Batman Horror Films Essay

Batman Horror Films Essay Batman: Horror Films Essay For me, choosing a favorite movie is like choosing which parent I love more. It’s impossible! I am a movie junkie and signing up for Netflix was probably the best decision my family has made. I enjoy anything from comedy to mystery and from romance to horror. When I was a little girl, mom never allowed scary movies to be played and†¦.well, let’s just say the rules were broken a few times, particularly on the nights she worked. I didn’t watch movies a typical 6-year-old girl would be interested in. Dad and I watched Friday the 13th, Psycho, The Shining, The Haunting, and so many others. It’s alright if you have never seen or even heard of them. All you have to understand is that after viewing those movies you probably wouldn’t be sleeping for the next couple of nights. Apparently, whenever there was a scary scene I would cover my eyes and ask dad to turn it, but right when he changed the channel I would beg for him to turn back! It is a lot like a car accident. You want to look away, but you just can’t; all thanks to your curious mind. Now that I am a little older, dad has said that my attitude toward horror films is exactly the same. No matter how scary the movie becomes, I just can’t turn it off. If you are thinking that this is going to be all about horror films, you are wrong. First of all, R rated movies are not allowed to be reviewed, but secondly, it would be a waste of time because nothing is better than the Batman trilogy. I know, â€Å"that’s three movies NOT one!† Well,

Henry Fayol Theory of Management Essay Essay Example

Henry Fayol Theory of Management Essay Essay Example Henry Fayol Theory of Management Essay Essay Henry Fayol Theory of Management Essay Essay DEFINITION OF PUBLIC SPHERE THEORYIn rhetoric. the topographic points were citizens exchange thoughts. information. attitude and sentiments.The construct of Habermas populace sphere is a metaphorical term used to depict the practical infinite where people can interact through the universe broad web. for case is non really a web. internet is non a infinite. and so with the populace sphere. It’s the practical infinite where the citizens of a state exchange thoughts and discourse issues in order to make understanding about ‘matters of general interest’ ( Jurgen. Habermas 1997:105 ) History OF JURGEN HABERMAS Jurgen Habermas was born in Dusseldorf. Garmany in 1929. he had served in the Hilter young person and had been sent to them. The western forepart during the concluding months of the war. Habermas entryway onto the rational scence began in 1950s with an influential review of Martin Heideggers doctrine. He studied doctrine at universities of Gottingen and Bonn. which he followed with surveies in doctrine and sociology at the institute of societal research under Maz Horkheimer and Theoder Adono. In the sixtiess and 70s he mark at the university of Heidelberg and Frankfurt am chief. He so accepted a directorship at the Max Pianck establishment in stamberg in 1971. In 1980 he won prize and two old ages subsequently he took a chair at the university of Frankfurt. staying at that place until his retirement in 1994. Habermas on the populace sphere. he means foremost at al a dominant of our societal life in which something coming out in which public sentiment can be formed. The right is guaranteed to all citizen. A place of the populace sphere comes in being in every conversation in which private persons assemble to organize a public organic structure. Citizens behave as a public organic structure when they confer in an unrestricted manner †¦ i. e. with the warrant of freedom of assembly and association and the freedom to show and print their opinions†¦ about affairs of general involvement. The modern-day populaces sphere is characterized harmonizing to Habermas. By the weathering of its critical functions and capacities. In the past promotion was used to capable people or the present political determinations to the populace. Today the populace sphere is recruited for the usage of concealed policies by involvement groups. For Habermas. the rules of the populace sphere are weakening in the twentieth century. The populace is no longer made out of multitudes of persons but of organized people that institutionally exercising their influence on the populace sphere and argument. Habermas introduces the constructs of â€Å"communicative power† as the cardinal normative resources for countering the norn-free steering media of money and administrative power. Associating ‘communication’ with ‘power’ already suggests a mix of the normative resources of communicative action with the impersonal force of power. Is such a conceptual mix stable? As the beginning for democratic legitimation of the usage of province power. communicative power is a cardinal impression in Habermas’s democratic theory. Although. in the medium of in restricted communication†¦ new job state of affairs can be perceived more sensitively. discourses aimed at accomplishing self-understanding can be conducted more widely and expressively. corporate individualities and need readings can be articulated with fewer irresistible impulses so is the instance in procedurally regulated populace sphere. HOW HABERMAS ANALYSIS PUBLIC COMMUNICATION Habermas analysis public communicating in mediaeval times at that place existed no separation or differentiation between private and public sphere. dure to the category pyramid of the feudal system. This system for Habermas positioned greater power at every degree and to this twenty-four hours conventions sing the swayer persisted. with political authorization retained by the highest degree. Rulers saw the province and non as representatives of the province – intending that they represent their power to the people and non for the people. Harmonizing to Habermas. by the late eighteenth century feudal establishments were eventually vanishing along with church’s regulation. doing manner to public power which was given liberty. Rulers become public entities and professionalism bore the first marks of the businessperson which become independent in relation to the authorities. Representational promotion was pushed over by a public force that formed around national and territorial sentiment and single fighting with public power found themselves outside its corporate power. The term â€Å"public† did non mention to the representation of a adult male with authorization. but instead became the legitimate power of exerting power. The populace sphere. harmonizing to Habermas. was the concluding phase of these developments. HOW IMPORTANT HARBERMAS THEORYSolutions can be raised and tested for possible expostulations without the force per unit area to set ‘opinion’ instantly in pattern. Uncoupling communicated sentiments from concrete practical duties tends to hold an intellectualizing consequence. Furthermore. a great trade of political communicating that does non instantly name for political action is surely important to the political discourse a robust. democratic society. Free domain plays an indispensable function in the political procedure as a concerted hunt for truth. We should non be misled into believing that the populace sphere amounts to nil more than a public sphere in which people talk about political relations. Nor does the populace sphere have simply instrumental value for conveying ‘relevant information’ into political procedure. The populace sphere is a normative construct that plays a cardinal function in the procedure that culminates in legitimate political determinations. Harmonizing to Habermas. institutionalized democratic legislation and judicial reappraisal entirely are deficient to confabulate democratic legitimacy. Entirely with legislative determinations. judicial and administrative determination are merely ensured legitimacy through the normative grounds generated by an un-subverted populace sphere. Otherwise. political determinations are dedicated by the power struggles within the political system and non by citizens themselves who. as the references of the jurisprudence. are the 1s affected. Without robust political populace sphere. there is small cheque on the administrative power that dictates the flow of communicating and power within the political system and the people. Therefore. the populace sphere theory is more fatuously an sphere for speaking political relations. It is the primary site for observing jobs. for bring forthing extremist democratic infuses. and for the deliberation of citizens. all of which are necessary for democratic legitimacy. In the undermentioned. I distinguish the of import normative facets of the informal populace sphere theory. 1. Its communicative and organisational construction 2. The capacities required to run into its deliberate function within a deliberative political relations and 3. The qualified out comes or effects generated by the populace sphere. This last facet will take into the treatment of important function of communicative power.

