Quote two claims Essay Example | Topics and Well Written Essays - 250 words

Quote two claims - Essay Example Observably, it can be stated that having good sense is not important, but it is significant for people to use it in a good direction. It is quintessential that an individual should not presume his/her mind to be better than other individual in general. Besides, sharpness, clarity in thoughts and memory which is capacious is argued to be vital components within an individual to define the perfect mind. It is also crucial to select a path that enables an individual to develop imaginations and maxims, which ultimately leads an individual to foster method that facilitate him/her to acquire knowledge gradually (Thomas and Turner 32-44). Thomas and Turner’s notion, â€Å"clarity is the central virtue of classic prose† can also be supported, grounded on the fact that classic writer were engaged in presenting literary works that has already been perceived by them. Classic prose can be argued to be predominantly an efficient instrument, which neither invents nor misleads their view. Besides, classic prose evaded hesitations and uncertainties. Thus, it can be firmly justified that â€Å"clarity is the central virtue of classic prose† (Thomas and Turner

Aida Play Analysis Essay Example for Free

Aida Play Analysis Essay The musical Aida was written by Auguste Mariette based on Giuseppe Verdis Italian-language opera. 2nd Flight Productions using the stage at Chantilly High School performed the musical. The musical was based on the legend of Aida, the Nubian princess who was captured as a slave to Radames, the captain of Egypt. The performance is divided into two acts and it started with Radames fianci , Amneris, as a statue during the present times in a museum. The museum displayed a tomb with the carvings of a man and a woman buried together. Amneriss statue begins to sing and tells the tale behind the tomb. The set for the museum was sufficiently constructed for the story. The tomb was realistic and the background sets of Egyptian writing were appropriate to the feeling and style. However, at first it was difficult to grasp who Amneris was when she sang because she was position center right and maybe a little down right of the stage. There were no other props that clearly indicated that she was part of the museum and that she was a statue. There was a back narrow parallel platform that elevated her separate from the ground. The ensemble members were the museum tourists observing the artifacts. However they were on the ground level and there were no indications of them acknowledging her as a fellow artifact of the museum. Throughout the play, Aida is a strong character who deeply cares about her people. In the plot she hides her identity as the Nubian Princess to save her people. The actress did an amazing job portraying those characteristics. Her voice was powerful and so phenomenal that each song she sung moved me. Every emotion she evoked moved the audience through her acting and her singing. There was moment where the actress belted out a song that described the struggles of being a princess of Nubia. Her body language was like a building wearing away and her facial expressions revealed pain and sorrow. Another moment that was very effective was when she finally accepted her love for Radames. Her body language was playful, her voice was light and her facial expression was soft and more youthful. She was the best and most excellent actress in the play. The lighting had its good effects and bad effects. During serious moments, the lighting was used well and isolated the light towards the main characters. However, when the music became lively, the lighting was in all different colors, similar to a disco lighting, which I found unnecessary and sloppy for a historical musical. The costuming was decent as well but I expected more from a community theatre company. The costumes would be acceptable for a high school production but not a community one. The slave clothes were fine and tattered; however, the fabric was new and it appeared new from stage. Since the setting is in historical times, the fabric must invoke that. The costume for Aida throughout the play was in a shiny fabric that was glittery. This was an anachronism since the setting, again, is in historical times. The ensemble was probably the poorest aspect of the play. In every act they were in, they were never in synch with each other. No one seemed to listen or hear each other. The ensembles made careless mistakes with their hands fidgeting, their eyes not focused and the acting did not seem like acting. In acting, the actor must have a purpose or goal to evoke good acting; however the ensemble did not do that. They moved around with unmotivated movement. Their dance, however, was stronger than their acting. At times they were no in synch but they did decent on their dances. I wished that the ensemble danced with more diverse movements. The dances seemed a little parallel and conformed to the same movements at times. The ensemble men were Radames soldiers in the beginning and did a dance routine that had the characteristics of a march. The performance of the ensemble however, was poor. Their entire routine was not in synch and it was sloppy. In order to portray as soldiers, they should have had more cut and dry movements that were sharp and strict. However, they performed as if they were relaxed and bored. It was more of a casual walk than a march. Towards the end the soldiers did an impressive break dance when the song lifted from its austere melody, however I found it unnecessary. Overall the musical was satisfactory as a community musical. The background music was appropriate, the main actors were excellent in portraying their characters and the songs were sung on key. Although there were many errors in setting, and ensemble members, the director succeeded in telling and portraying the story of Aida in a reasonable fashion.

