Blackrock Difference Essay Essay

The desires, gauges and treatment an individual gets are influenced by their disparities. The play ‘Blackrock’ made by Nick Enright completely investigates the effect that distinction of sexual orientation has on people and gatherings. The arranger analyzes the normal social thoughts of sexual orientation and the distinctions in desires, principles and treatment of guys and females by making an emphasis on the response by individuals to the assault and murder of the little youngster. This is like the animation on homosexuality made by Ficher. Ficher likewise analyzes the regular social thoughts contrasts in desires by making an attention on the reaction by individuals towards gay people being open about their sexuality in the public arena. The two writings investigate the manner in which society sees a person’s contrast. The desires, standard and treatment an individual gets are influenced by their disparities. The play â€Å"Blackrock† exhibits how an individual’s sex frames the desires others have on them. The run of the mill desire for young ladies is that they ought to be docile and be utilized as an item. Cherie is a case of the dismissal of these desires. The conduct Cherie depicts is not quite the same as different young ladies in the play as she collaborates routinely with her female companions and depicts no enthusiasm for sexual conduct. Cherie speaks to pride and freedom. Accordingly, she is presented to disconnection and maltreatment by others. This is shown in the scene where Cherie ensures Tracy’s notoriety by saying to the young men â€Å"She was lovely, you dickheads†. She is mocked by Scott, who in answer uses slang in saying â€Å"Couple of lezzos right? . The utilization of slang in â€Å"lezzos† uncovers the forceful reaction towards Cherie for securing the notoriety of the young lady just as misuse and confinement towards any individual who breaks the regular sexual orientation jobs. The utilization of the word â€Å"lezzos† is an insulting term used to scorn females who have an enthusiasm for a similar sexual orientation. In Cherie’s case, she is securing a female and she is scolded and criticized by Scott for ensuring a female companion. The announcement additionally uncovers how Cherie is relied upon to be accommodating to the young men. In Cherie’s situation, sex shapes the desires others have of her, and in penetrating them she endures confinement and misuse. In Enright’s â€Å"Blackrock† obviously an individual’s sexual orientation can shape the manner in which an individual is dealt with. In the play, sexual orientation associates the young men together and a common trust is framed. This common trust makes the conviction that mates ought to secure and approach each other with deference. This anyway is distinctive for the females. The young men depict a general disregard towards the females in the play. They sexualise them and anticipate that them should ‘give into’ there sexualisation. When the female rejects to be accommodating to their sexualisation, they are mishandled and confined. This is depicted through Scott who uses discourse in saying â€Å"you just pashed me off you slag†. The utilization of the word â€Å"slag† exhibits the forceful reaction Scott maintains towards females who won't be agreeable. This announcement likewise uncovers the abuse females endure as the word â€Å"slag† is utilized as an offending term to depict females who participate in sex and in indiscriminate conduct. The guys censure the ones who dismiss their sexualisation also. This is depicted in the announcement by Scott â€Å"I know enough†¦to show you a decent time† . The slang in this announcement proposes how commanding and upbraiding Scott is towards females who reject to be accommodating to his sexualisation. This shows how in spite of the ceaseless dismissal, Scott will keep on upholding his male strength and abuse the females. This abuse is constantly identified with sexual orientation and is obvious all through the play. Enright depicts the manner in which contrast decides how an individual is dealt with. The animation made by Ficher shows how an individual’s sexual status shapes the desires others have on them. The animation formed by Ficher exhibits the trouble looked by gay people who are attempting to be open up about their sexuality. Society’s reaction to such convictions and feelings are strong and brutal as they quickly reject and decline to acknowledge them. The arranger uses imagery to show the desires shaped by contrast. The two figures on the left represent two significant, amazing gatherings in the public arena †law and religion. These figures speak to society in general. The two figures on the privilege represent the gay people, the diverse gathering in the public arena. The two ground-breaking bunches are compellingly sending the two gay people back to the ‘metaphorical closet’ as the storage room is utilized as an image to speak to an individual being open up about their sexuality. The expectation’s shaped by society to the gay people is that they ought not be open about their sexuality and that they should keep their sexuality avoided society. Fischer has it depict the manner in which effect chooses how society structures desires individuals have on them. The desires framed on the two gay people are like the desires shaped on Cherrie in the play. The two gay people are relied upon and compelled to stay silent about their sexuality. They are likewise expected to be accommodating to society. Thus, Cherrie is relied upon and compelled to be accommodating to the young men. The two characters speak to society’s abuse of individuals who are unique. This depicts how the desires and treatment an individual gets are influenced by their disparities. In â€Å"Blackrock†, the perspective on what is adequate conduct for every sex is exhibited all through the whole play. A twofold standard is unequivocally reflected through the characters sexual orientation contrast. In the play, permitting guys to have sex with females at whatever point conceivable is worthy. Ricko shows this at the gathering by using exchange in saying â€Å"the crowds hot†¦go for it†. The utilization of discourse uncovers the friend pressure consolation component in the announcement. The announcement additionally uncovers how they energize one another and attempt to get various young ladies in various settings, for example, the gathering. This additionally depicts how transparently sexual guys are acknowledged and their conduct and perspectives are energized. Interestingly, straightforwardly sexual young ladies are disregarded, mishandled and named as ‘slag’ and ‘slut;.. This is depicted by Scott, who uses slang in saying â€Å"She’s experienced Ricko as of now. Presently its Gary. Presently she’s a fucken band moll†. This uncovers how young ladies who are transparently sexual are affronted and loudly mishandled. This shows Scott’s forceful reaction towards females who are transparently sexual. The word â€Å"moll† is an offending term used to portray lady with transparently sexual ethics and is utilized to depict females in the play. This announcement likewise uncovers the non-acceptant perspectives on females with straightforwardly sexual ethics. These announcements both depict a reasonable twofold standard as the guys in the play are permitted to be transparently and unreservedly sexual where the females are censured and mishandled in the event that they are straightforwardly sexual. Enright depicts how sexual orientation distinction mirrors a twofold standard through indicating what satisfactory and non-adequate conduct for every sex is. All in all, desires, guidelines and treatment an individual gets are influenced by their disparities. The play ‘Blackrock’ formed by Nick Enright investigates the effect that distinction of sexual orientation has on people and gatherings. Enright inspects this through the basic social thoughts of sexual orientation and the distinctions in desires, gauges and treatment of guys and females by making an attention on the response by individuals to the assault and murder of the little youngster. This is like the animation on homosexuality made by Ficher. Ficher likewise analyzes the normal social thoughts contrasts in desires by making an emphasis on the reaction by individuals towards gay people being open about their sexuality in the public arena. The desires, measures and treatment an individual gets are influenced by their disparities.

Free Essays on The Crucible: The Lessons Learned :: Essay on The Crucible

The Crucible †The Lessons Learned   Extraordinary occasions, regardless of whether they are helpful or grievous ones, acquire change an individual. These situations can give one a totally new point of view on life, and pivot his perspective. Occasions, for example, the Salem Witch Trials show the individuals included what they couldn't see previously. In Arthur Miller's The Crucible, Elizabeth Proctor, Reverend Hale, and John Proctor increase important understanding into themselves, just as others.   Elizabeth Proctor has numerous minutes which show how she is changing all through the play. When she is attempting to convince Proctor to tell the court that Abigail said the young ladies were not rehearsing black magic, Elizabeth exclaims, John, in the event that it were not Abigail that you should go to harmed, OK flounder now? I think not. Elizabeth is admitting that she trusts Proctor had an unsanctioned romance with Abigail. She is giving him no benevolence by indicating that she will always remember what occurred. At the point when Elizabeth is being blamed for wounding Abigail, she teaches Proctor to go to court, and lets him know Goodness, John, bring me soon! Elizabeth is picking up trust in John. She is overlooking his demonstration of infidelity and now has confidence that he will safeguard her. Toward the finish of the play, when Proctor is condemned to death, Elizabeth says that he [has] his decency now. God preclude I take it from him! Elizabeth is conceding that John w as honest to admit his transgression of obscenity, and she ought to have exculpated him. She views herself as polluted for not demonstrating kindness, and wouldn't like to detract from his wonder. Elizabeth has changed from an oblivious casualty of infidelity, to an easy-going, cherishing spouse.   Reverend Hale shows up in Salem feeling that he will end up being a legend and freed Salem of the villain. Sound is addressing the townspeople when he says, Have no dread now- - we will discover him out in the event that he has come among us, and I intend to squash him totally in the event that he has demonstrated his face! Hale believes that there is a real fallen angel in the town, and they should crush it. He is attempting to show the individuals of Salem that he is their rescuer, and that he knows precisely what to do.

