Got a technical question? Step up to the Genius Bar.
When you have questions or need hands-on technical support for your Mac, iPod, Apple TV, or iPhone, you can get friendly, expert advice at the Genius Bar in any Apple Retail Store.
Play Watch the guided tour src="http://images.apple.com/retail/images/endframe_geniusbar.jpg"
Meet the Geniuses
Why do people flock to the Genius Bar? It’s the Geniuses, of course, and what they offer Apple customers. In this video, we’ll tell you all about the Geniuses and what you can expect when you take a seat at the Genius Bar.
Watch the Genius Bar Guided Tour
The Genius Bar is home to our resident Geniuses. Trained at Apple headquarters, they have extensive knowledge of Apple products and can answer all your technical questions. In fact, Geniuses can take care of everything from troubleshooting problems to actual repairs. Want to speak to a Genius? Make an appointment ahead of time to guarantee your space.
Intel in Macs
Now every new Mac ships with an Intel processor. Experience delightful responsiveness from the smallest Mac mini to the most beefed-up Mac Pro. Use one of more than 7,000 universal applications that take full advantage of the Intel chip. Run programs from your PowerPC-based Mac in translation. Powered by Intel chips, your new Mac will do all those things that only Macs can do — and do so at an astonishing level of performance.
The new Mac core
Every Mac uses a chip based on Intel Core technology, the next generation in processor design from the world’s leading chip maker. The result of massive R&D effort involving thousands of engineers. An entire collection of revolutions shrunk into an unimaginably small space, consuming less energy, too. Two cores work together to share resources, and are designed to conserve power when their functions aren’t required. Whether in an ultra-sleek MacBook, or workstation class Mac Pro, Intel Core technology lets you get more power with less power.
Four on the floor
And that means pure creative exhilaration with four 64-bit cores inside the new Mac Pro. The Core-based Intel Xeon is so power efficient, that Apple engineers were able to remove the liquid cooling system from the previous Power-PC based model. Which means you can load up the Mac Pro with more cards, more hard drives, more memory. So you can do more with Final Cut Studio, Aperture, Logic Pro, and the growing number of universal applications for creative professionals.
Dual-roar
The Intel Core 2 Duo is actually two processors (cores) engineered onto a single chip — offering virtually twice the computational power of a traditional single processor in the same space. With two cores tightly integrated, increased L2 cache, and a host of engineering breakthroughs, the Intel Core 2 Duo delivers higher performance for all the things you do — from enhancing the family photos to rendering special effects for a feature film.
Now the only question is: Which one?
Intel® IXP465 Network Processor
Intel® IXP465 Network Processor
Intel® IXP465 Network ProcessorThe Intel® IXP465 network processor is a member of the Intel® IXP46X product line for SME communications and embedded networking applications. The Intel IXP465 network processor is an addition to the Intel® IXP4XX product line of network processors, and extends Intel XScale® technology into a broad range of applications that require communications functionality. The consistency of the Intel IXP4XX product line software and hardware architecture protects customers' development investments and speeds development of a standards-based product portfolio.
The highly integrated, single-chip design of the IXP465 network processor provides a unique combination of performance, reliability and flexibility. The IXP465 network processor combines Intel XScale technology with a variety of built-in communications features to support requirements for modular routers, security appliances, line cards for telecommunications infrastructure, industrial control and automation applications, interactive clients, test and instrumentation, RFID readers, and networked print imaging applications. The high-performance Intel XScale core provides processing headroom to flexibly support a broad range of OEM applications while minimizing power consumption. Integration of multiple 10/100 Ethernet interfaces and built-in hardware acceleration for time synchronization reduces overall system cost and simplifies development.
The Golden Flow of the Now Moment
“To be in the now moment means that you release all of the problems, all of the worries, and you bring the full of yourself to here and now. And within that now moment, your now moment allows your source to flow through you into your life.” The Oracle
For a moment, empty yourself of everything. Let everything go. Let your problems go. Let your to do lists go. Let your preoccupations go. Let your thoughts and feelings go. As you empty you enter the Golden Flow moves from the Source that you are, into your persona, through your body and into your life. This Flow contains a beautiful dream where all your deepest hopes and desires are manifest. The only thing missing from this dream is you. When you are in the Golden Flow of the now moment you are able to step into the dream and it becomes manifest in your life. This is one of the ’secrets’ of The Law of Attraction. To the degree you align to the bigger dream of your life, it becomes real.
