such exams is grammar. Therefore, to give these students an unelaborated grounding in grammar, regardless of ones conviction about teaching it, is to do them a great disservice. Students have to know and apply the rules of English grammar in order to do well on such tests. A relatively recent argument proposed by Ellis (2001) argues that it is a mistake to suppose that learning foreign languages in schools is entirely to promote communication among speakers of different languages. Learning foreign languages has a more valuable end, i. e. promoting intellectual growth. (Ellis 2001172) thus views learning a foreign language as a means to develop cog nitive abilities and that grammar contains knowledge that contributes to learners cognitive skills.If one considers all the arguments discussed earlier in this essay claiming that formal teaching of lexical and grammatical items should be an indivisible part of any English classes, structural-lexical syllabus seems indispensible for students preparing for international examination such as IELTS and TOEFL. This is, however, only my conviction within my teaching context and does not entail that curriculum designers and teachers are to revert to old traditional language teaching methodologies such as grammar-translation method. I elieve that adopting a save lexical and/or structural syllabus has not survived in language education because they overemphasized the aspect of grammar teaching through many tedious structural drills. I believe that it is unfair to judge that grammar and lexical instruction should be eliminated simply because of insufficiencies of audio-lingual or grammar-tra nslation methods. A well-balanced lexical-structural syllabus can be safely employed, especially in IELTS preparation courses, provided that it is supplemented by motivating and communicative tasksSuggested steps to design a Lexical-Structural Syllabus According to Stern (1983339-340), there are major differences between English as a second language (ESL) and English as a foreign language (EFL). Accordingly, EFL and ESL students are positioned in different learning conditions. ESL students learn Target Language (TL) in a more supportive setting in that they are more exposed to TL in its natural environment EFL. Considering needs and motivation, ESL students are more required and motivated to communicate with foreigners than EFL students.Thus, ESL students learning needs are definitely not centered on one factor or need. As previously discussed, the majority of Arab students in the UAE are EFL learners who study English in order to pass national exams, such as IELTS. This educational structure of teaching applies in the EFL environment in the UAE. Based on my observations and experience, I found that students in Emirati high schools are also required to learn specific discrete items such as vocabulary and grammatical items without any exposure to communicative tasks that enable them to use these items meaningfully.Unfortunately, only those who wish to stick with their higher education strive to master the grammatical and vocabulary items of their course books in order for them to achieve the required score of the university entrance exams. When taking these conditions into serious consideration, I have come to realize the reason why lexical and grammar instruction can, and perhaps should, be an essential component of any curriculum in the Emirati EFL educational system in schools, and this can be possible through the lexical-structural syllabus proposed in this essay.It is argued that (Richards, 2001) old and traditional language teaching methods did not chas e not because they adhered to a structural or lexical syllabus but because the implementation process was too mechanical through dull drills of discrete language items. I believe that a well-designed lexical-structural syllabus proposed in this essay can survive through two types of tasks consciousness-raising and communicative tasks. Consciousness-raising activities can develop explicit knowledge and communicative tasks improve the implicit knowledge of lexical and grammatical structures (Ellis, 2001).As defined by Ellis (1993109), consciousness-raising is a deliberate attempt on the part of the teacher to make the learners aware of specific features of the L2. The following task in Table 2 (Ellis, 2001173) is a straightforward sample of a consciousness-raising (CR) activity that is designed to help learners be conscious of the difference between the prepositions for and since. Table 2. An Example of a CR Problem-solving Task 1. Here is some information about when three people get together the lodge they now work for and how long they have been working there.Name Date Joined Length of Time Ms Regan 1945 45 yrs Mr provide 1970 20 yrs Ms Thatcher 1989 9 mths Mr Baker 1990 (Feb) 10 days 2. Study these sentences about these people. When is for used and when is since used? a. Ms Regan has been working for her company for most of her life. b. Mr Bush has been working for his company since 1970. c. Ms Thatcher has been working for her company for 9 months. . Mr Baker has been working for his company since February. 3. Which of the following sentences are ungrammatical? Why? a. Ms Regan has been working for her company for 1945. b. Mr Bush has been working for his company for 20 years. c. Ms Thatcher has been working for her company since 1989. d. Mr Baker has been working for his company since 10 days. 4. Try and make up a rule to explain when for and since are used. 5. Make up one sentence about when you started to learn English and one sentence about how long y ou have been studying English.Use for and since. It is my argument that if this exercise is supported by a communicative task where learners interact in pairs or with the classroom teacher it would enable them to internalise the target structure and use it in real-life communication. Designing a lexical-structural based syllabus is not a very hard task. There are many resources based on well-established research that can help syllabus designers build up their course (Lewis, 1997a,1997b). This essay offers some suggestions on how to build a lexical-structural activities and syllabus.First, syllabus designers need to settle a relevant set of structures, vocabulary and different types of collocations (Lewis,1997a) and organise them according to their increasing complexity, starting from simple structures to complex ones. Second, syllabus designers should choose categories of vocabulary items to be learned and sequence the categories according to situational and functional characterist ics such as vocabulary related topics such as environment, health, internet, education and so on since IELTS module is commonly based on globally social topics.Third, syllabus designers should integrate the group of vocabulary and structures together into learning objectives to base the units of lexical-structural syllabus. Although this essay advocates the implementation of a lexical-structural syllabus in IELTS preparation course at preparatory programmes in the UAE, it is necessary to admit that an eclectic and multi-focus syllabus which includes a wide range of components, specifically vocabulary, structures introduced through functions and, situations can allow for a two-sided approach.This can emphasise the importance of systematically learning specific vocabulary and structures and building up linguistic knowledge, and at the same time it can focus on meeting immediate language communicative needs and sociolinguistic and pragmatic competence. Conclusion In my essay, I only pr opose that lexical-structural syllabus can safely be employed in EFL settings, particularly in the UAE. Previously, it was argued that the majority of EFL students in the UAE must score reasonably high in their university entrance English exams. This condition requires them to learn many grammatical and lexical structures.It is my suggestion that a lexical-structural syllabus can efficiently serve this purpose. Nevertheless, this argument should not be interpreted as a call for a return to old approaches such as the grammar-translation method. What I have attempted to proposed in this essay is two-fold. First, designing a well-balanced external syllabus that adequately matches the learners internal syllabus and second, empowering this potential syllabus with innovative learning ideas and tasks discussed earlier, such as consciousness-raising and communicative tasks.I hope my recommendations will breathe fresh life into the body of the proposed lexical-structural syllabus. Reference s Apple, L. 1986. Teachers and texts. New York Routlege and Kegan Paul. Beck, I. L. , McKeown, M. G. , and Omanson, R. C. (1987). The effects and uses of diverse vocabulary instructional techniques. In M. McKeown and Curtis, M. E. (eds. ) (1987). The Nature of Vocabulary Acquisition. Lawrence Erlbaum Associates 147 163. Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25, 45a-480. Celce-Murcia, M. , and Hilles, S. (1988). Techniques and resources in teaching grammar.Oxford Oxford University call down. Corder, S. P. (1967). The significance of learners errors. IRAL, 5, 161-169. Corson, D. 1997. The learning and use of academic English words. Language Learning, 47 (4), 671 718. Coxhead, A. (1998). An Academic Word List. Occasional Publication Number 18, LALS, Victoria University of Wellington, New Zealand. Dixon, R. J. (1977). Modern American English Book 2. New Edition. New York Regents produce Company, Inc. Ellis, R. (1990). Inst ructed second language acquisition. Oxford Basil Blackwell. Ellis, R. (1993). The structural syllabus and second language acquisition. TESOT Quarterly, 27, 91113.Ellis, R. (2001). Grammar teaching-practice or consciousness-raising? In J. C. Richards, and W. A. Renandya (Eds. ), Methodology in language teaching An anthology of current practice (pp. I 67-174). Cambridge Cambridge University Press. English Language Services. (1964). English 900. New York Collier Macmillan. Felix, S. (1985). More evidence on competing cognitive systems. Second Language Research, 1, 47-72. Freire, P. 1972. Pedagogy of the oppressed. New York herdsman and Herder. Hajjaj, A. (1999). Arab students writing mistakes Renewing the issue. Dirasat Human and Social Sciences, University of Jordan, 26. 621-633. Horst, M. (2005). Learning L2 vocabulary through extensive reading A measurement study. Canadian Modern Language Review, 61, 355382. Hyltenstam, K. , and Pienemann, M. (Eds. ). (1985). manakin and assessin g second language acquisition. Clevedon, Avon Multilingual Matters. IELTS. (2007). IELTS Handbook 2007. Cambridge USLES. Retrieved on 15/12/2012 from http//www. ielts. org/pdf/IELTS_Handbook_2007. pdf. IELTS. (2011). IELTS Test taker performance 2011. Cambridge USLES. Accessed 15/12/2012 from .Johnson, K. (1982). Communicative syllabus design and methodology. Oxford. Oxford University Press Krashen, S. (1982). Principles and practice in second language acquisition. Oxford Pergamon. Krashen, S. , and Ten-el, T. (1983). The natural approach language acquisition in the classroom. Oxford Pergamon. Laufer, B. (2006). Comparing focus on form and focus on forms in second-language vocabulary learning. The Canadian Modern Language Review, 63 (1), 149-166. Laufer, B. (1992). How much lexis is necessary for comprehension? In P. Arnaud and H. Bejoint (eds. ) Vocabulary and Applied Linguistics. Macmillan London. Lee, S-Y. 2007). Revelations from three consecutive studies on extensive reading. R ELC Journal, 38, 150170. Lewis, M. (1997a). Implementing the lexical approach Putting theory into practice. Hove, England Language Teaching Publications. Lewis, M. (1997b). Pedagogical implications of the lexical approach. In J. Coady & T. Huckin (Eds. ),Second language vocabulary acquisition A rationale for pedagogy(pp. 255-270). Cambridge Cambridge University Press. Long, M. , and Crookes, G. (1993). Units of analysis in syllabus design The case for task. In G. Crookes, and S. M. Gass (Eds. ), Tasks in a pedagogical context (pp. 9-54).Clevedon, Avon Multilingual Matters. Mackey, W. F. (1965). Language teaching analysis. London Longman. Ministry of Finance, 2011. Budget Report. Accessed 15/12/2012 . Morris, P. (1995). The Hong Kong curriculum. Hong Kong Hong Kong University Press Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge Cambridge University Press. Nunan, D. (1988). Syllabus design. Oxford Oxford University Press. Pennycook, A. (2001). full of lif e