Summer Reflections 2010 Post #2 COLUMBIA UNIVERSITY - SIPA Admissions Blog

Summer Reflections 2010 Post #2 COLUMBIA UNIVERSITY - SIPA Admissions Blog John Hughes just graduated from SIPA and during his second year of study worked in our office.   He is spending the next two months in the office to assist with projects and help fill in for a staff member on maternity leave.   John is set up for a job in Washington, D.C. and will be moving there in August.   I asked him to reflect a bit on his experience as a SIPA student and contribute to the blog over the summer.   This is his second entry. ___________________________ I often speak to incoming students here at the Admissions Office who tell me that they “were admitted into the EPD concentration” or “accepted into IFEP” etc.   Though it is good that these students know what they wish to concentrate in at SIPA, I thought I should write a blog post about what to consider when you are actually selecting courses. First, if you came to SIPA for a specific concentration, by all means take all the courses that interest you in that concentration.   However, it is not necessary to limit yourself to only courses within your chosen concentration, and you can always switch your concentration if you decide there is a different one that better fits your interests (that said, you should have a good idea of the path you want to pursue before you come, and your admissions essays should reflect this).   One of the great advantages of SIPA over many of our rival schools is the breadth of courses available to students, both within SIPA and at the other graduate schools at Columbia. Every semester there are scores of courses offered at SIPA, plus many more open to SIPA students at all the other graduate schools.   You will receive a list of what these courses are (including those at other schools) before registration, and I would recommend looking through this list thoroughly before choosing your courses.   Many incoming students have the misperception that they must do as many courses within their chosen concentration as possible in order to set themselves up best after graduation, though this is not necessarily the case.   The reality is that your concentration does not show up on your transcript, and potential employers will never ask you what your concentration was.   Thus, whether you take 6 ISP classes or 8 ISP classes you will still have an MIA or MPA degree at the end of two years, the same degree as your friend who did 6 IFEP classes. I do not wish to imply that you should just take whatever and not worry about it.   It is definitely to your advantage to have a focused course of study, especially since you can list your courses taken on your resume and can use that list as talking points during interviews.   Nevertheless, it does mean that you should not be afraid to search outside of your concentration for classes that might make sense for you.   For example, taking a course in corporate finance or operations management can be very helpful for a number of careers, even though the former is only required for the IFEP and Energy concentrations and the latter is only required for the Management specialization.   Or, a course on the geopolitics of oil and gas can be helpful for a security concentrator who wishes to get a broader perspective on the issues that affect decision-making at the international level, even though it is an energy course. These are just a few examples.   The overall takeaway is that your academic time at SIPA is what you make of it.   There are countless combinations of courses you could take, and it is up to you to decide how to best combine everything.   There are, of course, many people here at the school to provide guidance, so don’t worry if you don’t know exactly which classes to take right away.   There is also the add/drop period each semester where students are free to attend any class they wish for a week or two before deciding whether or not to remain in the class.   Many students take advantage of this by going to many classes at the beginning of the semester and deciding then which ones are the best fit. Regardless of what you decide to do, do not feel that you need to pigeon-hole yourself into one track.   There is nothing wrong with taking all your courses in one area if that’s what you decide to do, but if you decide to branch out a bit you’ll be happily surprised at just how diverse the course offerings at Columbia are.

Summer Reflections 2010 Post #2 COLUMBIA UNIVERSITY - SIPA Admissions Blog

Summer Reflections 2010 Post #2 COLUMBIA UNIVERSITY - SIPA Admissions Blog John Hughes just graduated from SIPA and during his second year of study worked in our office.   He is spending the next two months in the office to assist with projects and help fill in for a staff member on maternity leave.   John is set up for a job in Washington, D.C. and will be moving there in August.   I asked him to reflect a bit on his experience as a SIPA student and contribute to the blog over the summer.   This is his second entry. ___________________________ I often speak to incoming students here at the Admissions Office who tell me that they “were admitted into the EPD concentration” or “accepted into IFEP” etc.   Though it is good that these students know what they wish to concentrate in at SIPA, I thought I should write a blog post about what to consider when you are actually selecting courses. First, if you came to SIPA for a specific concentration, by all means take all the courses that interest you in that concentration.   However, it is not necessary to limit yourself to only courses within your chosen concentration, and you can always switch your concentration if you decide there is a different one that better fits your interests (that said, you should have a good idea of the path you want to pursue before you come, and your admissions essays should reflect this).   One of the great advantages of SIPA over many of our rival schools is the breadth of courses available to students, both within SIPA and at the other graduate schools at Columbia. Every semester there are scores of courses offered at SIPA, plus many more open to SIPA students at all the other graduate schools.   You will receive a list of what these courses are (including those at other schools) before registration, and I would recommend looking through this list thoroughly before choosing your courses.   Many incoming students have the misperception that they must do as many courses within their chosen concentration as possible in order to set themselves up best after graduation, though this is not necessarily the case.   The reality is that your concentration does not show up on your transcript, and potential employers will never ask you what your concentration was.   Thus, whether you take 6 ISP classes or 8 ISP classes you will still have an MIA or MPA degree at the end of two years, the same degree as your friend who did 6 IFEP classes. I do not wish to imply that you should just take whatever and not worry about it.   It is definitely to your advantage to have a focused course of study, especially since you can list your courses taken on your resume and can use that list as talking points during interviews.   Nevertheless, it does mean that you should not be afraid to search outside of your concentration for classes that might make sense for you.   For example, taking a course in corporate finance or operations management can be very helpful for a number of careers, even though the former is only required for the IFEP and Energy concentrations and the latter is only required for the Management specialization.   Or, a course on the geopolitics of oil and gas can be helpful for a security concentrator who wishes to get a broader perspective on the issues that affect decision-making at the international level, even though it is an energy course. These are just a few examples.   The overall takeaway is that your academic time at SIPA is what you make of it.   There are countless combinations of courses you could take, and it is up to you to decide how to best combine everything.   There are, of course, many people here at the school to provide guidance, so don’t worry if you don’t know exactly which classes to take right away.   There is also the add/drop period each semester where students are free to attend any class they wish for a week or two before deciding whether or not to remain in the class.   Many students take advantage of this by going to many classes at the beginning of the semester and deciding then which ones are the best fit. Regardless of what you decide to do, do not feel that you need to pigeon-hole yourself into one track.   There is nothing wrong with taking all your courses in one area if that’s what you decide to do, but if you decide to branch out a bit you’ll be happily surprised at just how diverse the course offerings at Columbia are.