When you are having mental machinations, worries, or charged emotions, your energy is pulled away from the Source that you are. You are off center. Your center exists in the now. It is from the place of being on center that spiritual growth and evolution occurs. The center of a river is where the current flows strongest. It is the center of self where Source energy flows most powerfully.
Take the time to find your now moments. Tell your mind to let it all go, even if only for a few minutes. Tell your mind it can come back to its concerns later, but for now, empty. Do this often. As you do the tremendous power of Source’s flow begins to move through you. Then, hang onto your hat as your life moves in wonderful ways.
Other Recent Articles-Travel For Spiritual Growth and Evolution
Sacred Pyramid-Chichen Itsa
Have you ever noticed, that whether it is something as simple as leaving your house and going to a coffee shop, or traveling to a foreign country your creative juices begin to flow and you see the world differently? Have you ever wondered why writers often travel and live in different countries? Traveling frees up your psyche allowing increased perception and creative flow. Getting out of your home and habitual surroundings frees up your psyche and expands your view of the world. Traveling is one of the quickest ways to create positive transformation in your life.
People perceive so little of the world. Just beyond the average person’s perception are entire worlds of beauty, energy, and love. Experience follows perception, and if you want your life to transform and experience the wonder and mystery of life, you need to free up and expand your perception. As you become more aware, you collapse time and free yourself from the laws of form. Increasing your awareness enables you to perceive, not only different realities, but to perceive the greater Self that you are in magnificent ways. One of the easiest and most enjoyable ways of freeing up your perception is to travel, or simply spend time away from where you live or habitually spend time.
USD/EUR: Conflicting Signals Make Predictions Difficult
If you read analysts’ coverage of the Dollar decline (and consequent Euro rally), there is an even divide over whether it is sustainable. Economic data and technical indicators paint a nuanced picture, such that this kind of uncertainty is understandable.
On the one hand are the the Dollar bears, who point to an economic recession that continues to deepen, and the seeming complacency of the Federal Reserve Bank towards inflation. If there is any doubt as to how the forex markets feel about the Fed’s plan to purchase over $1 Trillion in US government bonds, consider that the the Dollar just recorded its worst weekly performance in 24 years, while the Euro simultaneously recorded its strongest week since its inception in 1999. There’s not much nuance there.
Meanwhile, the economic picture is equally depressing. Summarized by Kathy Lien of GFT Forex:
The Empire state manufacturing survey plunged to a record low in the month of March while Industrial production fell 1.4 percent, driving capacity utilization back to its record lows. Foreign investors reduced their holdings of U.S. assets by the largest amount since August 2007. Homebuilder confidence held near its record lows in the month of March as the slump in the real estate sector shows no signs of easing.
Unfortunately, there is a contradiction in the argument that the Dollar is being plagued both by economic collapse and by the risk of inflation. Writes Marc Chandler, head of FX strategy at Brown Brothers Harriman, “The pessimist camp wants it both ways. The US is going down the same path as Japan, where the end of a real estate bubble led to a banking crisis and a deep economic contraction. And they want to caution that printing of money will boost interest rates, fuel inflation and debase the currency.” He points out that history, as well as common sense, contradict this line of thinking.
Those that remain bullish on the Dollar argue that the Euro rally is a function of technical, rather than fundamental developments. First of all, we are approaching the end of a fiscal quarter. As evidenced by the Dollar decline which took place at the end of December, these periods are usually marked by portfolio rebalancing and hedging, such that it’s not uncommon to see large swings in forex markets. From a technical standpoint, when the Dollar failed to breach the $1.30 level against the Euro, many short sellers were probably forced to cover their positions, which accelerated the Dollar’s decline.