Amantes Movie Review Example | Topics and Well Written Essays - 1750 words

Amantes - Movie Review Example Trini is not only beautiful but also possess decent amounts of money to enable her to settle down with her fiance. However, she wants her fiance to find a decent job before they both can marry. She recommends her fiance to take an apartment on rent from a widow named Luisa (Victoria Abril)("Amantes") Apparently, Luisa appears to be a harmless, pretty widow who supports herself with the income she earns from the rents. However, Luisa is more than that. She has not only killed her own husband, about which she tells Paco later, but also is involved in swindles with the underworld mafia. ( Mrquez) She soon seduces Paco by her beauty and sensual manners. Paco, whose fiance has refused to indulge in sexual intercourse before their marriage, desperately and quickly gives into Luisa's seductive manners. On the other hand, Paco's abortive searches for a job hasten his decision to yield to Luisa's offer. And this way, Paco not only starts sharing her house but also her bed. On the other hand, Trini starts to sense change in the behavior of Paco. Paco doesn't seem to be interested in meeting her anymore and doesn't contact her for many days. For Paco, the world has suddenly changed. From a world that appeared hopeless, gloomy, bleak and dry, suddenly has started offering him with new, exciting and erotic surprises everyday. And Luisa's passion, experience, domination during sex adds to the spices of these sexual encounters. Luisa is not only experienced, she is passionate and possessive making Paco feel extremely wanted and valuable. Trini who is desperate to win her lover back asks a commander's wife for her advice. She tells her that the only way to bring him back is to offer him what Luisa had offered and what she had refused to-her body. Determined to win Paco back, she visits him at Luisa's house and offers herself to him as soon as Luisa leaves her place leaving behind her belongings so that widow does come to know what has happened behind her back. Paco surprised and happy by Trini's offer initially, returns to Trini and together they both visit her mother's house in a nearby village. However, the offer doesn't seem to have lasting effects on Paco's heart and soon he starts missing Luisa's passion, experience, care and love. Confused and trapped in the love of two women, Paco decides to live a dual love life, satisfying them both sexually and emotionally. However, Luisa's own double life complicates things further. She owns money to underworld members who would kill her and her lover in case she refuses or is unable to pay back their money. They suggest her to exploit Trini and use her savings to pay them back. Luisa informs Paco of the threats and suggests him that he marries Trini, steals her money and then runs away with her. Though Paco doesn't feels that he loves Trini as much as before, he doesn't still wants to betray and exploit her this way. But still, with much persuasion, Luisa is able to convince Paco to follow her plan. ("Amantes") According to the plan, Paco proposes Trini and they both leave Madrid for a small city Aranda del Duero where they are to get married. Luisa, follows them as she doubts Paco's intentions and determination to go with her plan. One night at the hotel, while Trini is asleep, Paco steals her money and give them to Luisa. However, unlike the plan, Paco refuses to run away with

Gowers Crisps Essay Example | Topics and Well Written Essays - 1500 words

Gowers Crisps - Essay Example Firstly the company has to arrange for outside suppliers for additional quantities of potatoes. Secondly it will require more employees and space to enhance its processing facility that consists of hand frying. Lastly it will need to have a marketing strategy to sell this higher quantity of the product to new customers in a wider area. Amongst them marketing strategy is the most important as the company has not required it for arriving at the present status. But now it cannot do without giving it the due importance. Markets are heterogeneous and are created by reasons of different values, needs wants, constraints, beliefs and incentives. Customers differ in their values and perceptions and want to purchase things that have value for them. Value is not just the monetary part, but also the usefulness and emotions that with go with it. The need and want play a great role in determining this value. The price actually determines the location from which this purchase will be made. An important method of finding the competitiveness is by using the Five Force Analysis devised by Porter M.E. (1985), often called the Porter’s five force analysis. This will help the management to devise appropriate marketing strategy to take care of vital issues. Porter divides the competitive environment into five forces of ‘powers’, these are Power of buyers, Power of suppliers, Threat of new entrants, Threat of substitutes, Intensity of rivalry between existing firms. (Porter, M. E.1985) iii Promotion. Image plays a very important role. Whether it is the image of the product which enhances value or status or the image of the buyer when he acquires a product, both factors are extremely important for the buyer in arriving at a purchase decision. In recent years the 4P concept has come under criticism and as a result different marketing mixes have been put forward by Kotler P,. (1986);

The federalist Essay Example for Free

The federalist Essay If there would have been no credible arguments against the proposed constitution then there would have been no need for the intense material of The Federalist. And, if there would have been no Federalist then understanding the Constitution would have been significantly reduced. The Constitution is a concise manuscript which is not suitable for an argument or for an explanation. The Federalist makes us understand the minds of the creators. Madison commented that The Federalist offers â€Å"the most authentic exposition of the text of the Federal Constitution, as understood by the Body which prepared and the authority which accepted it. † The Federalist justifies why the authors found the Articles of Confederation unacceptable; why they wanted to separate the powers of the government’s branches; why they split the national legislature into two different houses; why they thought that a federal court for the final appeal was desirable and necessary; why they banned titles of nobility; why they said that a bill of rights was a needless addition, and why a lot of other permissions and prohibitions were written into the Constitution or excludes completely. â€Å"As a contribution to the ratification debate, The Federalist is an extended exercise in exposition, explanation, and persuasion. As a work of political theory, then, The Federalist flies fairly close to the ground, rarely soaring into the stratosphere of philosophical abstraction. † Articles of Confederation If the Articles of Confederation would not have failed then there would have been no Constitution and surely no Federalist Papers. After two centuries it is not easy to picture the hectic state of America in the post revolutionary era. There was so much going on. America won a war but still the eastern seaboard was susceptible to attackers. Then the economy was weighed down by numerous currencies and tariffs, the state governments were bankrupt, and the central government was only central in name. Everything was hap hazard and nothing was going right. Since 1776 till 1787 America was an uncontrolled union of states which were ruled by the Articles of Confederation, which had a serious defect and that was the individual states had power and that power remained with them. The central government was just there to be called central. It could do nothing. It could neither increase revenues nor pass and ratify legislation necessary for independent states. To pass laws, nine votes out of thirteen states were necessary and an undisputed and agreed by all votes was essential to effect any basic change in the Articles. Making a central government with such weakness was deliberate because the American colonists had angrily rejected the British crowns authority to control trade and collect taxes. The governmental body created under the Articles of Confederation was basically immobilized, and there was no executive or judicial branch as well. What is more, the thirteen states had distinct political and commercial concerns and therefore a brief duration of artificial harmony among these states proved to be unsuccessful in producing a nationalized identity. What is surprising is that nine states had navies; seven printed their own currency, and the majority had tariff and customs laws. Also, New York was charging duties on ships transporting firewood or farm produce to and from neighboring states such as, New Jersey and Connecticut. When the soldiers mentioned that â€Å"New Jersey is our country, they were endorsing the prevailing emotions of other states. The insolvent state governments also contributed largely to the political turmoil of the 1780s. Hamilton harshly attacked the Articles of Confederation when he stated in Federalist No. 9 that the states promoted little, jealous, clashing, tumultuous commonwealths, the wretched nurseries of unceasing discord. Madison when writing Federalist No. 10 had the insolvent states in mind as well because he portrays the requirement to secure the national councils against any danger from a rage for paper money, for an abolition of debts, for an equal division of property, or for any other improper or wicked project. In a letter to Jefferson in France on October 24, 1787 Madison wrote, about the unstable state government contributed more to that uneasiness which produced the convention, and prepared the public mind for a general reform, than those which accrued to our national character and interest from the inadequacy of the confederation to its immediate objects.