Midterm 1 Study Guide- incomplete Essay - 897 Words

Midterm Study Sheet The midterm will draw on the following major themes we have discussed so far during the course. As you study, please consider not only each individual theme, but also the ways in which these themes may be related to one another. Essay questions will be drawn from these themes, but may ask you to relate two or more of them within the same question. The best answers will synthesize thematic material we have discussed in lecture with specific details from both lecture and readings. Colonial Recreation and Leisure: How did changing Anglo-American attitudes about work, labor, and leisure in the 1600s and 1700s shape the recreational practices of colonial America? What does Nancy Struna mean by the â€Å"leisure†¦show more content†¦What roles did urbanization, industrialization, specialization, commercialization, and mass media play in these developments? 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Confict - 1780 Words

Conflict Resolution Resolving Conflict Rationally and Effectively Resolve conflict effectively, with James Manktelow Amy Carlson. In many cases, conflict in the workplace just seems to be a fact of life. Weve all seen situations where different people with different goals and needs have come into conflict. And weve all seen the often-intense personal animosity that can result. The fact that conflict exists, however, is not necessarily a bad thing: As long as it is resolved effectively, it can lead to personal and professional growth. In many cases, effective conflict resolution can make the difference between positive and negative outcomes. The good news is that by resolving conflict successfully, you can solve many of the†¦show more content†¦This person is not assertive but is highly cooperative. Accommodation is appropriate when the issues matter more to the other party, when peace is more valuable than winning, or when you want to be in a position to collect on this favor you gave. However people may not return favors, and overall this approach is unlikely to give the best outcomes. Avoiding: People tending towards this style seek to evade the conflict entirely. This style is typified by delegating controversial decisions, accepting default decisions, and not wanting to hurt anyones feelings. It can be appropriate when victory is impossible, when the controversy is trivial, or when someone else is in a better position to solve the problem. However in many situations this is a weak and ineffective approach to take. Once you understand the different styles, you can use them to think about the most appropriate approach (or mixture of approaches) for the situation youre in. You can also think about your own instinctive approach, and learn how you need to change this if necessary. Ideally you can adopt an approach that meets the situation, resolves the problem, respects peoples legitimate interests, and mends damaged working relationships. 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Security Management Models for Information Systems Essay

Background Security management within the context of information systems â€Å"needs a paradigm shift in order to successfully protect information assets† (Eloff Eloff, 2003). Due the rapid increase in information security threats, security management measures have been taken to proactively remedy the growing threat facing information security. As a result of this, security management â€Å"is becoming more complex everyday, many organization’s security systems are failing, with serious results† (Fumey-Nassah, 2007). To remedy the increase threats to information security systems, organizations are seeking alternatives to network vulnerabilities from malicious attacks. There are several management measures that organizations must take to fully†¦show more content†¦In ERP systems, security management is critical because an organization must be concerned with â€Å"establishing and maintaining a secure information environment† (Eloff Eloff, 2003). Access co ntrols measures must also be considered when granting access and controls to users of an organization. Furthermore, the restriction of information negates penetration of network vulnerabilities to the access of information assets. When considering a security management approach, organizations must not fail to consider the systematic structure that enables the full functionality of information systems. Essentially, the â€Å"domain of information security management is no longer exclusively of a managerial nature, technical aspects also need to be considered on management level. Information security management can be approached from various perspectives† (Eloff Eloff, 2003). The strategic approaches that an organization decides to pursue will be influenced by the foundational approaches discussed which affect the management, operational and the technical aspects of information systems. 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Othello Othello Is A General In The Army Of Venice. He Is A Moor, A D Essay Example For Students

Othello: Othello Is A General In The Army Of Venice. He Is A Moor, A D Essay ark-skinned man born in Africa, and has risen through the ranks of the Venetian army through hard work and success in battle. He is a respected general, but less respected as a person, because of his dark skin and foreign roots. He is an honest man, and believes that people are honest. This makes him naive in many ways. Othello is a passionate man, and deeply loves DesdemonaDesdemona: Desdemona is loyal, faithful, and passionately loves Othello. She is shrewd and wise, but is very subtle about it. Iago: Iago is Othellos sword-bearer. He has been passed over for the position of Lieutenant, and this draws out his evil nature. He feels that he has been wronged and cannot accept the position that Othello gives him. Iago is only concerned about himself and his position, and will sacrifice anyone to save himself and his interests. Act IIt is night. Tush and Sblood open the play. Though both Roderigo and Iago display a vulgarity oflanguage, Roderigo makes his mark as a gentleman against the coarse soldier speech of Iago. Whilstone of the curled darlings of the nation, he is certainly not darling to Brabantio nor to Desdemonawhom he seeks. Iago reveals such a hatred of Othello shared not even by Brabantio. Roderigo may doubt it but it is oneof the truest emotions Iago expresses in the play. In his first speech, one motive for his hatred may befound. Othello has chosen Michael Cassio to be his lieutenant instead of Iago and Iago has nothing butscorn for them both: Othello he describes as loving his own pride and purposes and horribly stuffedwith epithets of war (1.1.11-13). As we will learn, there is some truth in these judgements. Iago thinkshimself more suitable for the post than Cassio who he derides as a great arithmeticianthat never seta squadron in the field / nor the division of battle know / more than a spinster (1.1.18-23). He is notbookish like Cassio. He has practical experience of soldiering. Of him, Othellos eyes had seen proof the same ocular proof that he demands from Iago of Desdemonas infidelity at Rhodes, at Cyprus andon other grounds, Christian and heathen (1.1.27-29). Iago is referred to often throughout the play as my Ancient. The contrast has bitterness in it wheneverhe replies to Othello as my Lord or Cassio as Lieutenant. In Iagos speech on masters and servants(I.1.40ff), his true concept of his position is revealed and with it the philosophy underlying his malice ifsuch a thing exists: I follow him to serve my turn upon him. / We cannot all be masters, nor all masterscan be truly followedIn following him, I follow but myself (1.1.41-43, 57). He derides those who dotingon his own obsequious bondage / wears out his time much like his masters ass (1.1.45-46) andpraises those who keep yet their hearts attending on themselves / and, throwing but shows of serviceon their lordsdo themselves homage (1.1.50-53). These men have some soul, he professes. Hiscreed worships but himself, and his words suggest contempt for the souls who hold honesty and honourdear. I am not what I am, he concludes, yet Roderigo still trusts him, as do Cassio, Desdemona andOt hello. That is Iago, honest Iago, ancient to them all but master at the same time. The first task Iago sets is to wake Brabantio and inform him that his daughter has eloped with Othello. This custom (called charivari) was not uncommon in a situation where one party disapproved of a match. .u63fa6a50a297b379125f38aa5e087dc1 , .u63fa6a50a297b379125f38aa5e087dc1 .postImageUrl , .u63fa6a50a297b379125f38aa5e087dc1 .centered-text-area { min-height: 80px; position: relative; } .u63fa6a50a297b379125f38aa5e087dc1 , .u63fa6a50a297b379125f38aa5e087dc1:hover , .u63fa6a50a297b379125f38aa5e087dc1:visited , .u63fa6a50a297b379125f38aa5e087dc1:active { border:0!important; } .u63fa6a50a297b379125f38aa5e087dc1 .clearfix:after { content: ""; display: table; clear: both; } .u63fa6a50a297b379125f38aa5e087dc1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u63fa6a50a297b379125f38aa5e087dc1:active , .u63fa6a50a297b379125f38aa5e087dc1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u63fa6a50a297b379125f38aa5e087dc1 .centered-text-area { width: 100%; position: relative ; } .u63fa6a50a297b379125f38aa5e087dc1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u63fa6a50a297b379125f38aa5e087dc1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u63fa6a50a297b379125f38aa5e087dc1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u63fa6a50a297b379125f38aa5e087dc1:hover .ctaButton { background-color: #34495E!important; } .u63fa6a50a297b379125f38aa5e087dc1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u63fa6a50a297b379125f38aa5e087dc1 .u63fa6a50a297b379125f38aa5e087dc1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u63fa6a50a297b379125f38aa5e087dc1:after { content: ""; display: block; clear: both; } READ: AliceS Adventures In Wonderland And The Island Of Dr. Moreau EssayIago incites Roderigo to yell as when by night and negligence the fire / is spied in populous cities. This practical image serves well the simple mind of Roderigo and such imagery is employed to similareffect to incite Brabantio: Even now, very now, now, an old black ram / is tupping your white ewe (1.1.87-88). If anything is to Arise, arise / the snorting citizens, it is language such as this. Brabantios firstimpression of this as malicious braveryto start my quiet is all too accurate. Iago declares that youhave lost half your soulyour daughter covered by a Barbary horsenow making the beast with twobacks. Iago, as throughout the play is creating an image ? a very obscene image ? to provoke Brabantio. He succeeds: Brabantio arises, stunned by the darkness around him and calls for Light! I say, light! Iago makes his exit so as to be seen doing Othello shows of service when Roderigo arrives in thecompany of Brabantio and his followers. It is important that, up to this point, the audience has only thevivid image of Othello as the savage tupper that Iago has painted. Othellos first words Keep up yourbright swords, for the dew will rust them are noble and authoritative, the same voice which spoke of the battle, sieges, fortunes / that I have passedof moving accidents by flood and field / Of hair-breadth scapes ithimminent deadly breach, the voice of a man that fetched his life and being frommen of royal siege. It was this voice and no spells and medicines bought of mountebanks to whichDesdemona had seriously inclined and come again with a greedy ear. The picture that Othello paintsof himself is a powerful antidote to that which Iago paints in the first scene, and yet there is unquestio nablyOthello is black. Desdemona is white. Imagery, needless to say, is very important in Othello. The audiencefirst sees Othello, not in the flesh, but in the imagination. We are presented with a powerful image createdby Iago: of a creature untamed an uncivilised, driven only by base instinct. The man that appears onstage in the second scene is no such creature. His speech to the senate paints a very different picture. It is not one of your average Venetian. It is exotic and strange but it is presented with eloquence anda noble authority that outstrips the civilised company that is present. At the end, Othello reverts to therhetoric that he used in front of the senate. Again, the imagery is most powerful. He talks of pearls,of Arabian trees. The same sort imagery that he used to woo Desdemona, he uses to conclude thetragedy. Iagos use of imagery is the basis for his power. At the outset, he deceives the audience with the imagehe paints of Othello. He uses simple images, of fires in populous cities, of gardens and gardeners, forthe simple-minded Roderigo. His deception of Othello needs to be very much more subtle. Here too,though, his tool is imagery. The proof that he presents is imaginary. Othellos passion is aroused bythe images that Iagos words conjure up ? of Cassio and Desdemona lying together. The handkerchiefbecomes a symbol for this imaginary infidelity. Othello sees Desdemona, white-skinned and beautiful,the very image of purity and is torn apart by the images that have poisoned his mind. Bibliography