Bulls are confident that the pickup in risk-taking which catalyzed a 20% stock market rise is here to stay. “The move to the upside came after the government described a plan that will…generate $500 billion, and possibly $1 trillion over time, to buy hard-to-trade and badly deteriorated assets from banks.” The banks will be recapitalized, the financial system is being repaired, and everything will be okay, right?
The markets are certainly prone to false-starts. I can count numerous instances of government officials and market commentators insisting that “the worst is behind us.” Nevertheless, if this time proves to be different, it could be bearish for the Dollar, whose role as ’safe-haven’ currency would likely be eroded by a positive change in market sentiment.
Led by China, Central Banks Seek Alternative to Dollar
“China is a hostage. China is America’s bank and America basically says there’s nothing you can do to me. If I go down you don’t get paid.”
While the Obama administration has pledged the kind of fiscal responsibility that would secure its government obligations, its actions haven’t been so responsible. The Fed recently announced purchases of $1 Trillion in government debt, while the government is set to rack up Trillion-Dollar deficits over the next decade, even by the most conservative estimates.
In other words, China is in a quandary; stop lending to the US, and you might see the value of your existing reserves plummet. Continue lending, and you risk the same result. Tired of participating in this apparent no-win situation, China is finally taking action.
First, it will petition the G20 at its upcoming meeting for some level of protection on its $1 Trillion+ “investment” in the US. Meanwhile, Zhou XiaoChuan, governor of the Central Bank of China, has authored a paper calling for a decline in the role that individual currencies play in international trade and finance. According to Mr. Zhou, “Most nations concentrate their assets in those reserve currencies [Dollar, Euro, Yen], which exaggerates the size of flows and makes financial systems overall more volatile.” His point is well-taken, since of the $4.5 Trillion in global foreign exchange reserves that can be identified, perhaps 85% are accounted for by Euros and Dollars alone. When crises occur, everyone flocks to these currencies.
Mr. Zhou’s proposal is not without precedent. “His idea is to expand the use of ’special drawing rights,’ or SDRs — a kind of synthetic currency created by the IMF in the 1960s. Its value is determined by a basket of major currencies. Originally, the SDR was intended to serve as a shared currency for international reserves, though that aspect never really got off the ground.” It’s not clear exactly how such a system would work, but the idea is straightforward enough; instead of holding individual currencies, which are inherently volatile, Central Banks would be able to denominate reserves in a sort of universal currency. Instead of parking money in US Treasury securities, they would hold IMF bonds, or some equivalent.
Even before China starting becoming more vocal about its concerns, analysts had begun questioning the role of the US as reserve currency. I’m not just talking about the perennial pessimists. Within the context of the current credit crisis, a bubble may be forming in the market for Treasury bonds. “Foreign buying of American financial assets by both private investors and governments averaged $141 billion from September to December, Treasury data show…Demand was so strong that, for the first time, investors accepted rates below 0 percent on three-month Treasury bills to safeguard their capital.”
There is concern that a slight recovery in risk appetite (of which there is already evidence) could ignite a massive sell-off: “People are sitting there holding massive amounts of zero- yielding dollar assets. If there is any sort of good news, demand for dollars can drop off very, very quickly.”
Is Gold a Hedge Against Inflation and Currency Weakness?
Is Gold a Hedge Against Inflation and Currency Weakness?
Until the Fed announced an expansion of its quantitative easing program two weeks ago, gold had begun to fade into relative obscurity. Sure, gold had risen in value from a low of $710/ounce back up to $900/ounce, but prices were still off 10% from the highs reached in 2008. Meanwhile, risk aversion had begun to decline and the stock market had begun to rise, such that pundits were talking more about stocks and less about gold.
Since the Fed’s announcement, however, gold has been thrust back into the spotlight. The same trading session that saw a record fall in the Dollar and a record rise in Treasury prices, also witnessed a 7% spike in gold futures prices. ” ‘Money is being pushed into the system and that’s creating the inflationary threats that the markets are contemplating…Commodities are a decent way to hedge against that potential threat,’ ” observed one trader.