Applied Lingistics A Critical Introduction. Mahwah, New Jersey and London Lawrence Erlbaum Associates.Pienemann, M. (1985). Learnability and syllabus construction. In K. Hyltenstam, and M. Pienemann (Eds. ), Modelling and assessing second language acquisition. Clevedon, Avon Multilingual Matters. Prabhu, N. S. (1987). Second language pedagogy. Oxford Oxford University Press. Read, J. (2002). Assessing Vocabulary. Cambridge Cambridge University Press. Read, J. (2005). Applying lexical statistics to the IELTS speaking test. Research Notes, May, 2005. Richards,J. C. (2000). Curriculum development in language teaching. New York Cambridge University Press. Rutherford, W. (1987). Second language grammar Teaching and learning.London Longman. Schachter, J. (1989). Testing a proposed universal. In S. Gass and J. Schachter (Eds. ), Linguistic perspectives on second language acquisition (pp. 73-88). Cambridge Cambridge University Press. Soars, J. , and Soars, L. (1991). Headway Pre- Intermed iate. Oxford Oxford University Press. Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford Oxford University Press. Swain, M. (1985). Communicative competence Some roles of comprehensible input and comprehensible output in its development. In S. Gass and C. Madden (Eds. ), Input in Second language acquisition (pp. 235-253). Rowley, MA Newbury House.Swain, M. and Lapkin, S. (1995). Problems in output and the cognitive processes they generate a step towards second language learning. Applied Linguistics, 16, 371-91. Terrell, T. D. (1991). The role of grammar instruction in a communicative approach. Modern Language Journal, 75, 52-63. Van Patten, B. (1992). Second language acquisition research and foreign language teaching, Part I. ADFL Bulletin, 23, 52-55. White, L. (1987). Against comprehensible input The input hypothesis and the development of second language competence. Applied Linguistics, 8, 95- 110. White, R. V. (1988). The ELT curriculum. Design, innovation and management.Oxford Basil Blackwell. Widdowson, H. G. (1978). Teaching language as communication. Oxford Oxford University Press. Wilkins, D. (1976). Notional syllabuses. OxfordOxford University Press. Willis, D. (1990). The lexical syllabus A new approach to language teaching. London Collins. Willis. J. (1996). A framework for task-based learning. Oxford Longman. Yalden, J. (1983). The communicative syllabus Evolution, design and implementation. Oxford Pergamon. Zahar, R. , Cobb, T. and Spada, N. 2001. Acquiring vocabulary through reading Effects of frequency and contextual richness. The Canadian Modern Language Review, 57 (4), 541-572.Appendix A (Adapted from www. ielts. org) IELTS Researchers Test taker performance 2011 Band score information Place of Origin These figures show the mean overall and individual band scores achieved by 2011 Academic and General Training candidates from the top 40 places of origin. Mean band score for the most frequent countries or regions of origin (Academic) Academic Listening Reading Writing Speaking OVERALL Bangladesh 5. 9 5. 6 5. 6 5. 9 5. 8 brazil 6. 8 6. 9 6. 2 6. 9 6. 7 China (Peoples Republic) 5. 8 5. 9 5. 2 5. 3 5. 6 Colombia 6. 2 6. 4 5. 7 6. 4 6. 2 Cyprus 6. 4 5. 9 5. 7 6. 6. 1 Egypt 6. 3 6. 1 5. 8 6. 3 6. 2 France 6. 9 6. 9 6. 3 6. 8 6. 8 Germany 7. 0 6. 6 6. 4 7. 2 6. 8 Ghana 4. 8 4. 3 5. 7 6. 5 5. 4 Hong Kong 6. 7 6. 4 5. 9 6. 2 6. 4 India 6. 4 5. 6 5. 8 6. 2 6. 1 Indonesia 6. 6 6. 3 5. 9 6. 3 6. 4 Iran 5. 8 5. 4 5. 8 6. 3 5. 9 Iraq 5. 7 5. 2 5. 4 6. 2 5. 7 Italy 6. 2 6. 1 5. 8 6. 4 6. 2 Japan 6. 0 5. 6 5. 5 5. 8 5. 8 Jordan 5. 9 5. 5 5. 5 6. 3 5. 9 Kenya 6. 7 6. 1 6. 6 7. 2 6. 7 Korea, South 6. 2 6. 1 5. 4 5. 7 5. 9 Kuwait 5. 3 4. 9 4. 8 5. 6 5. 2 Libya 5. 2 5. 1 5. 1 5. 8 5. 4 Malaysia 7. 7. 0 6. 2 6. 6 6. 9 Mexico 6. 7 6. 8 5. 9 6. 5 6. 6 Nepal 6. 3 5. 8 5. 7 6. 0 6. 0 Nigeria 6. 1 6. 0 6. 2 7. 0 6. 4 Oman 5. 3 5. 1 5. 0 5. 7 5. 4 Pakistan 5. 8 5. 5 5. 6 6. 0 5. 8 Philippines 7. 0 6. 6 6. 2 6. 8 6. 7 Qatar 4. 8 4. 6 4. 5 5. 3 4. 9 Romania 7. 2 7. 0 6. 2 6. 8 6. 9 Russia 6. 6 6. 6 5. 9 6. 6 6. 5 Saudi Arabia 4. 9 4. 8 4. 7 5. 6 5. 1 Spain 6. 7 6. 9 6. 0 6. 5 6. 6 Sri Lanka 6. 6 6. 0 5. 9 6. 5 6. 3 Sudan 5. 9 5. 7 5. 5 6. 