Present Continuous free essay sample

Anticipated Problems: sts may not want to go to the front to show their emails. Sts may not remember how to produce sentences in the Present Continuous. Possible Solutions: Tch lets sts read their emails from their desks. Tch makes a quick revision of the Present Continuous. Materials Equipment: Pictures, handouts, whiteboard, markers. Stage/ Timing| Procedure| Interaction Pattern| Stage Objective| Introduction5 minutes| -Tch asks sts what they have learnt the previous lesson. Tch writes clues on the WB and shows sts picture. Then she asks sts to guess which will be the theme of the lesson. | Teacher– StudentsStudent- Teacher| To elicit information from sts. To make sts guess the topic of the lesson. | Pre- reading7 minutes| -Tch sticks on the WB parts of an email and asks sts to guess the correct order. -Tch checks activity orally. | Teacher- student Student- teacher| To show and make sts guess the correct layout of an email. We will write a custom essay sample on Present Continuous or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page | Reading(pre writing)13 minutes| -Tch hands in copies f the email and asks sts to copy and answer questions about it. (E. g: Who is the writer of the email? What is the email about? Who is the email to? , etc)-Tch checks activity on the WB. | Teacher- studentStudent- student| To this type of writing. | Writing15 minutes| Tch asks sts to make groups of three or four sts, she hands in different scenes of â€Å"The Simpsons† and asks sts to write a similar email. -Tch asks the different groups to read their emails aloud. Teacher- studentStudent- student| To practice sts’writing skill. | Closure5 minutes| -Tch asks sts what they have learnt and if they have enjoyed the lesson. -Tch hands in a self- evaluation. | Teacher- studentsStudent- teacher| To encourage sts to give their opinions orally. | Extra activity10 minutes| -Tch asks sts to exchange their emails and try to write an email answering it. | Student- teacherTeacher- student| To provide the sts with further pract ice. |