Euthanasia in the Netherlands Essay -- Euthanasia, Physician Assisted

As most countries abstain from the right to euthanasia, the Lower House of Parliament on November 28, 2000 passed a bill, legalizing euthanasia in the Netherlands. Will this law impact the beliefs and ideals of other countries and cause them to re-evaluate their medical procedures? In â€Å"Why Physicians? Reflections on the Netherlands’ New Euthanasia Law,† Jos V. M. Welie provides a descriptive overview of the history of the Dutch penal code on euthanasia in the Netherlands. In â€Å"Euthanizing Life,† John F. Kavanaugh discusses an anorexic patient who was illegally euthanized and presents Judge Miner’s offered opinion based on equal protection of the law. In â€Å"Why Physicians? Reflections on the Netherlands’ New Euthanasia Law,† Welie introduces the audience to the origin of the law and states his opposition to it. The next few paragraphs describe the history of article 40 of the Dutch penal code and how it excused physicians from euthanizing at a time when it was illegal. â€Å"Article 40 waives the liability to punishment for anyone who commits a crime while compelled to do so by force majeure, that is, by a psychological or moral force so strong that the perpetrator could not resist it† (Welie 42). Many doctors felt liable in not obeying the law, however, they felt morally wrong in prolonging a particular patients’ suffering. Physicians are faced with the dilemma of whether or not relieving a patient’s suffering is worth the risk of being prosecuted and losing their license to practice medicine. How would courts measure this so called â€Å"psychological or moral force† described in Article 40 of the Dutch penal code? Welie states that when confronted with prosecution, physicians would base their defense on â€Å"medical exception... ... resist medical treatment, which may result in death, but are unable to have a doctor do the unfortunate job for us. Welie’s article makes a great transition from describing the history of euthanasia to reflecting upon the present situation. He proposes many of his own thoughts to the issue and makes the reader question the differences in medical law between America and the Netherlands. Kavanaugh, in his article, tells a surprising story that keeps reader intrigued and follows it with an informative viewpoint from a judge. Overall, these articles do a plausible job on describing how euthanasia is practiced in another country.       Works Cited Welie, Jos V. M. â€Å"Why Physicians? Reflections on the Netherlands’ New Euthanasia Law.† The Hastings Center Report Jan/Feb 2002: 42-44 Kavanaugh, John F. â€Å"Euthanizing Life† America May 2001: 28

Communicative Games In Teaching Speaking Education Essay

English instruction has drawn much public attending as English has become one of the most effectual international linguistic communications. In such inclination of society for developing hearing and talking accomplishments instead than reading and composing accomplishments, surveies on how to better scholars ‘ speech production accomplishments have been carried out, but there are still many facets left undiscovered. In some non-English speech production states like Viet Nam, many high school pupils frequently find it hard to talk English and experience world-weary and nervous in talking lessons. The grounds are because they spend much clip on the topics that they will impact their consequences of university entryway test than the others, because English trials in high schools and in entryway tests are in composing and reading signifiers but non in talking signifier, and because the figure of periods of topics of natural scientific discipline is more than topics of societal scientific discipline or frailty versa. Therefore assorted methods have been used to accomplish the effectivity in learning English speech production, and one of them is utilizing communicative games. It is said that communicative games is one of the most effectual methods to better learning English speech production in high schools due to their positive effects. In add-on, the survey into using communicative games in learning English speech production in high schools is helpful to my procedure of learning pattern in high schools. For the above grounds, the research subject â€Å" Application of communicative games in learning speech production in English 10 † is hoped to lend to the effectivity in learning English speech production.2. Purposes and aimsThe survey is to show the effectivity in application of communicative games in learning speech production in English 10. The research has some undermentioned purposes: – To happen out jobs that pupils encounter in speech production categories. To analyze the effectivity of communicative games in speech production categories. To propose some pedagogical deductions to accomplish the effectivity in learning speech