Other analysts, however, caution that rising gold prices are a sign of the fear/crisis mentality, not inflation. “There are just not a lot of alternatives for global investors. You will see more and more investors moving into gold as a safe haven, and you will see more institutions putting money into commodities indexes.” In other words, gold is being driven by the safe-haven trade, which is evidenced by an increasing correlation with Treasury bonds. One commentator calls it a hedge against uncertainty: “The demand for gold is for gold coins, a massive flurry of bullion buying by ETF’s (and investors), and the institutions and traders buying the hell out of it. The reason is simple… pure fear.”
With the exception of the perennial gold bulls and conspiracy theorists, the short-term consensus is that due to “massive spare capacity now opening up in the global economy, soaring unemployment and a dysfunctional banking system – it would be very hard for central banks to generate a surge in inflation even if they wanted to.” This analyst further argues that the Fed is undertaking the expansionary program under the implicit assumption that it will have to siphon this money out of the financial system, if and when the economy recovers.
Of course, there is not even a consensus that gold is a good hedge against inflation. Mike Mish points out that the correlation between the US money supply and the price of gold is not very robust. When examined relative to a basket of currencies (rather than the Dollar), however, the relationship suddenly becomes much stronger. Especially when you filter out fluctuations in the value of the Dollar (which is affected by many factors unrelated to inflation), “gold is doing a reasonably good job of maintaining purchasing power parity on a worldwide basis.” This can be seen in the following chart:
Ascertaining a relationship ultimately depends on the time period of analysis, and the currency(s) in which prices are being tracked. Given also gold’s notorious volatility, it probably makes sense to use special inflation protected securities, rather than gold, as an inflation hedge.
US DoLLARs
Archive for the 'US Dollar' Category
Concerns about Corporate Earnings Lift Dollar
Last week marked the beginning of earnings season, as corporations release the results from the first quarter of 2009. The season got off to a strong start with financial heayweights Goldman Sachs and Wells Fargo both smashing analysts’ expectations with large profits. Over the next few weeks, most listed companies will report earnings, which could collectively set the pace for financial markets for the next couple months. “Markets will continue to watch the corporate earnings data very closely in the short term with company comments on prospects also very important for sentiment with any optimism liable to curb defensive dollar demand.”
The last few weeks have witnessed a general decline in risk aversion, as investors have selectively interpreted economic data to support the notion that the economy as bottomed out. Improvements in corporate earnings could reinforce this trend, especially if a majority of companies beat analysts’ expectations. In short, “Forecast-busting first quarter results from Goldman Sachs on Monday encouraged optimism that the worst may be over for financial firms, but investors stayed cautious given that there are many more results to concern.”
It will be interesting to see if and how the strong Dollar will affect corporate earnings. On the one hand,the expensive currency would be expected both to drive a decrease in exports as well as a decrease in earnings from companies that do significant business overseas, since such companies earnings appear relatively smaller in Dollar-terms when exchange rates are more favorable. On the other hand, the decrease in the US trade deficit (to a nine-year low), suggests that the strong Dollar is not exerting a negative impact. “Exports sprang back in February after six months of decline, increasing by 1.6 percent to 126.8 billion dollars and comprising mostly consumer goods, automotive vehicles, foods, feeds and beverages.”
Their is a danger in currency markets taking their cues from stocks, given that the bear-market rally that unfolded over the last month is one of the most dramatic in history. The herd mentality has caused investors to become complacent about risk and pile willy-nilly back into the markets. Writes one analyst, “The growing potential for economic disappointment due to further growth contraction as well as overly confident, economically myopic policy-makers leaves stocks set up for a major wave of selling.”
WHAT ABOUT FOREX IN PAKISTAN
The forex in paksitan This site is designed to provide you upto date forex rates in open market, inter bank & internatioal forex market. You will find historical forex rates, forex charts & graphs, forex articles & much more. Enjoy the site.