2 5. 9 Taiwan 5. 9 6. 0 5. 5 5. 9 5. 9 Thailand 5. 9 5. 9 5. 3 5. 7 5. 8 Turkey 6. 0 5. 5. 3 5. 8 5. 8 United Arab Emirates 4. 9 4. 8 4. 7 5. 4 5. 0 Uzbekistan 5. 7 5. 6 5. 0 5. 5 5. 5 Vietnam 5. 9 6. 1 5. 6 5. 7 5. 9 Mean band score for the most frequent countries or regions of origin (General Training) General Training Listening Reading Writing Speaking OVERALL Bangladesh 6. 1 5. 4 5. 8 6. 2 5. 9 Brazil 6. 4 6. 3 6. 1 6. 7 6. 4 China (Peoples Republic) 6. 3 6. 0 5. 7 5. 8 6. 0 Colombia 5. 7 5. 7 5. 6 6. 0 5. 8 Egypt 6. 3 5. 9 5. 9 6. 4 6. 2 France 6. 9 6. 8 6. 3 6. 8 6. 8 Germany 6. 9 6. 6 6. 4 7. 1 6. 8 Hong Kong SAR 6. 7 6. 4 5. 6. 2 6. 4 India 6. 3 5. 7 5. 8 6. 2 6. 1 Indonesia 6. 7 6. 2 5. 9 6. 3 6. 3 Iran 5. 7 5. 4 5. 8 6. 3 5. 9 Iraq 5. 7 5. 3 5. 5 6. 3 5. 8 Italy 6. 2 6. 3 5. 8 6. 4 6. 2 Japan 6 5. 6 5. 5 5. 9 5. 8 Jordan 6 5. 6 5. 5 6. 3 5. 9 Kenya 6. 8 6. 4 6. 7 7. 3 6. 9 Korea, South 5. 8 5. 4 5. 3 5. 4 5. 5 Lebanon 6. 3 5. 7 5. 9 6. 6 6. 2 Malaysia 7. 3 6. 9 6. 5 7. 0 7. 0 Mauritius 6. 5 5. 9 6. 2 6. 7 6. 4 Mexico 6. 3 6. 3 6. 0 6. 6 6. 3 Nepal 6. 3 5. 6 5. 9 6. 2 6. 1 Nigeria 5. 9 5. 9 6. 6 7. 1 6. 4 Pakistan 6. 2 5. 5 6. 0 6. 4 6. 1Philippines 6. 2 5. 7 5. 9 6. 3 6. 1 Romania 6. 5 6. 3 5. 9 6. 2 6. 3 Russia 6. 4 6. 3 6. 0 6. 4 6. 3 Saudi Arabia 4. 6 3. 8 4. 4 5. 0 4. 5 Singapore 7. 7 7. 3 6. 9 7. 5 7. 4 South Africa 7. 4 7. 0 7. 3 8. 4 7. 6 Sri Lanka 6. 3 5. 7 5. 8 6. 3 6. 1 Taiwan 6. 3 5. 8 5. 8 6. 2 6. 1 Thailand 5. 6 5. 2 5. 3 5. 6 5. 5 Turkey 5. 8 5. 5 5. 5 5. 8 5. 7 Ukraine 5. 8 5. 6 5. 5 6. 0 5. 8 United Arab Emirates 4. 3 3. 5 4. 3 4. 9 4. 3 United States of America 8. 0 7. 6 7. 7 8. 6 8. 0 Venezuela 6. 3 6. 3 6. 1 6. 4 6. 3 Vietnam 5. 8 5. 6 5. 7 5. 7 5. 8

French Revolutin DBQ

The French variation of 1789 caused many alterations in the social, political, and economical world of France. The French revolution sparked the beginning for many y divulgehful reforms in France that were previously unavailable to the 3rd estate. The things that led up to the French revolution were all caused from within the social, political, and economic world of France. The Social causes for the French Revolution were varied. One such paradox was the well being of the 3rd estate.According to Travels in France by Arthur Young the conditions of the 3rd estate were terrible as people could not purchase bread due to the high prices and the ragged conditions of the children (Document 1). Because of these factors the people were forced to fight each other for a piece of bread alone. Another problem was the middle class knowledge of the Enlightenment. According to The French Revolution historian Albert Mathiez, the middle class knowledge of the Enlightenment made them start the rev olution preferably than the unintelligent working class (Document 3).The social world of France was a front for the revolution to begin because of the people who were mistreated by the government. The political reasons for the Revolution were similarly varied. One such reason was the signing of the Declaration of Independence. According to Lord Acton, the spark supplied by the signing of the Declaration of Independence was the cause of the French Revolution (Document 5).Another reason was the 3rd estates demands of the monarchy. Some of their demands were to lower the taxes assigned to them, have definite meeting times, and take votes by head (Document 3). The political state of France did not have intercourse well in preventing the revolution. Finally the Economic reasons for the revolution were less varied than the others but just as important. One economical reason for the revolution was the raw taxes to the 3rd estate.A chart of the tax and land ownership percentage in the 1 700s clearly shows how much more the 3rd estate was being taxed than the initiative or 2nd estate (Document 2). The economical causes for the revolution most likely set off the 3rd estate when their request for a tax change was denied. In conclusion the French Revolution was a result of the three different worlds of Frances system Economy, Social, and Politics. The changes caused by the Revolution paved way for modern France and spelled out a new era for France.