production.3. Scope of the surveyThe research is examined in 10th grade pupils of three categories at Quoc Hoc high school. For the clip bound and the length bound, the survey trades with four units which are unit 12, 13, 14 and 15 in English 10.4. Research inquiries– What are the troubles that pupils encounter in speech production categories? – How effectual are communicative games in speech production categories?5. Methods of the surveyThe survey is a qualitative and quantitative research. The collected informations by making a study on 10th grade pupils of three categories at Quoc Hoc high school will be quantitatively analyzed. A qualitative analysis on informations collected on pupils will be carried out to demo the effectivity of application of communicative games in learning English speech production.6. Design of the surveyThe thesis is organized into five chief parts as follows: Chapter 1: Introduction presents the grounds for taking the subject, the purposes and aims of the survey, the range of the survey and the organisation of the survey. Chapter 2: Literature Review and Theoretical Background includes two parts. The first portion reviews old related surveies. The 2nd 1 is to show an overview of English 10 text edition, state of affairs of learning and larning English speech production in high schools, scholars ‘ communicative competency, communicative activities and communicative games. Chapter 3: Methods and Procedures shows the research design and research methods, the description of the process of informations aggregation and information analysis, the description of participants and instruments in the research. Chapter 4: Findingss and Discussion is to show the findings of the probe and analysis and to discourse the consequences of the study. Chapter 5: Decision and Implications summarizes the survey, shows deductions and restrictions of the survey and suggests for farther research.Table OF CONTENTSChapter 1: Introduction1.1 Rationale 1.2 Purposes and Aims 1.3 Scope of the Study 1.4 Research Questions 1.5 Organization of the StudyChapter 2: Literature Review and Theoretical Background2.1 Previous research plants 2.2 Theoretical Background 2.2.1 Overview of English 10 Textbook 2.2.2 Communicative Language Teaching 2.2.3 Communicative Competence 2.2.4 Communicative Activities 2.2.5 Communicative Games 2.2.5.1 Definition of Communicative Games 2.2.5.2 Functions of Communicative Games in Teaching EnglishChapter 3: Methods and Procedures3.1 Research Design and Methodology 3.. Study ProceduresChapter 4: Findingss and Discussion4.1 Troubles of Students in Speaking Classs 4.2 Effectiveness of Communicative Games in Speaking Classs 4.3 Discussion 4.4 DrumheadChapter 5: Decision and Deductions5.1 Decision 5.2 Deductions 5.2.1 Design Principles of Communicative Games 5.2.2 Principles of Application of Communicative Games in Teaching Talking 5.2.3 Some Suggested Communicative Games in Teaching Talking 5.2.3.1 Some Communicative Games for Unit 12 5.2.3.2 Some Communicative Games for Unit 13 5.2.3.3 Some Communicative Games for Unit 14 5.2.3.4 Some Communicative Games for Unit 15 5.3 Restriction 5.4 Suggestions for Further ResearchEXPECTED OUTCOMESThe consequences of this survey are expected as follows: First, games are activities that make people experience relaxed and aroused and utilizing communicative games in learning English speech production draws attending of non lone instructors but besides scholars. Second, instructors can cognize more about the effectivity of communicative games in learning speech production, and cognize how to take or plan communicative games suited for scholars and learning points. Third, learning English speech production is more exciting and effectual because communicative games motivate scholars and assist them comprehend learning points in a natural manner.Plan OF THE PROJECTOccupation Detailss of occupation Time 1 Choosing a subject and planing the program of the undertaking – Determination job countries that require probe – Choosing a suited subject – Consulting relevant surveies and paperss – Planing the program of the undertaking By 24th December 2 Roll uping informations and analysing the information – Design questionnaires – Making study on 10th grade pupils by utilizing questionnaires – Analyzing the information By the terminal of February 3 Writing the thesis – Writing the first bill of exchange – Completing the thesis and composing the concluding bill of exchange By the terminal of March i? ¶ I thirstily underscore my committedness to carry throughing this research paper as scheduled under the direction of my supervisor. i? ¶ The first bill of exchange needs more work ; nevertheless, I agree to assist the pupil on status that the pupil can transport out the undertakings as planned.SUPERVISOR STUDENTVo Tha »Ã¢â‚¬ ¹ Thanh Dia »Ã¢â‚¬ ¡p Nguya »Ã¢â‚¬ ¦n Thia »Ã¢â‚¬ ¡n Ma »?