Essay Sample on Divorce and Marriage

Essay Sample on Divorce and Marriage Marriage is a social institution recognized by custom and law. It is a relation that exists between one or more men to one or more women. Custom or law gives recognitions of the duties and rights of the parties involved in such an institution. The union may result to children being born in it. In general, the societal expectation is one where there is sexual gratification between a husband and wife. There are legal issues that may arise as a result of adultery, which may force one partner to dissolve the marriage. This relation is at some point regarded as an economic institution in which a husband is fully responsible for the needs of the wife and children. With the current women empowerment in the society they are also able to provide for their families. A father has a general control and power over his family but for the children his powers are for a limited time. This comes as a result of the need for children to practice decision making and show responsibility especially at adul thood. Marriage is in accordance to the laid down custom or law and the consent of each parties involved must be considered. Parents for example may ask for a bride price and after this is settled a marriage takes place. These are important steps especially where the conditions stipulated by custom or by law are complied with. The origin of marriage is seen to be a habitual practice from the medieval period. A man and woman would live together, have sexual relations and from this union children would come forth. The father would play their role as a protector and supporter of his family while his wife nurses and cares for the family. As time passed it was accepted by custom and by law and it became legal social institution. Marriage is therefore seen to be an intimate relationship which the society, the government and religion recognizes. Marriage has many forms but the major one constitutes a man and a woman. Marriage is the basis of a family unit in which procreation takes place. Through a marriage setup children can grown, be protected and shown love through provision of food, shelter, clothing, education among others. There are a variety of intentions that one has in mind while planning to enter into marriage. Some of the major reasons may include need for legal stability, social and/or economic stability. Through marriage, there is a provider, protector and the union is legally bound. Marriage can be witnessed in a wedding celebration and this marks the beginning of individual obligation to each other and to the society at large. There have been changes in the understanding and approach of marriage from the older days. In the United States marriage for example was a consideration of status as well as an oversight on the future economic stability and prosperity of the person. It was therefore an economic arrangement in which one would choose their potential spouse and so they would plan to marry. Marriage ceremonies between same sexes were done in the 5th-14th centuries by the Roman Catholic Church. Many issues about marriage caught the interest of many leaders and Pope Alexander II in 1975, prohibited marriages between couples who were closely related and especially with no more than 6 cousins related to a person. In the 16th century, only with the permission of local political authorities, servants and day laborers would be free to marry in Bavaria and Austria. In1921 this order was fully abolished. Public wife selling was witnessed in the 1960s-1870s where a divorced wife was tied with a rope around her neck and sold in public. Until 1686, marriage was rather a civil ceremony for the puritans in Massachusetts Bay. In the British colonies, there was no penalty given for interracial marriages until 1662 when Virginia doubled fornication fines for interracial couples. Maryland banned interracial marriages in 1664 and subsequently, in 1750 interracial marriages had been outlawed in all southern colonies. Married women, until mid 19th century, had no legal standing under the English common law in all American states. It was until 1848 that women had the right to own property while married, through the Married Women Act. At the age of 10 years, consent for sexual intercourse was allowed in most American states while in Delaware it was at the age of 7 years only. With parental consent young boys of 14 and girls of 12 would marry, as late as 1930. In 1940, married women could not make legal contract in twelve states. Anti-Miscegenation laws were declared unconstitutional in Virginia and other states such as Alabama, Florida, Mississippi, Oklahoma, and Texas among others. Fourteen states had in the fifteen years prior to the decision, repealed their anti miscegenation laws. This included Arizona, Colorado, Maryland, Nevada, and Oregon among others. Ten states had by 1990, outlawed rape in marriage. This was after New York outlawed rape in marriage in 1978. Rape in marriage was seen as a crime in thirty-six states and this was only in certain circumstances. It was surprising that in four states, rape in marriage was never a crime. Marriage has had lots of controversies but the initial union in the religious world was the social union that benefited the society. It is seen as the union of one man and one woman blessed and united by a religious leader as seen in Christianity, Judaism, Islam, Buddhists and Hindu. The privileges enjoyed in marriages are of benefit while particular concerns were raised on homosexual couples. The commitment of traditional couples which constituted a man and woman could be seen as that of same-sex couples and so they have continued to fight for their rights and the legalization of their marriage. The sacred value of marriage should not be changed despite the fact that advocates are aggressive on the issue that it should be redefined to suit gay marriage. When the Massachusetts Supreme Judicial Court made a ruling in 2004, and said that civil union was not enough, this raised national debate. A number of people wanted the definition of one man-to- one woman to stand and others wanted it to separate same-sex institutions, with others against it. In 2004, California and New York mayors were authorizing same sex marriages while defying law and these marriages were said not to be legally binding. (Nancy 2001) In 1619, Virginia enacted a law in which if a bond married a Negro, Mulatto or Indian, they would be banished in the woods so that they are cast out of the colony. Later on, in 1724, there was introduction Louisiana after the slaves were freed. Laws that were known as black codes were used to control and even forbid marriages constituted by slaves while the slave master was not consented. In 1769, the English common law showed that husband and wife were one. A constitution was written in 1787 and was adopted the following year. It was effective in 1789 and replaced the articles of federation, which was the government document of the USA. It remains to be the basic law of central government. In 1839, Mississippi granted the women a right to hold, with their respective husband’s permission, property in their own name. This saw many states legalizing this grant to women so that they would have control over property and earnings. This was in 1900. In the Missouri vs. Celia case of 1855, the case was used to show that enslaved women had no right or legal recourse if they were raped by their masters. This meant that black women had no right to defend themselves after an act of rape by the master. When the Mississippi black code was passed, it was an attempt to control slaves and ensure social inequality. This prohibited blacks, in 1865, from marrying whites and in this case, it was punishable as was seen through life imprisonment. More was to come and in the United States, an immigration act of 1917 banned immigration of Asians and those with abnormal sexual instincts and until 1990, lesbians and gay immigrants were excluded from coming into the United States. (Nancy 2001) In a case of New York v. Sanger, doctors would advice married couples on use of birth control pills for health purposes. The law was still enforced but was overturned in 1965 on all state laws that prohibited the use of contraceptives. In 1948, in Perez v Sharp case, there was a ban on interracial marriage in the California Supreme Court. This was the first state high court to declare it unconstitutional but later on in 1967; the U.S Supreme Court declared that there was freedom to marry allowing for interracial marriages on all Americans. This was evidenced in the case of Loving v. Virginia. The immigration act in 1965 admitted different races and nationalities and emphasized on family reunification with great concern. The act defined a family to be strictly on hetero sexual and nuclear ties and banned on lesbian and gay deviates. In 1969, California adopted a divorce law that allowed divorce by mutual consent and especially where one party simply wants it. The major challenge in this was that one party can refuse to sign the separation agreement. In 1981, there was an over turn of events when the states laws described a husband as a head and master and having control of property which is jointly owned with his wife. (Nancy 2001) . Articles were published and they advocated for legalization of same-sex couples and this was especially because these authors were gay and wanted to pursue their demand. In 1990, the congress repealed ban on gay and lesbian immigration. Homosexuals were disqualified as foreigners and were not allowed to come in to the United States. It was in 1993 that Hawaii Supreme Court said that the ban on same-sex couples from marrying must be justified and in 1998, it was amended to allow strict marriage to men and women only .In 1994, gays and lesbians sought to be part of the humanitarian law as a social group rather than an immigration group. A Person Responsibility and Work Opportunity Reconciliation Act explicitly promoted marriage and formation of heterosexual families. The federal law supported two parent families and in the same year, 1996, the Defense of Marriage Act defined marriage as exclusively between one man and a woman. It was evident that this act did not recognize same sex marriage at all. In 1998, there was a covenant marriage legislation in which couples promised to stay together for life and that they would denounce the no-default divorce. In the same year, May 1998, Alaska ruled that it was a fundamental right to choose a marital partner. The following year, the Vermont Supreme Court allowed for same-sex marriage to occur and that they have all rights and benefits of marriage but no marriage licenses. A governor in Oklahoma in March 2000 announced a $10 million plan that encouraged marriage than divorce and in 2001 gay and lesbian couples in Massachusetts filed law suits seeking a right to marry. This followed with other New Jersey lesbian and gay couples suing the state court for denial of their right to marry. In 2003, the US Supreme Court struck down the remaining anti-gay sodomy laws which were in Texas and in other states. In 2003-2004, the Federal Marriage Amendment was proposed but was defeated in congress. The amendment ought to have denied marriage rights to same-sex couples by indicating that marriage would only exist between a man and a woman.

BP Global Oil Spill in Gulf of Mexico & Its Affect on Local Businesses Research Paper

BP Global Oil Spill in Gulf of Mexico & Its Affect on Local Businesses - Research Paper Example Gulf of Mexico has been a home for as many as 36 Marine Protected Areas (MPA) accounting for 13 % of total MPAs throughout the nation in addition to the MPAs of the bordering States of Alabama, Florida, Louisiana, Mississippi and Texas waters totaling 75 not included in the national mainstream MPAs. Florida Keys National Marine Sanctuary and Flower Garden Sanctuary have been threatened by the oil spill which could implicate British Petroleum under National Marine Sanctuaries Act. The coral reefs have also been damaged by the oil haze extending for about 22 miles from the Deepwater Horizon site. The Act makes it liable for damaging any living or nonliving resource of national marine sanctuary affecting its conservation, recreational, ecological, historical, educational, cultural, scientific or aesthetic value. The Act provides for imposition of civil penalties as high as $ 100,000 on any person and each day of violation constituting a separate violation. Apart from civil penalties, re sponse costs, damages due to destruction, loss or injury plus interest are leviable under the Act. There are also other Acts such as federal Endangered Species Act, Marine Mammal Protection Act which can make BP liable for deaths of dolphins and sea turtles as a result.1 Background The above said blowout occurred at the BP’s Macondo well in the Gulf of Mexico resulting in the deaths of 11 workers who were on Transocean’s Deepwater Horizon Drilling rig. An estimated 4.9 million barrels of oil were spilled in the process. The wellhead was 1,500 m down below the sea water. The United States declared a moratorium on deepwater drilling until October 12, 2010. It is widely believed that the blowout could have been prevented but for the poor quality of equipment meant to prevent blowout.2 Known as the last-line of defense, the blind shear ram on the blowout preventer fixed on well head on the ocean floor would have crushed the drill pipe thus preventing a blowout. The blind s hear ram is believed to have failed for want of checks as simple as verifying whether the batteries had been sufficiently charged. BP’s investigation team is reported to have held that the well had been poorly designed. Offshore Pollution Liability Association (OPOL) where membership is voluntary provides for only a maximum liability of $ 250,000which is insufficient given the magnitude of loss resulting from the Gulf of Mexico incident. Although OPOL membership is a pre-condition for drilling license, there is no rationale for a voluntary membership. This is apt to weaken the legal control of the polluters who would claim that damages to biodiversity and ecosystem are indirect and therefore no compensation is payable.3 Marine oil spills are not unavoidable accidents. Adverse environmental conditions or any catastrophic events cannot be attributed to oil spills.4 The offshore drilling unit at the Deep Water Horizon was worth$365 million capable of operating in deep waters as low as 8000 feet and drill further down up to 30,000 feet. The drilling unit had been engaged in drilling an exploratory well 41 miles off the coast of Louisiana at the time of accident. The well from which oil spill started on April 20, 2010 was finally capped on July 15, 2010. The total damages to the company, environment and the coastal economy have been placed at $ 36.9 billion. Apart from human error and equipment failure, the U.S. Government’s failure to respond with damage control measure, media