What Ideas Would You Bring To Classroom?

What Ideas Would You Bring To Classroom? To make the learning of vocabulary more interesting, a variety of activities can be conducted. Students can have a board race in class, to practice the language use. The class is divided into two groups. The board is divided into two parts. One student from each group goes to the board. The teacher gives them a sentence to write. For example: write the word in the middle of the board, and the prefix and suffix at the right and left hand side of the root word. Students are to race to the board to indicate whether the word has a prefix or suffix. All students are allowed to help the person at the board but they are not allowed to refer to any books or reference materials. No points will be awarded if any one of the teams uses a book or any reference materials. This enables the students to review a lot of material and identifies common problem areas. Furthermore, it fosters cooperation and unifies the students as a group. The next activity is the dictagloss. The dictagloss has originally been devised as a technique for learning vocabulary in a foreign language. It is also a useful technique to encourage students to work together to extract meaning from complex text. The dictagloss is a very useful activity that helps students to use language in order to learn. Students will have to listen to a text being read and reconstruct it. As students can also construct written summaries, a dictagloss also requires the students to consciously focus on their knowledge of the content and the relationship between ideas and words. Another activity is the use of a short text. A selected short text is read to the class at normal pace. The students listen for meaning. The text is read again and as it is being read, students are to jot down key words and phrases. Working in small groups the students pool their words and phrases and attempt to reconstruct the text from their shared resources. Their version should contain the main ideas of the text and approximate the language choices of the passage. Each group of students produces their own reconstructed version, aiming at grammatical accuracy and textual cohesion but not at replicating the original text. Each group presents their finished version to the class and each text is analysed and compared and the students should then refine their own texts in the light of the shared scrutiny and discussion. Next, a library can be set up within the classroom. The library can be graded. This encourage the student to read as they can have access to library books easily. Through reading, students pick up new words and thus widen their vocabulary. The student who read the most number of books will be rewarded. To make learning of vocabulary more enjoyable, students can also act out or have a pantomime where they are given cards with instructions like Open the parcel noiselessly, or Walk across the room cautiously, and perform the actions without speaking. The other students will try to guess the word or expression that the student is pantomiming. Each time, a student guess correctly, points will be awarded. To teach synonyms and antonyms, the teacher hands out a list of words to each student. There should be two columns next to each word, label the heading of each column, synonym and antonym. The teacher then read out the synonyms and antonyms of those words. The students have to write these words next to the word they are the same or the opposite of. It can be presented as such:- At the end of the lesson, the teacher goes through the lists with the class using a board. When reading a passage, students can be taught different meanings of familiar vocabulary so long as the words are not out of context, recognizing definitions, guessing cause and effect, opposite or contrasting words or phrases, focus on Subject-Verb-Order, where students guess what the general sense of the word it is. If it is a noun, specify whether it is a person, place, thing, abstract idea. If it is a verb, state whether it is an action, or a feeling or emotion.. If it is an adjective, state what the adjective is describing- Good or bad, Size, Colour, Shape or Emotion? To enable students to learn vocabulary in a fun way, a game called Password can be introduced. In this game, the class is divided into two teams. One person from each team sits in a chair in front of the class. Those two people receive a card with a vocabulary card. The first person gives a one-word clue to his/her team. If no one from the team can guess, the second person gives a clue to his/her team. This alternates back and forth until someone from one of the team guesses the word, or until a specified number of clues has been given. Points will be given to each team with the correct answer. The winning team will be awarded. Bibliography: http://eca.state.gov/forum/vols/vol42/no2/p16.htm http://www.collaborativelearning.org/howearthwasformed.pdf http://www.learnenglish.de/Teachers/synonymantonym.html The TESOL textbook Using what you have read in this introduction to TESOL and your own knowledge, what do you consider to be the blocks which may prevent language learning? One block of language learning is language learning style, as students learn differently from others. Getting to know the students learning style will help to match the kind of activities carried out in class to ensure effective learning. Teachers can also be more versatile and adopt a variety of teaching styles to suit the different learnings styles of the students. Fossilization and false learners can hinder the student from learning the new language. Fossilization often means that certain aspects of the language were learned incompletely or incorrectly, such as grammatical features like conjugating verbs in the wrong fashion or using the wrong vocabulary, in such a manner that they cannot be unlearned and replaced with correct usage. Fossilization may also consist of a sort of subconscious clinging to aspects of the learners mother tongue, for instance, with syntax and phonology. This may reflect an inability to similarly unlearn characteristics of a mother language for the purpose of learning another; the native language so deeply hardwired into the brain that its paradigms cannot be replaced when attempting to learn a new and foreign language. Another block to language learning is language prejudice. Stereotypes and cultural bias, the teachers accent are factors that may affect the learning of the language. For example, foreign accents are everywhere and are here to stay; nevertheless, accented English, for example, is looked down upon, generally quite sternly. In addition, within what is refer to as a language, certain ways of speaking that language (AAE, for example) meet with great prejudice, social and racial in nature. Thus, all language teachers must work to overcome language prejudice, as it generally serves as a mask over class and racial prejudice should be tolerated too. One of the biggest challenge ESL teachers face is that one ESL class may consist of students from many nations, even if, for example, they are all Spanish-speaking countries. The cultures of Ecuador, Peru, Argentina, Columbia, and Mexico , for instance, are very much different, so teachers should not assume that students who share a common native language will share similar cultural backgrounds. Even students from different regions of the same country will have different cultural beliefs and traditions that should be honored and preserved. Being more conscious of the different cultures will help to make a better teacher. Extensive research has already been done in the area of native language interference on the target language. Dulay et al (1982) define interference as the automatic transfer, due to habit, of the surface structure of the first language onto the surface of the target language. Lott (1983: 256) defines interference as errors in the learners use of the foreign language that can be traced back to the mother tongue. Ellis (1997: 51) refers to interference as transfer, which he says is the influence that the learners L1 exerts over the acquisition of an L2. He argues that transfer is governed by learners perceptions about what is transferable and by their stage of development in L2 learning. In learning a target language, learners construct their own interim rules (Selinker, 1971, Seligar, 1988 and Ellis, 1997) with the use of their L1 knowledge, but only when they believe it will help them in the learning task or when they have become sufficiently proficient in the L2 for transfer to be possible. Other factors that may prevent language learning is being overly self-conscious about their use of language, and a fear of being misunderstood. Not having enough exposure within the class and outside will also prevent language learning, as students will not have enough opportunities to use the language. Generally, the difficulties adults face include the following: 1. Self conscious 2. no respect for teacher 3. fossilized errors 4. personal issues / politics 5. intrusions 6. different levels / abilities However, the difficulties teachers face include 1. lack of interest 2. time management 3. body