English In The Indian Subcontinent

English in the Indian Subcontinent Just as in the Caribbean, the English Language arrived in South Asia as a result of colonisation. Unlike its history in the Caribbean, however, English has always co-existed in the Indian subcontinent alongside thousands of local languages. So for most of the population, it has only ever been a second language. The origins of English in India The British first arrived in India in the early 1600s and soon established trading posts in a number of cities under the control of The East India Company.By 1765 the Company’s influence had grown to such an extent that the British were effectively controlling most parts of the country. This date is often taken as the start of what is referred to as The Raj — a period of British rule in India that lasted until Independence in 1947. Initially English was only taught to the local population through the work of Christian missionaries — there were no official attempts to force the language on t he masses.But by the 1700s, English had firmly established itself as the language of administration and many educated Indians were demanding instruction in English as a means of social advancement. By 1857 universities had opened in Bombay, Calcutta and Madras. English was increasingly accepted as the language of government, of the social elite, and of the national press. After Independence After Independence, India became a nation state, and it was intended that English would gradually be phased out as the language of administration.But there was no simple solution as to which language should replace it. At first Hindi, the most widely spoken language, seemed the obvious choice, but following violent protests in 1963 in the state of Tamil Nadu against the imposition of Hindi as a national language, opinion has remained divided. In a country with over 900 million people and more than a thousand languages, it is difficult to choose a single national language, as mother tongue speaker s of that language would automatically enjoy greater social status and have easier access to positions of power and influence.Even Ghandi, a proponent of a native variety as a national language, accepted that his message was most widely understood if expressed in English. So, although English is not an indigenous language, it remains as an ‘Associate Language’ in India, alongside Hindi, the ‘Official Language of the Union of India’ and eighteen ‘National Languages', such as Bengali, Gujurati and Urdu, that have a special status in certain individual states. English in India today Despite continued pressure from nationalists, English remains at the heart of Indian society.It is widely used in the media, in Higher Education and government and therefore remains a common means of communication, both among the ruling classes, and between speakers of mutually unintelligible languages. According to recent surveys, approximately 4% of the Indian population us e English. That figure might seem insignificant, but out of the total population this represents 35 million speakers — the largest English-speaking community outside the USA and the UK. In addition there are speakers of English in other parts of South Asia, such as Pakistan, Bangladesh and Sri Lanka, where English plays a similar role.English is virtually a mother tongue for many educated South Asians, but for the vast majority it remains a second language. This means there are speakers whose spoken English is heavily influenced by speech patterns of their ethnic language, alongside those whose speech reveals nothing of their racial background and some who are ranged somewhere in between. Asian influence There are a number of elements that characterise the more ‘extreme’ forms of South Asian English. In terms of pronunciation, many speakers do not differentiate between the sounds and .They might also replace in words like think and this with a and sound, as no In dian languages contain these consonants. Under the influence of traditional Hindi grammar, speakers often use progressive tenses in statements, such as I am believing you or she is liking music. Anyone who has experience of speech in the UK's Asian communities will also have encountered the phenomenon of code-switching — mixing words, phrases or even whole sentences from two different languages within the same conversation.The occasional or even frequent use of a Hindi (or Urdu, Punjabi, Gujurati etc.) word or expression within an English sentence can communicate a great sense of shared identity or solidarity with other speakers. This characteristic feature of Asian speech has led commentators to coin popular terms, such as Hinglish (i. e. Hindi English) or Pinglish (i. e. Pakistani English). The table below gives several examples of speakers using a number of pronunciations and grammatical constructions that are typical of speech on the Indian subcontinent. All the audio cli ps are taken from recent BBC interviews and come from spontaneous conversation and therefore reflect the natural reflexes of South Asian English.The left hand column lists each feature, while the second column gives an explanation. The list is by no means comprehensive, but by clicking on the sound file you can hear an extract from a recording of a speaker using the target feature. English in