E-government Model Essay Example | Topics and Well Written Essays - 1000 words

E-government Model - Essay Example These studies indicate a definite trend whereby the researchers have utilized various means of analyzing and assessing user behavior to arrive at a logical conclusion regarding the factors influencing them to adopt e-government services offered by the government. For instance, Reddick (2005) has utilized a systematic approach to study the citizen behavior by observing their interaction with the government. Such observation acts an effective tool in analyzing citizen behavior and attitude and affords the researchers in estimating and understanding the concerns and grievances of the citizens and overcome them to achieve desired results. The successful adoption and implementation of any e-government model depends on the attitudes of the users, which in turn is influenced by a combination of factors such as perceived usefulness of the e-government model as well as socio-cultural influences (Chen and Thurmaier, 2005; Kumar et al., 2007; Al-Shehry et al., 2006). According to Venkatesh et a l., (2003) the term social influence refers to "the degree to which peers influence the use of the system". It could be either positive or negative and is the key factor that motivates / de-motivates individuals to adapt to a given situation. Various studies have indicated that the collective culture of a country provides an informative insight into the manner in which people behave and their likely reaction towards a new situation (Carter and Weerakkody, 2008; Dimitrova and Chen, 2006).

Developing Students Macro Skills

Developing Students Macro Skills Learning resources and materials are essential components in language instruction since they control learning and teaching processes. For that reason, an English teacher has to possess the ability to be creative and innovative in selecting, adapting and implementing learning resources and materials since the teachers ability in selecting, adapting and implementing learning resources and materials can and do enhance language teaching (Brinton, 2001 in Murcia, 2001). However, based on the writers experience and observation during Praktek Pengalaman Lapangan (PPL), the writer found out that the learning resources and materials used by teachers for their students were just in limited usage; for example, the teacher only used the materials from textbooks and printed materials. Talking about textbook, Allwright (1990) argues that materials should teach students to learn, and that there should be resource books for ideas and activities for instruction/learning. Moreover, they should give teachers rationales for what they do. From Allwrights point of view, textbooks are too hard to be used directly as instructional material. ONeill (1990), in contrast, argues that materials may be suitable for students needs, even if they are not designed specifically for them. In this case, textbooks make it possible for students to review and prepare their lessons. Also, textbooks are efficient in terms of time and money, and that they can and should allow for adaptation and improvisation. Furthermore, Willis (1996) points out that some text book activities are best done at learners own pace; for example, at out of class activities (for homework or to be checked at the next lesson). Indeed, the teacher can get the students to prepare the topic at task related to their homework prior to the task. Therefore, it is widely known that in many cases teachers and students rely heavily on textbooks, and textbooks determine the components and methods of learning, that is, they control the content, methods, and procedures of learning (Kitao, 1997). In other words, students learn what is presented in the textbook, and the way the textbook presents the material tends to determine the way students learn it. Thus, the educational philosophy of a textbook will influence the class and their teaching-learning process. Consequently, in many cases, textbooks are the center of instruction and one of the most important influences on what goes on in the classroom. Therefore, there is no doubt if Harmer, 1991; Van Lier, 1996; Richards, 1998 say that the use of textbooks in many schools and many language program has the function as a curriculum. In relation to teaching-learning resources and materials, the Department of Education in Indonesia has released a guideline for the implementing a decentralization of education at the school level (school-based management). Such management gives a broader authority to schools to run their schools and to work more actively with their communities, but at the same time it also requires more leadership, professionalism, initiatives, innovation, and creativity from principals and teachers (http://www.depdiknas.go.id). In this respect, education policy-makers in Indonesia believe that decentralization at the school level could lead to improvements, such as better school performance, greater school autonomy, better match between the services delivered and the students needs, greater parental and community involvement, and greater participation in decision-making (Depdiknas, 2003). The consequences of decentralization at school level, however, are not hard to determine. Schools, particularly public schools, are now to be responsible for the provision and financing of more training for their teacher development as well as more facilities and resources (http://pakem.org/mbs.html). In line with that, teachers role in developing students English macro skills to fulfill the national educational goals as stated in guidelines and curriculum is very prominent. Therefore, teachers play an important role in catering learning resources and materials for students to enable their success in learning, especially in developing their macro skills (listening, speaking, reading and writing). Concerning the main task of teachers in providing learning resources and materials mentioned above, theres a need to explore to what extent those learning resources and materials are procured and effectively used to develop the students English macro skills. 1.2 Research Methodology With the intention of getting data on the use of learning resources and materials in senior high school by the English teachers, a case study is selected as the research methodological design. The subjects selected are three teachers from different grades (X, XI, and XII) and their students. In order to get a holistic accurate picture and the meaning of the use of learning resources and materials, interviews, observations, questionnaires and review of documents will be conducted in this research. The use of the data collection methods will ensure the validity of the data through triangulation (Denscombe, 1998; Cresswell, 2008). 1.3 Research Questions The research questions in this study are based on the background of the study. Therefore, the statements of the problems in this study are as follows: a. What learning resources and materials are used by the senior high school teachers to develop the students macro skills? b. What learning activities are conducted in relation with the use of the learning resources and materials in the teaching-learning processes? c. Where do the teachers draw their ideas from to plan their teaching? 1.4 Objectives of the Study The study is aimed at finding out an empirical data on the kinds of learning resources and materials used by senior high school English teacher. It is also intended to explore further to what extent those learning resources and materials are effectively used to develop the students four macro skills. 1.5 Significance of the Study The results of this study provide a thick description on what learning resources and materials as well as how they are used by English teachers at senior high school. The findings can contribute to teachers by providing current information about the use of learning resources and materials for teaching-learning English as a foreign language in senior high school. The findings can also be applied for other English teachers in general to select the teaching-learning resources and materials appropriately that suit students needs. CHAPTER II LITERATURE REVIEW This chapter discusses some scholars ideas and opinions regarding the issues of learning resources and materials as well as the teaching and learning of English in high school context in Indonesia 2.1 Learning resources and materials 2.1.1 Issues of Learning resources and materials Many educators enthusiastically embrace the use of learning resources and materials as a tool for language teaching and learning since their functions are to lend the authenticity to the communicative situation in teaching and learning English. Resources and materials are important in language instructions since they can assist teachers in their jobs bringing the outside world into the classroom and also making the language learnings tasks more meaningful and exciting (Brinton in Murcia, 2001). Many scholars ideas emerged in relation to the view of learning resources and materials. This includes Allwrights (1990) argument that materials should teach students to learn and they should be resource books for ideas and activities for instruction/learning. In addition, they should give teachers rationales for what they do. Allwright further emphasizes that materials control learning and teaching. This means that in employing materials for instruction/learning, it is the teachers who underl ie the principle behind the use of materials. Another idea comes from ONeill (1990) who says that materials may be suitable for students needs even if they are not designed specifically for them; therefore, from ONeills point of view, materials help teaching and learning. Further, Woods (1996) defines the resources as factors which increase the number of possibilities or options open to a teacher, while the definition of materials is stated by Brown (1995) as any systematic description of the techniques and exercises to be used in classroom teaching. Browns definition of materials draw broad sense since they can include lesson plans, and can accommodate books, packets of audiovisual aids, games, or other types of activities that occur in the classroom. Renyaan (2002) conclude the broad definition of learning resources and material as follows: Teaching media refers to resources used by the teacher for whole class, group, and individual learning. These include texts, audio-visual resources, and authentic material. Text refers to any written materials ranging from reference books, textbooks, activity sheets to flashcards. Audio-visual