language 4. Teacher Talk Time 5. ensuring participation Bibliography http://hufs.davidboesch.com/GSE_YLDownloads/Reid.Joy.LearningStylePreferenesESLLearners.pdf http://www.brighthub.com/education/languages/articles/63102.aspx http://www.asian-efl-journal.com/interviews_W-ONeil.php http://www.yourdictionary.com/esl/ESL_Classroom-and-Cultural_Sensitivity.html http://www.experiencefestival.com/a/English_as_an_additional_language_-_Difficulties_for_learners/id/5023415 It seems reasonable to suggest that the motivation that students bring to class is the biggest single factor affecting their success. Comment (500-750 words) Students of all ages, all around the world, are learning to speak English. Some students want to learn English because it is on the curriculum in school, but for others, it reflects a kind of choice. Like an instrument, students may learn it for a practical purpose. They may have moved into a target-language community and they need to operate successfully within the community. Students could also learn English for a Specific Purpose, where they may need to learn the language for legal purposes, business, tourism, banking or nursing. For those who are studying at an English speaking University, they may need to take English for Academic Purposes. Some learn English as it will be useful for travel. A variety of factors can create a desire to learn. Perhaps the learners love the subject, some are motivated for a practical reason, like being able to acquire a skill or knowledge. The desire to achieve some goal is the bedrock of motivation and if it is strong enough, provokes a decision to act. For an adult, it may involve enrolling in an English class. This kind of motivation which comes from outside the classroom and may be influenced by a number of external factors such as the attitude of society, family and peers, to the subject in question, is referred to as extrinsic motivation, that is, the motivation that is generated outside the classroom. Intrinsic motivation, on the other hand, is the kind of motivation that is generated by what happens inside the classroom; this could be the teachers methods, the activities that students can take part in, or their perception of success or failure. Students may be both extrinsically and intrinsically motivated. However, the danger of being extrinsically motivated is that it is harder to sustain than intrinsic. As the subject gets harder, students may give up or get bored with it. As adult learners, they may have a wider range of life experiences to draw on, both as individuals and as learners, than younger students do. They are more discipline, and have a clear understanding of why they are learning things, and can sustain their motivation. However, they come with a lot of previous learning experience which can hamper their progress. Students who had negative learning experiences in the past may be nervous of new learning. Students used to failure may be consciously or subconsciously prepared for failure. The task of the teacher would be to sustain their motivation. This could be done through the activities the teachers ask the students to take part in, will, excite their curiosity or provoke their participation help them to stay interested in the subject. The teacher needs to select an appropriate level of challenge so that things are neither too difficult nor too easy. Appropriate teacher qualities need to be displayed so that students can have confidence in their abilities. Students feedback is important as it shows how students feel about the learning process. Students need to feel that the teacher really cares about them; if students feel supported and valued, they are more likely to be motivated to learn. Encourage the students to make decisions in class over the choice of activities. This make the students feel they have some influence over what is happening, rather than always being told exactly what to do. In this way, they are often more motivated to take part in the lesso n. Nevertheless, however much the teacher does to foster the motivation of the student, we can only offer our support and assistance by word and deed. Real motivation comes from within each student themselves. Without motivation, the students are unlikely to succeed. Bibliography: How to Teach English by Jeremy Harmer. Knowing a language is not just a matter of having grammatical competenceà ¢Ã¢â€š ¬Ã‚ ¦ We have seen that we also need to add to communicative competence that is the understanding of what language is appropriate within certain situations The Practice of Language Teaching Harmer. Is there any place for teaching grammar in a formal manner? Give reasons for you answer and include a formal discussion of what you mean by a formal manner. One of the main reasons that people need to pick up a language is for the purpose of communication. Lessons hence ought to facilitate language use where it is not just bits and pieces of vocabulary slotted in, but also involves language functions such as inviting, agreeing and disagreeing, suggesting and so on which students need to learn using a variety of language components. As teachers of communication, we have to facilitate the communication built in by personalized and imaginative exercises where the student can use the structure for himself. (Harmer). Teaching grammar in the formal manner refers to teaching grammar by translating grammar, where students would look at the word, dictionary and change it into their own language; in other words, using meta-language. Another method of teaching grammar is the direct approach forming sentences around new words. For example, students are given 10 sentences in aà ¢Ã¢â€š ¬Ã‚ ¦ (achieving grammatical competence?). Grammar translation still has relevance today, though it is not practiced in the same way. Nevertheless, most language learners translate in their heads in very much the same way by comparing it to their mother tongue. However, a total concentration on grammar translation stops students from getting the kind of natural language input that will help them acquire language and it fails to give them opportunities to activate their own language knowledge. Translation and mindless repetition of grammatical structure that is taught in formal grammar will be avoided as students need to k now not only the correct grammar, but also where and how to use it. Audiolingualism capitalized on the suggestion that if we describe the grammatical patterns of English, we have students repeat and learn them. Grammatical structures were presented in simple situations which exemplified their usage. Crucially too, the structures were hence graded so that students learnt the easy ones first before moving onto things that were more complex. Audiolingualism argued that learning is the result of habit formation, where performing the correct response to a stimulus means that a reward is given; constant repetition of this reward makes the automatic response.Audio-linguak classes hence made extensive use of drilling in which students produced the same grammatical pattern, but were prompted to use the different words within the grammatical pattern, in the hope that they would acquire good language habits. Nevertheless, audiolingualism does not expose students to real or realistic language, and were therefore unlike to produce natural sounding language themse lves. Language is not just patterns of grammar with vocabulary items slotted in, but also involves language functions such as inviting, agreeing and disagreeing, suggesting which students should learn how to perform using a variety of language components. Students also need to know about the appropriacy of the when talking and writing to people in terms of the kind of language they use (formal, informal, tentative, technical). Hence communicative competence is not just about the language but also about language use. The second principle of Communicative Language Teaching in gaining communicative competence is that so long as the students get enough exposure to language and opportunities for language use the language learning will take care of itself. As a result, has been teaching students to communicate real messages, and not just grammatically controlled language. Giving students different kinds of language, pointing them towards aspects of style and appropriacy, and above all giving th em opportunities to try out real language within the classroom humanized what had sometimes been rigidly controlled. Another approach to teaching English, which Berlitz adopts is the Lexical approach, which teaches learners to be fluent in the language in a short 6 months. The last method used today in teaching grammar is characterized as postmodern; where there is a return to grammar and blended learning. Learning to communicate alone might not be sufficient in effectively conveying themselves, as spoken grammar differs from written grammar, and some phrases appear in spoken English that we would not necessarily write; spoken grammar moreover is more informal than written grammar. Nevertheless, classroom technique is important to good effective communication, and for the right application of grammar for students to convey themselves meaningfully.