India Officially English has a status of assistant language, but in fact it is the most important language of India. After Hindi it is the most commonly spoken language in India and probably the most read and written language in India. Indians who know English will always try to show that they know English.English symbolizes in Indians minds, better education, better culture and higher intellect. Indians who know English often mingle it with Indian languages in their conversations. It is also usual among Indians to abruptly move to speak fluent English in the middle of their conversations. Engl ish also serves as the communicator among Indians who speak different language. English is very important in some systems – legal, financial, educational, business – in India. Until the beginning of 1990s, foreign movies in India weren’t translated or dubbed in Indian languages, but were broadcast in English and were meant for English speakers only.The reason Indians give such importance to English is related to the fact that India was a British colony (see Europeans in India). When the British started ruling India, they searched for Indian mediators who could help them to administer India. The British turned to high caste Indians to work for them. Many high caste Indians, especially the Brahmans worked for them. The British policy was to create an Indian class who should think like the British, or as it was said then in Britain â€Å"Indians in blood and color but English in taste, in opinions and morals and intellect†.The British also established in Ind ia universities based on British models with emphasis on English. These Indians also got their education in British universities. The English Christian missionaries came to India from 1813 and they also built schools at primary level for Indians in which the language of instruction was local language. Later on the missionaries built high schools with English as the language of instruction which obliged the Indians who wanted to study to have a good knowledge of English.The British rulers began building their universities in India from 1857. English became the first language in Indian education. The ‘modern’ leaders of that era in India also supported English language and claimed it to be the main key towards success. Indians who knew good English were seen as the new elite of India. Many new schools were established in which the language of instruction was English. According to the British laws the language of instruction at university level was English and therefore sc hools that emphasized English were preferred by ambitious Indians.Even after India’s independence, English remained the main language of India. Officially it was given a status of an assistant language and was supposed to terminate officially after 15 years of India’s independence, but it still remains the important language of India. Even today schools in India that emphasis English are considered better schools and the same is the case at university levels, even though there is a trend towards Indianization. In the 1970s and 1980s about one third of the Indian schools had English as their first language.For most of these students, English is their first language and it is easier for them to communicate, read and write in English than in Indian languages, including their mother tongues. Just like the Americans, Australians or even the British who have their unique English words and phrases, the Indians also have their own unique English. The Indians and the Indian Eng lish language press uses many words derived from Indian languages, especially from Hindi. Other than that, the Indian accent is sometimes difficult for non-Indians to understand. There are some Indian pronunciations that don’t exist in non Indian languages.The British also had problems with that and they caused some changes in Indian words so that they could pronounce them. Even the Indians started using these changed words and made them part of their English. Two examples of such changed words are currey and sari. your score. English as a National Foreign Language India has two national languages for central administrative purposes: Hindi and English. Hindi is the national, official, and main link language of India. English is an associate official language. The Indian Constitution also officially approves twenty-two regional languages for official purposes.Dozens of distinctly different regional languages are spoken in India, which share many characteristics such as grammat ical structure and vocabulary. Apart from these languages, Hindi is used for communication in India. The homeland of Hindi is mainly in the north of India, but it is spoken and widely understood in all urban centers of India. In the southern states of India, where people speak many different languages that are not much related to Hindi, there is more resistance to Hindi, which has allowed English to remain a lingua franca to a greater degree.Since the early 1600s, the English language has had a toehold on the Indian subcontinent, when the East India Company established settlements in Chennai, Kolkata, and Mumbai, formerly Madras, Calcutta, and Bombay respectively. The historical background of India is never far away from everyday usage of English. India has had a longer exposure to English than any other