Disclaimer:Forex.com.pk provides forex rates for public benefit. It is neither a foreign exchange company nor its is affiliated with any currency dealer. Forex.com.pk doesn't buy, sell or transfer currency. Forex.com.pk tries its level best to provide you accurate forex rates from various authentic sources. However forex.com.pk is not responsible with respect to any transaction made on the basis of these forex rates
Wednesday, April 15, 2009
Aiming toward better language acquisition
Aiming toward better language acquisition Learning about a place’s culture is as much a part of the process of language acquisition as learning the language itself; this is because there is a correlation between language and culture and an understanding of one is necessary for an understanding of the other. I assume that the relationship between language and culture is like that between “the chicken and the egg,” that is, we are not sure which precedes the other. One example pertains to the argument about the use of polite forms of address in the Japanese language. Does the fact that the Japanese are a polite people cause them to use many polite forms, or are they a polite people because the Japanese language has many polite forms? I also believe that acquiring a language entails understanding how the language is used within its host culture. We often see cases in which learners of English as a second/foreign language speak or write with correct pronunciation and grammar, but cannot express themselves precisely in English. This might be because they use language in ways that are inappropriate in the content of a particular situation or in English vernacular. For better language acquisition, learners must master the “communicative competence” proposed by Dell Hymes (1974). Communicative competence was further categorized into four components by Canel and Swain (1980): knowledge of linguistic features, knowledge of discourse rules, knowledge of language functions, and knowledge of sociolinguistic factors. The last component involves knowledge of appropriateness, which enables a speaker to know whether the language being used is suitable for a particular situation. As Silberstein (2001: 103) argues, “Grammatical knowledge alone does not guarantee communication.”
Therefore, learning a language also entails learning about its culture. In addition to teaching the language itself, teachers might need to inform their students when, where, and how the discourse should be used in English-speaking contexts.
However, teachers must select texts carefully since some texts contain stereotyped images of a particular culture. Many English texts in Japan contain only positive images of the United States and do not allow for students to critically analyze the ideas they present. These texts might mislead the students by suggesting that all English-speaking people think and act in the same manner as the Americans in the textbooks. Therefore, teachers should avoid providing stereotyped images and instead introduce texts with which students are able to negotiate and whose contents they are able to critically evaluate. As Brown (2000) states, teachers are able to exclude myths about other cultures through their instruction.
Some texts are also written from a single viewpoint and might differ from the beliefs of a student’s culture. Some students might feel uncomfortable with these texts if they think that their own beliefs or cultures are being denied in the new cultural context. As a result, introducing such texts might discourage the learners from studying a new language. In order to avoid this, teachers should accept the students’ ideas, recognize the concepts that are believed in their cultures, and implement activities accordingly, such as those that involve comparing and discussing the ideas in the texts and the students’ cultures. This can also provide an excellent opportunity for intercultural communication, if the teachers makes this connection explicitly.
However, the students might be displeased if their teachers consider their opinions as beliefs typical of their culture. The students might instead draw ideas from many of the concepts surrounding them when they approach texts. Thus, teachers should consider the students’ ideas and attitudes on an individual level and not categorize them as being solely products of their culture.
References Brown, H. D. (2000) Principles of Language Learning and Teaching. NY: Addison Wesley Longman.
Canel, M. and M. Swain (1980) Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1 (1), 1-47.
Hymes, D. (1974) Foundations in Sociolinguistics. Philadelphia: University of Pennsylvania Press.
Silberstein, S. (2001) Sociolinguistics, In R. Carter and D. Nunan (eds) The Cambridge Guide to Teaching English to speakers of Other Languages.: Cambridge: Cambridge University Press.
Therefore, learning a language also entails learning about its culture. In addition to teaching the language itself, teachers might need to inform their students when, where, and how the discourse should be used in English-speaking contexts.
However, teachers must select texts carefully since some texts contain stereotyped images of a particular culture. Many English texts in Japan contain only positive images of the United States and do not allow for students to critically analyze the ideas they present. These texts might mislead the students by suggesting that all English-speaking people think and act in the same manner as the Americans in the textbooks. Therefore, teachers should avoid providing stereotyped images and instead introduce texts with which students are able to negotiate and whose contents they are able to critically evaluate. As Brown (2000) states, teachers are able to exclude myths about other cultures through their instruction.