resources include films, videos, overhead projectors, audiotapes, pictures, magazines, and newspapers and other texts. Authentic material refers to the resources created by native speakers, both for classroom teaching and in the world outside the classroom. ALL Guidelines (Scarino et al., 1988) categorizes resources into three categories. That is, resources which provide communicative data in the target language, resources and activities which promote communicative use of the target language, and resources for whole class, group, and individual learning. Resources which provide communicative data in the target language are sorted into teacher talk, other classroom talk, recording of talk (audio and video), specially prepared written information, other classroom written information, as well as realia and written texts from outside the classroom. While resources and activities which promote communicative use of the target language are classified into problem solving activities, information/opinion/affective gap activities, personalized activities, games, pictures, activities involving processing information from various sources, literature based activities, drama, writing activities, focus and shaping exercise, and integration of activiti es. Lastly, resources for whole class, group, and individual learning can be textbooks, films, videos, OHP and transparencies, problem solving activities, unfinished plays or stories, songs, films, poems, etc. Smith (1986) argues that learning resources and materials are important parts of task for providing the content and shape the basis of learning activities. Richards (1998) also argues that materials are often seen as a way of influencing the quality of classroom interaction and language use. Reece and Walker as cited by Wheeler (2002) add that learning resources should support the teaching strategies which assist learning. In this respect, the use of learning resources may also provide opportunities for arousing and maintaining students interests. Therefore, the teachers can get the benefit for the improvement of their teaching by using those learning resources. Brinton in Murcia (2001) summarized the rationale for using the materials in language classroom as follows: They can be an important motivator in the language teaching process They can create a contextualized situation They can lend authenticity to the classroom situation They can address the needs of students, whether they are visual or auditory learners They can expose the students to multiple input sources as well as enrich the students language experiences. They can help students call up schemata and maximize background knowledge They can provide teacher a time-efficient of presenting lesson, stimulate students senses and help students to process information readily. The importance of learning resources and materials has been figured by several teaching- learning method. For example, in Silent Way (Larsen-Freeman 1986; Stevick 1998) the use of sound-color charts and rods are for helping the teachers to elicit language and provide the students with tools for creative language construction. CLT, (Larsen-Freeman 1986, Littlewood 1981) also puts an emphasis of the need of real life objects or texts (e.g. maps, pictures, application forms, railroad time tables) in order to lend the authenticity to the communicative situation. 2.1.2 Types of Learning resources and material Some theories have been introduced by the scholars for a wide variety of learning resources and materials. Scarino, Vale, McKay Clark (1988) describe the word resources as any published or unpublished material in any medium for the purpose of language teaching and learning. The definition of resources drawn by them refer to variety of text types which may or may not be intended for teaching learning (films, maps, pictures, etc) along with hardware (audiovisual equipments, computers). Further, Marsh (2000) sorts resources into (1) resources available for use in the classroom/school, which include (a) print materials such as textbooks; reference books; project kits; pamphlets and inexpensive materials; study prints and posters; simulation games; maps, globe, and models; and (b) multimedia such as personal computers, internet and world wide web (www), CD-ROM, television, films, radio, slide tapes and filmstrips, overhead projectors, and PowerPoint projectors and (2) resources available beyond the school which consists of (a) persons including people in specific occupations; people now retired; groups, associations and organizations; and (b) materials and artifacts, such as newspapers, documents and reports, photographs, recordings, and miscellaneous personal items. Curtain and Pesola (1988) categorize the learning resources into five parts, they are: (1) Realia, e.g. balls, magnetic letters, flowers (2) Picture Visual, e.g. brochures, flash cards, pictures files (3) Classroom equipments, e.g. white board, chalk board (4) Audiovisual equipments, e.g. overhead projectors, video cassette recorder, slide projector (5) Text books or printed material. At last, Renyaan (2002) adds that it is evident that resources and materials which can be available in the classroom and beyond the classroom are essential parts of tasks as they provide the content as the basis for learning activities. Another idea comes from Richards and Rodgers (1986) who divide materials into text-based materials, task-based materials and realia. Text-based materials are generally known as textbook in which include not only sound recordings and visual aids, but also student workbooks, unit tests, games, and other activities (Savignon; 1983 in Renyaan; 2002). Task-based materials consist of a variety of games, role-plays, simulations and task-based communication activities (jigsaw, information gap, problem solving, decision making, opinion exchange, debate, question-answer, etc) (Richards and Rodgers, 1986).Realia, according to Richards and Rodgers, 1986; Little et al., 1989; Brinton, 2001 incorporate in authentic materials. For example signs, magazines, advertisements, newspapers, novels, handbooks and manuals, recipes, and telephone directories, as well as graphic and visual sources including maps, pictures, symbols, graphs, and charts. Moreover, radio and television broadcasts, computer progra mmes, and video cameras are also classed as authentic materials. 2.1.3 Textbooks as resources in language instruction Research into the use of textbooks as resources in classrooms language instruction have been done by scholars, such as by Harmer, 1991; Van Lier, 1996; Richards, 1998 who say that textbooks have the function as the curriculum. Their points of views are similar to Ariew (1982) who believe that textbook is an important part of the curriculum, especially for foreign language learning context since foreign language textbooks may represent a set of goals and specific teaching methods. Thus, textbooks for foreign language learning can reflect the assumption and belief on how a foreign language should be learned and taught. The development of teaching foreign language has brought new idea into approaches of textbooks design for the authentic data as well as realia which are integrated in the textbooks for the purpose of bringing the real world into classroom (Nunan, 1999). The important point of textbook is also suggested by Richards (1998) that textbooks can help in developing a teachers teaching skills, especially for inexperienced teachers since textbooks can provide hints on approaches to teaching grammar in the communicative class, strategies to correct errors, or how to teach writing. Despite of those positive effects of the use of textbooks in language classroom, there are negative effects of using textbooks. Swan (1992 cited in Richards, 1998) says that ready-made textbooks can seem to release teachers of their responsibility. The teachers merely peg on the textbooks which they use without participating on what to teach and how to teach the material to the students. Moreover, since the teachers only teach what are on the textbooks, teachers tend to look at the textbooks uncritically (Richards, 1998). While Renyaan (2002) argues that textbooks are resources, which, despite their drawbacks, are an essential part of the curriculum from which the teachers can generate materials by adopting, developing, and adapting them. 2.1.4 Adopting Materials As discussed before, the easiest way for the teachers to generate the materials is simply to adopt a textbook and teach systematically through the prepared materials (Brown; 1995), therefore the teachers get no difficulty since they do not have to spend too much thoughts and efforts in the lesson planning process. Though, it is the fact that not all textbooks can suit the teacher and students needs as Flynn (1982, p.39) says: While every textbook has some valuable drills, exercises, explanations, and readings, none will be suitable to every teachers needs. For the reason above, Brown (1995) points out that adopting material includes the following steps, namely: deciding on the types of materials needed, locating different types of materials, evaluating the materials, and reviewing them on an on-going basis. Deciding on types of materials Brown (1995) indicates that materials can come from various forms, different approaches, and different syllabus; therefore it is the teachers responsibility to make the decision about what specific materials to adopt. Locating materials Brown (1995) discusses the three sources of information that can help in finding existing materials: publishers catalogs, the Books Received section of journals, and teachers shelves. Evaluating materials Evaluating materials is important since it can determine the suitability to a particular program (Renyaan, 2002). Brown (1995) also argues that the best way to determine the relationships among a set of materials and a particular program, is to determine the degree to which the materials fit the curriculum. Browns argument is almost the same as Byrds (2001) that the fit between curriculum and the textbooks can create the fit situation for the teacher. On going review of materials Brown (1995) states that the materials evaluation process must continue when they are being used and after each implementation period. Further, Brown also argues that periodic review of the materials seems advisable and necessary. 2.1.5 Developing Materials Developing the materials need to be done if the tentative needs, objectives, and tests really describe a program and if all materials adoption efforts fail to uncover suitable materials to meet the purposes of the program (Brown, 1995). So, there will be a best match between the materials and curriculum. 