country which uses it as a second language, its distinctive words, idioms, grammar and rhetoric spreading gradually to affect all places, habits and culture. In India, English serve s two purposes.First, it provides a linguistic tool for the administrative cohesiveness of the country, causing people who speak different languages to become united. Secondly, it serves as a language of wider communication, including a large variety of different people covering a vast area. It overlaps with local languages in certain spheres of influence and in public domains. Generally, English is used among Indians as a ‘link’ language and it is the first language for many well-educated Indians. It is also the second language for many who speak more than one language in India.The English language is a tie that helps bind the many segments of our society together. Also, it is a linguistic bridge between the major countries of the world and India. English has special national status in India. It has a special place in the parliament, judiciary, broadcasting, journalism, and in the education system. One can see a Hindi-speaking teacher giving their students instructions during an educational tour about where to meet and when their bus would leave, but all in English. It means that the language permeates daily life.It is unavoidable and is always expected, especially in the cities. The importance of the ability to speak or write English has recently increased significantly because English has become the de facto standard. Learning English language has become popular for business, commerce and cultural reasons and especially for internet communications throughout the world. English is a language that has become a standard not because it has been approved by any ‘standards’ organization but because it is widely used by many information and technology industries and recognized as being standard.The call centre phenomenon has stimulated a huge expansion of internet-related activity, establishing the future of India as a cyber-technological super-power. Modern communications, videos, journals and newspapers on the internet use English and h ave made ‘knowing English’ indispensable. The prevailing view seems to be that unless students learn English, they can only work in limited jobs. Those who do not have basic knowledge of English cannot obtain good quality jobs. They cannot communicate efficiently with others, and cannot have the benefit of India’s rich social and cultural life.Men and women who cannot comprehend and interpret instructions in English, even if educated, are unemployable. They cannot help with their children’s school homework everyday or decide their revenue options of the future. A positive attitude to English as a national language is essential to the integration of people into Indian society. There would appear to be virtually no disagreement in the community about the importance of English language skills. Using English you will become a citizen of the world almost naturally. English plays a dominant role in the media.It has been used as a medium for inter-state communica tion and broadcasting both before and since India’s independence. India is, without a doubt, committed to English as a national language. The impact of English is not only continuing but increasing. IMPORTANCE OF ENGLISH IN INDIA In our country English is important for a number of reasons. India is a land of diversity. Different people speak different languages. A person of Tamil Nadu does not speak Hindi. So he can't understand Hindi of a person from North India. However he can understand in English.So English is alink language. Different people can communicate with one another with the help of English. Secondly,all advanced knowledge in science,technology and medicine is available in English. The results of the latest researches come to india through the medium of English. If we give up English,we will lag behind in the higher fields of study. Today the world has become one family. It is all due to English. English is an international language. English is the language of th e Constitution,the Supreme Court,the High Courts and official departments.English is now firmly rooted in the soil of India. It has become a part of Indian life. Thus English has great importance for the integrity of India. It has to be second language in our contry for the better development of the country. Summary: A look at the importance of English in India and the world. Read more at http://www. usingenglish. com/articles/importance-english-language. html#tv8TJv6iPHuq8AYh. 99 A language is a systematic means of communication by the use of sounds or conventional symbols. It is the code we all use to express ourselves and communicate to others.It is a communication by word of mouth. It is the mental faculty or power of vocal communication. It is a system for communicating ideas and feelings using sounds, gestures, signs or marks. Any means of communicating ideas, specifically, human speech, the expression of ideas by the voice and sounds articulated by the organs of the throat an d mouth is a language. This is a system for communication. A language is the written and spoken methods of combining words to create meaning used by a particular group of people.Language, so far as we know, is something specific to