Nature & Function of Academic English

There has been an ongoing discourse about different approaches that translates to the best way of teaching the English language and what appropriately constitute to the language itself. Genre knowledge has been the source of much discourse in the academe because of how it affects the disciplinary and professional cultures of teaching Academic English (Berkenkotter & Huckin 24).The academic discourse further covers the features of the language in terms of linguistic, grammatical and vocabulary features. The discussion of such features and how it is affected under the different approaches is evaluated to provide for the grounds for the approach that must be seriously considered in for the academe use. Research about written discourse and text that hold such a prominence in the academy are analyzed according to formal discourse genres, their characteristics as well as the common linguistic features it possess (Hinkel 2).Above the question of the importance of the genre approach, there i s also a question as to how explicit the teaching instruction must be. Contradicting sides would argue about the necessity of the teaching such approach (Freedman & Medway 193). Others would argue if it is even possible (Freedman & Medway 193). Others would wonder if it would benefit the students or would it prove to be more dangerous (Freedman & Medway 193). There is also a discourse about the right timing by which such an approach should and could be applied to a class depending upon the students’ age and capabilities in writing (Freedman & Medway 193).Genre & Academic Discourse  Literary genres were discussed as early as in Aristotle’s The Poetics and developed in the Rhetoric that shows how he defined genres as a simple way of classifying text types, this is what was generally accepted over time (Clarke 242). According to traditional views, genre was limited to being primarily literary, defined by textual regularities in terms of form and content, classified into simplified categories and subcategories (Clarke 242). Under this definition, genre was not seen as relevant in terms of the discussion of composition and pedagogy (Clarke 242).Most of the linguists advocate that there should be a concentration for mastery of the different genres in the English language and that the teachers should focus on giving specific instruction that teaches the characteristic of each genre (Mercer & Swann 222). The students need a model by which they could follow in keeping with a genre structure (Mercer & Swann 222). They see grammar to play an important role in the process of learning the genres because it enables the students to â€Å"manipulate the text† contradictory to the process approach that sees the trouble in explicit manner of teaching grammar due to its unnecessity and danger to the students’ learning (Mercer & Swann 222).The common misconception would refer to genre and text type to merely be the same aspect of a text but in realit y they actually differ in terms of texts with particular genres having different linguistic characteristics and other literary features (Johns 73). However, different genres can be similar linguistically. Genre can be described as text characterized by external criteria, for instance written or spoken text, different audience, different context or purpose (Johns 73-74). On the other hand, text types can be represented by rhetorical modes such as â€Å"exposition† or â€Å"argument† as different text types (Johns 74). They are seen to be similar in terms of internal discourse patterns despite having different genres (Johns 74). The two concepts then refer to complementary perspectives on texts however they still remain different (Johns 74).Teaching and Writing GenresIn a classroom environment, text types that are written and spoken are related to the different demands by which the school requires and depending upon the subject areas of focus. There are different writing tasks that involve genres that go way beyond the literary realm (Schleppegrell 77). Factual and analytical genres exist under the evolution of the academic English language. The usual technique would be for students to read massive amount of authentic texts to give awareness to the difference of the ranges of genres and determine the registers they encounter for their own chose subject matters (Hoadley-Maidment & Mercer 303). Students are then made of aware of the differences between academic and non-academic genres. Through the process of being exposed to the different genres, the students are familiarized with the different lexical, grammatical and organizational features of the texts that exist that train them along the way (Hoadley-Maidment & Mercer 303).Genre KnowledgeThe academic discourse on genre gives two perspectives in terms of structurational and sociocognitive that deals with the activity language undergoes from diverse fields like â€Å"sociolinguistics, cognitive ps ychology, educational anthropology and conversation analysis (Berkenkotter & Huckin 24).†Ã‚   This is the new concept that is emerging on top of the rich body of research regarding the genre’s structure from the structurational theory (Berkenkotter & Huckin 24). There is the constant need for the academe to monitor and recognize the changing pattern that language undergoes and thus the changes in the genres as well (Berkenkotter & Huckin 24).Full participation any general disciplinary and professional culture requires knowledge of the written genre and they are referred to as the â€Å"intellectual scaffolds on which community-based knowledge is constructed† thus placing a priority to monitor the pattern changes (Berkenkotter & Huckin 24). At the same time, they are worth examining because the genre of academic discourse also produce criteria like a â€Å"community’s norm, epistemology, ideology, and social ontology (Berkenkotter & Huckin 25)†Lingui stic Features of Academic DiscourseAccording to Martlew and Sorsby (1995) â€Å"Written language like spoken language achieves communicative ad conceptual goals by using a complex system of arbitrary symbols and conventional rules†¦ In literate societies, a developed writing system is pervasive in children’s environment and it is likely that each individual child constructs, or re-invents, their own approach to writing from whatever salient experience the environment offers which they can utilize at different levels of development (Mercer & Swann 287).