2.1.6 Adapting Materials As Flynn (1982) argues that no single textbooks can meet the teachers and the students needs, Brown (1995) further points out that there is no such thing as a perfect textbook. This is likely to be true whether the materials in question were commercially produced or created within a given program. Indeed, as stated by Flynn and Brown, materials adaptation is prominent for the sake of fulfilling the teachers and the students needs. Moreover, Ariew (1982) points out that material adaptation is not something new; in fact, teachers constantly adapt when they teach. Concerning materials adaptation, Ariew (1982) further suggests the three categories of material adaptation: (1) the individualizing of materials; (2) modifying texts for purposes unintended by the author; and (3) compensating for the defects of a textbook. In addition, Ariew states the techniques in order to accomplish any of the three-type adaptation above, namely: supplementing, personalizing, expanding, editing, simplifying, modernizing, and localizing or modifying cultural or situational content. However, not all contents in the textbook are true and should be accepted. Textbooks may not suit a particular class or individual students interests. Therefore, it is the teacher who has the responsibility to choose what is best for their students. Harmer (1991) points out that textbooks are an important aid, but not a sacred text, so teachers will have to work out the best ways to use their books; they should never let the textbook use them, or dictate the decisions they take about the activities in which the students are going to be involved. Further, Byrd as cited in Murcia (2001) adds that in order to create the fit situation for the teacher using textbooks, the following must be addressed: The fit between curriculum and the texts It is generally known that publishers create materials based on published curriculum system. For example, in Indonesia, National Education Board (Depdiknas) arranges for publication of its own textbooks; however, it is acceptable for other publishers to publish the textbooks as long as the materials are appropriate and carry out its particular curriculum goals. The fit between curriculum and the texts is believed to be a reasonable and achievable goal. The fit between students and the texts The main reason underlies this idea is that the textbooks are for students; therefore, it must fit the needs of the students as learners of English. The fit between teachers and the texts As the textbooks are also for teachers, the fit between teachers and the textbooks is important in order to create the fit situation in using textbooks as the teaching learning materials. Byrd suggests the basic questions in relation to it: Can our teachers handle this material? and Will our teachers find that the textbook meets their needs and preferences for teaching materials? 2.2 Teaching Learning English in High School Context in Indonesia 2.2.1 English language education in Indonesia Since it was first taught, there have been problems in the teaching of English as a foreign language. For example the fact that the changing of curriculum and approaches along with the changing of the Minister of Education is not uncommon. The big class sizes and teachers with poor mastery of English are two obvious factors that contribute to the ongoing problems in ELT in Indonesia (Dardjowidjojo, 2000). Other reasons for the problems are: (1) limited time allocated for teaching English; (2) students do not have enough time to actually learn to speak English in class because the teacher is more concerned with teaching the grammar and syntax; (3) the absence of the social uses of English outside the classroom; and (4) the absence of good and authentic learning materials (Musthafa, 2001). Recent curriculum in English language education in Indonesia focuses on the teaching of English at junior and high school levels. The curriculum adopts the so-called communicative competence as its m odel of competence (Depdiknas, 2003). Communicative competence itself can be summarized as skills needed for communication, which consists of four important components. Those components are: grammatical/linguistic competence, socio cultural competence, discourse competence, and strategic competence (Richards Rodgers, 1986; Celce-Murcia, Dornyei Thurrell, 1995; Beale, 2002). In line with the concept of communicative competence, the following factors should therefore be present in an English language classroom: Fluency and acceptable language is the primary goal (Richards Rodgers, 1986). This implies that the teacher him/herself should be a fluent English speaker. Students are expected to interact with other students in order to communicate in the target language (Richards Rodgers, 1986; Freeman, 2000). This implies that the tasks should include pair and group work, and those activities like role plays, language games and problem-solving tasks are encouraged. Students should be given enough opportunities to get to know the authentic language (Freeman, 2000). Therefore, authentic materials are important in an English classroom. The role of the teacher is that of a facilitator in communication (Richards Rodgers, 1986; Freeman, 2000). This implies that the amount of teacher talking time should not be a barrier for students for using the target language (McDonough Shaw, 1993). Non-technical and technical media are important tools for language learning and teaching, particularly for carrying out language tasks (Brinton, 2001). Non-technical media include: blackboards, posters, maps, pictures, or photos. Technical media include: tape recorder, CD/Video/DVD player, or overhead projector. Whether or not English teaching and English teachers in Indonesia have met the ideals as stated above, remain a question. The real fact is that the virtues behind the so-called communicative competence as recommended by Richards and Rodgers (1986), McDonough and Shaw (1993), Freeman (2000), or Brinton (2001), and the principles stated and expected in the recent curriculum document might be implemented differently in the real English classrooms due to many unexpected factors, such as funding, unqualified teachers, and limited resources facilities. 2.2.2 Issues of teaching learning English in High School Context The Indonesian curriculum system has been developed by the National Education Board (Departemen Pendidikan Nasional) for many years in order to keep up with the global changes of the world as well as changes in the learners needs to be ready to face the world in the future. Recently, the Indonesian government through Departemen Pendidikan Nasional has made the improvement in the quality of national curriculum system. The newest one is Peraturan Menteri Pendidikan Nasional (Permendiknas) No. 22/2006. Permendiknas No.22/2006 discusses the Standard of Content (Standar Isi) of Elementary and High School level in Indonesia. Also, Permendiknas No.22/2006 contains Basic Competencies (Kompetensi Dasar) for each field of studies in every unit of elementary and high school level. They are the guidelines for the teachers in order to develop the indicators that must be achieved by the students as well as the materials that will be used in the teaching learning processes. The importance of mastering English for Indonesian students is much more felt due to the globalization in all sectors. One measurement to improve the mastery of English done by the Indonesian government is by implementing the English National Examination with a passing grade of 5.50. In Kurikulum Tingkat Satuan Pendidikan (KTSP), one of the learning purposes of Bahasa Inggris in Sekolah Menengah Atas (SMA) is developing students communicative competences in written and spoken English through an integral development of those four macro skills including listening, speaking, reading, and writing (Table 1, Standar Kompetensi Lulusan Sekolah Menengah Atas (SMA) /Madrasah Aliyah (MA) Table 1 Standar Kompetensi Lulusan Sekolah Menengah Atas (SMA) / Madrasah Aliyah (MA) Bahasa Inggris SMA/MA 1. Mendengarkan Memahami makna dalam wacana lisan interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 2. Berbicara Mengungkapkan makna secara lisan dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 3. Membaca Memahami makna dalam wacana tertulis interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 4. Menulis Mengungkapkan makna secara tertulis dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari All those four skills are expected to prepare senior high school students to enter the higher education or work fields, especially those requiring English skills. Due to the objectives of teaching English for senior high school, that is to develop students communicative competences through an integral development of the four macro skills, the learning resources and materials that are used in teaching learning processes have to give students more chances to communicate in English. CHAPTER III RESEARCH METHODOLOGY This chapter explains about how this research is accomplished. It considers the methodological design, the subjects, and the instruments of the study also data analysis techniques. 3.1 Design of the study This study aims at examining the use of learning resources and materials by English teachers at one senior high school in Jakarta. It is conducted through a collective case study in order to find in depth what learning resources and materials employed by English teachers. In accordance to Burns definition (2000:460) a case study is relevant to study uses how and what questions. This design is also suitable for a small-scale research which is conducted in one place. Bell (1993:8) also suggests that case study is particularly appropriate for an individual researcher as it gives an opportunity for one aspect of a problem to be studied in some depth within limited time scale. The study deals with three English teachers in one senior high school in Jakarta and their students. In order to get more information about the learning resources and materials used in classroom, the writer conduct the interview to the teachers and students, non participants observation, review of the documents, and distribute the classroom survey. 3.2 The Subjects of the Study The subjects chosen are considered as the representatives of senior high school English teaching condition in general because the school offers English to be implemented as part of its National Curriculum and has English teachers with English Education background.