humans, that is to say it is the basic capacity that distinguishes humans from all other living beings. Language therefore remains potentially a communicative medium capable of expressing ideas and concepts as well as moods, feelings and attitudes. A set of linguists who based their assumptions of language on psychology made claims that language is nothing but ‘habit formation’. According to them, language is learnt through use, through practice. In their view, ‘the more one is exposed to the use of language, the better one learns’.Written languages use symbols (characters) to build words. The entire set of words is the language’s vocabulary. The ways in which the words can be meaningfully combined is defined by the langua ge’s syntax and grammar. The actual meaning of words and combinations of words is defined by the language’s semantics. The latest and the most advanced discoveries and inventions in science and technology are being made in the universities located in the United States of America where English language is the means of scientific discourse.The historical circumstances of India (having been ruled by the British for over two centuries) have given the Indians an easy access to mastering English language, and innumerable opportunities for advancement in the field of science and technology. Many Indians have become so skilled in English language and have won many international awards for creative and comparative literatures during the last few years. Sometime ago, an Indian author, Arundhati Roy, won the prestigious booker prize for her book â€Å"The God of Small Things†.Her book sold lakhs of copies all over the globe. Over the years, English language has become one of our principal assets in getting a global leadership for books written by Indian authors and for films made by Indians in English language. A famous Indian movie maker Shekhar Kapoor’s film â€Å"Elizabeth† has got several nominations for Oscar Awards. It does not require any further argument to establish the advantage English language has brought to us at the international level. English language comes to our aid in our commercial transactions throughout the globe.English is the language of the latest business management in the world and Indian proficiency in English has brought laurels to many Indian business managers. English is a means not only for international commerce; it has become increasingly essential for inter-state commerce and communication. In India, people going from North to South for education or business mostly communicate in English, which has become a link language. Keeping this in mind, the Parliament has also recognized English as an official l anguage in addition to Hindi.All the facts of history and developments in present day India underline the continued importance of learning English in addition to vernaculars. Some of the states of India are witnessing popular increase in public demand for teaching of English language from the primary classes. Realizing the importance, recently, the Minister of Indian Railways, Laloo Prasad Yadav, demands teaching of English language in schools. The great demand for admission in English medium schools throughout the country is a testimony to the attraction of English to the people of India.Many of the leaders, who denounce English, send their own children to English medium schools. Many of the schools in the country have English as the sole or additional medium of instruction. A language attracts people because of the wealth of literature and knowledge enshrined in it. English poses no danger to Indian languages. The Indian languages are vibrant and are developing by the contribution s of great minds using them as their vehicle of expression. English is available to us as a historical heritage in addition to our own language.We must make the best use of English to develop ourselves culturally and materially so that we can compete with the best in the world of mind and matter. English language is our window to the world. English language is one tool to establish our viewpoint. We can learn from others experience. We can check the theories of foreigners against our experience. We can reject the untenable and accept the tenable. We can also propagate our theories among the international audience and readers.We can make use of English to promote our worldview and spiritual heritage throughout the globe. Swami Vivekananda established the greatness of Indian view of religion at the world conference of religions in Chicago in 1893. He addressed the gathering in impressive English. Many spiritual gurus have since converted thousands of English people to our spirituality by expressing their thought and ideas in masterful English. English has thus become an effective means of promoting Indian view of life, and strengthening our cultural identity in the world.When William Caxton set up his printing press in London (1477) the new hybrid language (vernacular English mixed with courtly French and scholarly Latin) became increasingly standardized, and by 1611, when the Authorized (King James) Version of the Bible was published, the educated English of London had become the core of what is now called Standard English. By the time of Johnson’s dictionary (1755) and the American Declaration of Independence (1776), English was