†There are certain linguistic expectations from students who enter into an academic arena and such a language practice can be reflected in most social groups more than others (Schleppegrell 43). Some students can encounter difficulty because of a lack of familiarity to such linguistic standard as there are differences between the registers in an academic scenario and that of an informal interaction (Schleppegrell 43) . Despite the fact that the classrooms can provide for an avenue for the students to develop such a standard and be trained by spoken and written language activities, the teachers need to remember how the forms of language can take its place in the academic context (Schleppegrell 44).For example, academic texts are by nature â€Å"informationally dense and authoritatively presented (Schleppegrell 44).† In order to get the extract the position and information from certain texts, the teachers and students must be able to unpack the meaning and recognize the position and ideologies of the text (Schleppegrell 44). Linguistic choices and the awareness of it enable a wider participation in the contexts of learning (Schleppegrell 44).   Having a clear perspective of the grammatical features that are seen as tools in deciphering school texts then provides as the foundation for a more efficient research of language development in terms of functionality as well as learning new regist ers (Schleppegrell 44-45).Most research focus on grammatical and lexical features of the student’s language production that produces a language analysis from a systematic functional linguistics (Schleppegrell 45). Deviating from a structural approach to grammar, a functional approach do not just focus on their syntactic category (nouns, verbs, adjectives) or their elements in the sentence (subject, predicate), it focus on identifying the revealing the context of schooling in the language that are used in the text, focusing on the register as the so-called â€Å"manifestation of context (Schleppegrell 45).Studies show how different features are values when comparing writing in writing classes and writing in other academic courses (Hinkel 5). The important consideration if providing the students with linguistic and writing skills that would equip them to handle new information and expand their knowledge (Hinkel 5). Some practitioners say that exposure to a variety of reading a nd experience with writing does not constitute to having a heightened awareness in discourse, vocabulary, grammar and linguistic features of academic writing or having better writing skills (Hinkel 5). They defended explicit instruction in advanced academic writing and text is what can provide the utmost equipment (Hinkel 5).General Nature and Functions of Academic EnglishFurthermore, Martlew and Sorsby (1995) said, â€Å"Writing however is a visible language, graphic symbolic system whose roots we suggest lie in pictographic representation before links are established with spoken language. In this respect, development reflects evolution in that all writing systems which represent sounds of language evolved from pictorial representations rather than from spoken language.† Academic English offers such changing concepts (Hyland 2). The one who coined the definition for English used in academic purposes was Tim Johns (Hyland 2). It was during this time that English became an eco nomic imperative and it has been the leading language for disseminating academic knowledge (Hyland 2).Each discourse community has developed its own mode of discourse. This constitutes to the growth of Academic English. By nature it would expand and evolve to fit and address the different fields of study in need to communicate, basically that points to every discipline (Hoadley-Maidment & Mercer). New objects, processes, relationships and others need new terms to be added in the lexicon. There is a need to reinterpret words that already exists to become other words that are defined by their specific fields, like a set is different in conversational English and Mathematical English (Hoadley-Maidment & Mercer 285).New words are also created as part of an existing word stock, like clockwise or feedback (Hoadley-Maidment & Mercer 285). There is also a need to borrow from another language. A term called â€Å"calquing† mean having to create new words to imitate a word that already exists from another language like omnipotens mean almighty in Latin (Hoadley-Maidment & Mercer 286). There is also a need to invent totally new words like the time when the word â€Å"gas† was created to be party of the field of chemistry (Hoadley-Maidment & Mercer 286).There is also creating â€Å"locutions† or sense of phrases and compound words as well as non-native word stocks (Hoadley-Maidment & Mercer 286). The nature of English is known to be shaped by certain social and cultural functions under the language of academic communities of discourse (Hoadley-Maidment & Mercer 290-291). The researchers suggest for having more than one valid and culturally based ideology regarding Academic English for it to be open to other cultures and factors (Hoadley-Maidment & Mercer 291).ConclusionDue to culture, styles of writing differ but this does not make one inferior over the other (Hoadley-Maidment & Mercer 290). Further research about Academic English should have a greate r level of sensitivity for other cultures or for cultural diversity (Hoadley-Maidment & Mercer 290).   It is also necessary to have a proper balance between over-prespecification of the curriculum and planning and the right amount in terms of explicit teaching of genre and other features according the students’ knowledge, abilities and background (Wiley & Hartung- Cole 205). The academe must not loose sight of social-cultural context of the relevance of Academic English in exchange for a more uniform approach or for the search for a common standard for academic discourse (Wiley & Hartung- Cole 205).Works CitedClark, Irene, et al. Concepts in Composition: Theory and Practice in the Teaching of Writing. Mahwah, NJ: Lawrence Erlbaum Associates, 2003.Berkenkotter, Carol, and Thomas N. Huckin. Genre Knowledge in Disciplinary Communication: Cognition, Culture, Power. Hillsdale, NJ: Lawrence Erlbaum Associates, 1995.Hinkel, Eli. Second Language Writers' Text: Linguistic and Rhetor ical Features. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.Hoadley-Maidment, E. and Mercer, N. English in the Academic World. Open University course U210 The English Language: Past, Present and Future, 1996.Hyland, Ken. English for Academic Purposes: An Advanced Resource Book. New York: Routledge.Johns, Ann M., ed. Genre in the Classroom: Multiple Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.Freedman, Aviva, and Peter Medway, eds. Genre and the New Rhetoric. London: Taylor & Francis, 1994.Mercer, N. and Swann, J. Learning English: Development and Diversity. Open University course U210 The English Language: Past, Present and Future, 1996.Schleppegrell, Mary J. The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Associates, 2004.Wiley, Terrence & Hartung- Cole, Elizabeth. â€Å"Model Standards for English Language Development: National Trends and a Local Response.† Education. 119. 2. (1998): Page Number: 205.

Dr Faustus Essay

Look back at the two answers that you produced for assignment one, and read carefully through your tutors comments. Remember to check that your tutor has written on your (PT3) form as well as the comments in the margins. You should choose one of your answers to rework. Your answer to this part of the assignment will need to be produced in two stages. First you will need to present the original versions the answer that you have chosen to rework. You should include your tutor made on this answer. Secondly, you should produce a new draft of your answer, drawing on your tutors comments. Original version with comments. When we begin to read the first three verses of this passage we realize that the daemon Mephistopheles is actually referring to the Old man. This verse explains to us that the old man’s faith in God is so strong that Mephistopheles cannot touch his soul. So he tries to afflict his body with pains, but the Old man’s body is of little worth. The Old man’s soul is so beautiful whereas Doctor Faustus’s soul is black due to making a pact with the devil. (Comment-Paul Dixon)Yes, well noted. You’ve put these first lines of the extract nicely into context here, and your interpretation of them is very good. Do you think the fact that Mephistopheles has ‘touched’ Faustus’s soul contributes to the portrayal of him as a tragic hero? Mephistopheles calls forth a daemon and brings forth Helen of Troy, apparently the most beautiful woman to ever be desired. Helen is famous for her abduction by Paris which led to the Greeks starting a war over her which was called the Trojan War. Faustus has just witnessed in front of him Helen of Troy. He says the verse: â€Å"Whose sweet embracing’s may extinguish clean/ These thoughts that do dissuade me from my vow. † (O’Connor, 2003, pp. 101-103) In my opinion he says this to divert his attention elsewhere as he doesn’t want to be reminded of his eternal damnation which soon awaits him. When Faustus begins to talk about Helen of Troy we are brought into reverie. We are struck by the poetry of Marlowe’s text. The most famous quote of Doctor Faustus is: â€Å"Was this the face that launched a thousand ships/ And burnt the topless towers of Ilium? (Doctor Faustus, the A text, J. O’Connor (2003) P. 101-103) This piece of text is quite interesting as it shows Faustus emotions of infatuation by Helen of Troy. â€Å"Her lips suck forth my soul†: this verse explains the intensity of the besotted first kiss. By doing this Faustus fears that Helen has stolen his soul which could make him immortal. From lines 91-95 in the passage there is clearly an iambic pentameter being played here but on the third and fourth line there is blank verses. Marlowe does this to achieve a dramatic effect on the audience. Faustus seems to give up all hope on eternal paradise. (comment-Paul Dixon) The whole extract is written in blank verse, which is unrhymed iambic pentameter (see Book 1, p. 35). The lines you refer to, lines 93 and 94, break the rhythm of the regular iambic pentameter for dramatic effect. Faustus says â€Å"I will be Paris† (Doctor Faustus, the A text, J. O’Connor (2003) P. 101-103) it’s very hard for the reader not to pity him as he desperately wants to feel like a hero in love. Faustus seems to waste his intelligence on delusions of great importance. The lines â€Å"O, thou art fairer than the evening air/ Clad in the beauty of a thousand stars† are a couplet; this is a pair of successive lines of verse especially a pair that are the same length. (comment -Paul Dixon) This is potentially a good point, but you need to be more specific about how these lines create this effect. See the note to line 94 at the bottom of p. 102 of the set text. Doctor Faustus seems to have constant battles with his own head therefore making the play somewhat a psychological tragedy. Doctor Faustus‘s own imperfections lead him to make the wrong decisions and judgments. Faustus’s suffering was all a result of self-inflicted pain therefore making him a tragic hero and the audience sympathizing with him. (Comment-Paul Dixon) Good summary, but it would be even more effective if you had been a little more explicit about how some of the lines you’ve highlighted above contribute to the portrayal of Faustus as a tragic hero. Assesment Summary Comments- At the same time, you could be a bit more specific about how some of the passages that you highlight contribute to the portrayal of Faustus as a tragic hero. I notice that you have drawn on an online source for several of your ideas in interpreting the extract. You can use and refer to such sources when writing your assignments, but I would advise you to keep this to a minimum. One of the main things you are being assessed on in AA100 is your knowledge and understanding of the AA100 study materials, so it will always be best to ely on them mostly (as you have in Part 1). In this case more reliance on the chapter by Anita Pacheco on Doctor Faustus in Book 1 might have helped you to clear up some misunderstanding about blank verse and iambic pentameter. Having said that, you have evidently also made use of the notes in the set text of the play in interpreting and contextualizing the extract. More reference to the module materials here would have raised your grade to a Pass 2, but I think the analysis you have done deserves a mark not too far off.

Business Management Essays - Human Resource Management, Free Essays

Business Management Essays - Human Resource Management, Free Essays Business Management Task: Choose a company and identify all motivational (employee-centered) programs that the company has in place. Then ascertain the significance and objectives of these programs. Next provide a critique of these programs. Finally, recommend changes that will improve on the programs and/or new programs that will better meet the objectives articulated above. Overview: The company that I have chosen as the subject of my research is the AAA Travel Agency. More specifically, I have interviewed several travel agents from the Reno, Pennsylvania location, which serves patrons from Western Pennsylvania as well as West Virginia. The bulk of the information for my analysis has come directly from the in-office interviews with Ms. Tiffany Pacior, the senior travel agent for the Reno office. She has provided me with information directly out of the AAA employee handbook as well as personal information covering the positive and negative effects she has experienced from the programs I will be discussing. There can be little doubt that the backbone of every successful business or company is its staff of employees. Employees are the vital parts of the business machine that can aid in its success or contribute to its failure. It is for this reason that it is imperative to possess the ability to acquire and maintain effective employees. The chief method by which a business or company can accomplish this task is through employee-centered motivational programs. The goal of these programs is to encourage employees to maximize their performance by targeting three specific motivational stimuli. These include morale, satisfaction, and rewards. After researching their policies and interviewing employees, I have came to the conclusion that AAA of Reno, Pennsylvania has adopted Fredrick Taylors approach to motivating their employees. In this paper I will demonstrate how AAA applies Taylors scientific management approach to target the three motivational stimuli stated above. I will also provide so me insight from the employees perspective as to how effective the programs are at what they are designed to achieve. The scientific management approach to motivation evolved from the work of Frederick Taylor. He believed that when highly productive people discover they are being compensated basically the same as less productive people, then the output of highly productive people will decrease. Consequently, the scientific management approach to motivation is based on the assumption that money is the primary motivator. This seems to be the ideology that AAA has adopted to produce high morale, achieve satisfaction, and reward their employees. Morale, as it applies here, may be defined as the overall feeling of the members of an organization. Generally speaking, a company with a high morale among its employees enjoys above average performance and a lower than average employee termination rate. AAA has several programs in practice, which support the scientific management approach to motivation to produce high morale. First, it is not uncommon for a travel agent to work beyond the scheduled forty-hour workday to complete the tasks of a heavy business day. It was for this reason that the company offers overtime compensation for the dedication of their employees. The company pays one and a half times their regular hourly rate of pay when an agent works more than their scheduled hours per week. Also, for those individual days when an agent works more than ten hours per day, they are entitled to overtime dinner pay. The employees stressed that this is a worthwhile program because it allows overtime workers to order dinner from l ocal delivery shops. The objective here is simple, no one likes to work on an empty stomach and so why not use a little give and take to make the employees feel like they are not being taken advantage of. It has proven to be effective from the opinions of the employees I interviewed. The final program I was made aware of designed to bolster company morale is the paid time off program. This allows employees to take time off from their work for various reasons and to be regularly paid as if they were working for that period of time. Acceptable reasons for this privilege cover a wide spectrum including personal vacation, minor illness, funeral leave, jury duty, holidays, military leave, and marriage. Ms. Pacior explained that although these programs