international and recognizable as the language we use today.The Orthography of English was more or less established by 1650 and, in England in particular, a form of standard educated speech, known as Received Pronunciation (RP) spread from the major public schools in the 19th century. This accent was adopted in the early 20th ce ntury by the British Broadcasting Corporation (BBC) for its announcers and readers, and is variously known as RP, BBC English, Oxford English, and the King’s or Queen’s English. Generally, Standard English today does not depend on accent but rather on shared educational experience, mainly of the printed language.Present-day English is an immensely varied language, having absorbed material from many other tongues. It is spoken by more than 300 million native speakers, and between 400 and 800 million foreign users. It is the official language of air transport and shipping; the leading language of science, technology, computers, and commerce; and a major medium of education, publishing, and international negotiation. For this reason, scholars frequently refer to its latest phase as World English. Read more at http://www. usingenglish. com/articles/importance-english-language. html#l0tZymxyFrQpCsKi. 99

catcher in the rye1 essays

catcher in the rye1 essays A classic theme in American literature is a youth's journey into adulthood. This journey is usually met with some adversity. Such is the case with J. D. Salinger's book The Catcher in the Rye. In this book the protagonist, Holden Claufield, is a nineteen year old expelled college student who is going through some tough times. Most of Holden's problems stem from his inability to disregard his childhood and proceed to maturity. Throughout the novel, Holden tries to hold onto the comfort of his childish ideals and ways of life, but society seems to demand that he grow up. Multiple times in the book, Holden ponders of ways to simply move away to another part of the country in order to escape the responsibilities of maturity. The first example of this is when Holden meets an old girlfriend of his, Sally Hayes. Once their conversation was on what he has been doing lately, he becomes enthralled in the idea of escaping with her to the countryside and living a simple life. Sally keeps reality in check by telling him that if he wants to have a real relationship, than he should finish college and get a real job. Then, she says, there will be "oodles of marvelous places to go to."(Salinger, 133). Holden replies, "No, there won't be. It'd be entirely different. We'd have to go downstairs in elevators with suitcases and stuff. We'd have to phone up everybody and tell 'em good-by and send 'em postcards from hotels and all. And I'd be working in some office, making lots of dough, and riding to work in cabs and Madison Avenue buses, and reading newsp apers, and playing bridge all the time."(Salinger, 133). In this example it is clear that Holden is protesting the kinds of things that are associated with the boring side of a responsible adult life. Society is represented by Sally, who says that he is crazy for thinking of actually doing things like breaking off all contacts and living a secluded life off ...

Writer Choice M Example

Writer Choice M Example Writer Choice M – Assignment Example Humanitarian Crisis Grows as Iraqis Flee ISIS Threat Summary: The war between Islamic militants and pro-government forces around the provincial capital has caused a humanitarian crisis in Iraq as 4,250 families run away from the region. Development: Thousands of people are running away from Iraq’s Anbar Province, which is under attack, towards Baghdad for protection. Bodies litter the streets, and some are still in burnt cars. There is a traffic pile up at the checkpoint, as Iraqi authorities demand a confirmation of residence for the escapees before allowing them entry. Most people have been travelling for days just to reach the border. It seems the battle will go on for months after the government assured its residents of a new military operation to bring back the province from the Islamic State. The Islamic State is to blame for several attacks and suicide bombings. Anbar’s governor believes that Shiite religious authorities can save the situation. Analysis: The situ ation in Iraq is serious. The attacks and suicide bombings on the American embassy increase tensions in Iraq. The lack of coordination between American officials and militias, because of suspicions, means that the war will go on for a long period. The humanitarian crisis is bound to intensify as innocent civilians seek place of safety. Clearly, Shiite militias are necessary in the war to assist the American military, just as they did with the Hussein case. In addition, the authority’s reluctance to allow families to Baghdad makes the situation worse because families continue to pile up at the border and the humanitarian situation becomes worse. The situation is just more than a religious case because officers and authorities look at it from a criminal point of view. Work CitedArango, Tim. Humanitarian Crisis Grows as Iraqis Flee ISIS Threat. The New York Times, APRIL 17, 2015. Available at nytimes.com/2015/04/18/world/middleeast/as-iraqis-flee-anbar-province-and-isis-question s-persist-on-role-of-shiite-militias.html?ref=topics&_r=0