Edgar Allan Poe Essay Example

Edgar Allan Poe Essay Example Edgar Allan Poe Essay Edgar Allan Poe Essay His grandfather had the reputation of being a wanderer and a sailor (as counted in the family) but eventually, he was reduced to selling appliances door to door. He was also an aspiring writer, enchanted by science fiction and horror. So, these horror novels and in particular the Gothic novels are a big makeup of Kings cultural background; so much so, that a part of gothic elements such as mystery, fear and horror are the basis of much of his work. The scary novel The Gothic novel is a new kind of fiction that flourished in literature at the end of the 1 8th century in Great Britain. It represents a reaction against both Defogs and Richardson rationalistic novels and Enlightenment, which gave sis to industrialization. They were seen as a form of exploitation, which didnt bear in mind the individuals feelings. The Gothic novels were always set in mysterious and terrifying places, such as isolated castles, mysterious abbeys and convents with hidden passages, dungeons and secret rooms. Darkness is a key element for creating a mysterious, gloomy atmosphere; catholic countries are often the setting of the most terrible crimes, due to Protestant prejudices against Catholicism. In fact, the churches are the major places in which the reader could detect the presence of evil forces, frequently embodied by an important male character for example Ambrosia, the cruel protagonist of The Monk by Matthew Lewis). On the contrary, the female characters are always angelical women in danger of the villains cruelty (always in The Monk Ambrosia rapes Antonio, an innocent girl). His urges to kill his pets also have a very high sense of insanity. In the story A Cask Of Amontillado it shows us into the life of a revenge-crazed man. I must not only punish but punish with impunity (Poe 310). This quote shows that he is mad and obsessed with the fact of revenge. Murder is also a very evident element in Popes writing. Poe uses murder very generously throughout his writing and he creates very mysterious scenes throughout his stories. In The Black Cat the narrator murders two cats and he murders his own wife. one morning in cool blood I slipped a noose about its neck and hung it to the iamb off tree (Poe 273). This quote shows how easy it was for him to kill the cat and he has no sense of remorse. In another part of The Black Cat where the narrator kills his wife he says l buried the axe in her brain (Poe 278). After he commits this act he has no remorse and Just goes on to hide the body. In A Cask of Amontillado the narrator stands there and hears the cries of his aggressor as he kills him. I laid the second tier and then the third and the fourth and then I heard the furious vibrations of the chain (Poe 315). Also making the victim suffer is another sign of no remorse. In The Tell Tale Heart the narrator murders an old man because he fears his eye. l made up my mind to take the life of the old man and thus rid myself of the eye forever. (Poe 228). This quote tells the reader that he plans to murder the man just because of his hatred of his eye, which is cold-blooded. The narrator also hides in the old mans room several days before the murder. Evidently, madness is the root of the cold-blooded murders in Edgar Allen Popes writings. Madness and murders are very evident in Popes writing. The madness in his writing helps with the murders that occur inside of these stories. Edgar Allen Poe

Critique and Analysis Coursework Example | Topics and Well Written Essays - 500 words

Critique and Analysis - Coursework Example Dancing in public is a challenge to many students. The teacher assures the student that by listening and following the lesson they will not have to worry about dancing in public. They get the assurance that if they listen they will be able to impress their fellow student and dates. How to act in public so as to impress others and to avoid embarrassing oneself are is a key challenge to while learning how to behave in social spheres. Therefore, the teacher’s choice to use these factors to motivate the students to listen was an effective teaching skill. It was an effective choice because it addressed an issue the students faced. I would suggest a situational example to emphasize further the importance of the lesson. The lesson was well organized. The introduction shows the intended plan to achieve the goal of the lesson. The body is well organized and systematic. The students start by learning what rhythm is and how to recognize it in music. They then learn about movement and eventually how to incorporate rhythm and movement to make a dance. The conclusion restates the purpose of the lesson and relates it to an actual event in the lives of the students. The systematic organization was effective. The teacher involves the student actively from the introduction of the lesson by asking the students questions. The teacher keeps asking questions through the lesson to determine if the students understand the topic. To ensure participation, the teacher applies a random sampling technique. The lesson also involves a class dance routine involving all the students. The teacher’s techniques were effective in involving the students in the lesson. Particularly the dance routine that the students had to learn. The random sampling technique used to ensure participation was effective since it keeps the students alert and aware that they all had to participate. The teacher chooses to

Project Proposal Essay Example | Topics and Well Written Essays - 1000 words - 1

Project Proposal - Essay Example To help strengthen the players in the banking sector in Nigeria and to ensure longevity and shareholders’ returns in the long run, the consolidation of banks was enforced by the Central Bank of Nigeria. The banks would either have to raise their capital base to N25 billion or face liquidation and quit the industry (Upaka, Akpata & Olasope, 2005). The purpose of the reforms was to reduce poverty and generate employment while leading to wealth creation. This was expected to lead to GDP growth over a period of time. Many of the small banks were plagued with low capital base and weak corporate governance. Consolidation of the banking system was to ensure a diversified, strong and reliable banking sector, ensure safety of depositor’s money, play active developmental roles in the country’s economy and make Nigerian banks competent and competitive players in the global financial system (Poyi, 2006). This would lead to diversification and emergence of specialized banks. The lending rates of the banks were very high and lending was concentrated in the short term due to lack of long term savings. The impact of the consolidation of the banks was felt in different sectors but there is not much literature available on the after-effects. The aim of this research is: Theory suggests that consolidation of banks could potentially increase the bank size which could in turn increase the bank returns through revenue and cost efficiency gains (Ajayi, 2005). It could also reduce industry risks through elimination of weak banks. This helps to eliminate the weak banks. The top ten banks account for nearly and account for more than 50% of the total assets. The small banking sector suffers from concentration of risks. They can provide fewer services and the costs for providing such services are high. Because of lack of effective competition, they are unable to exploit economies of scale. Consolidation became essential because there was over