Some texts are also written from a single viewpoint and might differ from the beliefs of a student’s culture. Some students might feel uncomfortable with these texts if they think that their own beliefs or cultures are being denied in the new cultural context. As a result, introducing such texts might discourage the learners from studying a new language. In order to avoid this, teachers should accept the students’ ideas, recognize the concepts that are believed in their cultures, and implement activities accordingly, such as those that involve comparing and discussing the ideas in the texts and the students’ cultures. This can also provide an excellent opportunity for intercultural communication, if the teachers makes this connection explicitly.
However, the students might be displeased if their teachers consider their opinions as beliefs typical of their culture. The students might instead draw ideas from many of the concepts surrounding them when they approach texts. Thus, teachers should consider the students’ ideas and attitudes on an individual level and not categorize them as being solely products of their culture.
References Brown, H. D. (2000) Principles of Language Learning and Teaching. NY: Addison Wesley Longman.
Canel, M. and M. Swain (1980) Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1 (1), 1-47.
Hymes, D. (1974) Foundations in Sociolinguistics. Philadelphia: University of Pennsylvania Press.
Silberstein, S. (2001) Sociolinguistics, In R. Carter and D. Nunan (eds) The Cambridge Guide to Teaching English to speakers of Other Languages.: Cambridge: Cambridge University Press.
A Good Grammer Presentation
1. Is a surprise
As strange as it might seem, a disbelieving look, a "No, really??" or most of the class getting what you are trying to elicit wrong are all good signs in a grammar explanation- signs that you have really got their attention, that you are teaching them something they don't know yet, and that it is something they are likely to be something they are still thinking about when they leave class and so remember for a longer time than usual. Ways to achieve this sense of surprise include contradicting their previous teacher or lower level textbook, contrasting with L1, contrasting spoken and written English grammar, and contrasting prescriptive grammar and how the language is really used nowadays. Something turning out to be much easier than they originally thought is also a nice surprise!
2. Is interactive
Ways of getting students involved in the grammar explanation stage include: getting them to give you example sentences from their imaginations, previous conversations or the textbook; eliciting the names of grammatical forms; getting them to match grammatical names, example sentences and meanings; getting students to prepare grammar presentations for the class for homework; using guided discovery tasks they work through in pairs; and deliberately making mistakes they can correct you on.
3. Is copied down
After a student has understood your grammar explanation, the next stage should be copying it down. You can ensure that everyone has a chance to copy it down accurately by having the pause for copying written into your lesson plan, making sure nobody copies before you want them to so that they join in the eliciting and don't make others feel guilty for copying down later, and putting your OHP sheets etc somewhere students can see them after class to compare their own versions to.
4. Is easy to copy down
You can make this easier by putting all the text on the board into a table (e.g. 3 columns for tense, example sentence and meaning, and three rows for the three past tenses), using very simple time lines and sketches, limiting the amount of text, and giving them a gapped version of the grammar presentation to copy the important things off the board into.
5. Can be easily referred to
As well as something that is easy to understand and easy to copy down, you will want to make sure that the grammar explanation is something that the students and teacher can easily refer to during later grammar practice and error correction stages. To achieve this you will need to make sure that the grammar explained is exactly the same as is used later in the lesson. You can also make it easy to refer to by keeping it up on the board (in which case you will need to make sure when you write it that there is room around it to write other things that come up), saving it as an OHP slide you can put up when you need it, or by making students write it in a separate grammar part of their notebooks.
6. Is actually referred to
The easiest way of making sure that students actually do refer to the grammar presentation later in the lesson is to make some of the answers to the exercises you have given them exactly the same words as you used in the grammar explanation. The same thing can also be done with useful phrases for communicative activities, or for sentences from the homework. You can also encourage its use by getting students to refer back to it every time you do error correction on that grammar point in future lessons.
7. Stays up on the board
This point is mainly just one aspect of the points above, but you will also need to make sure that at least part of the grammar presentation can stay up on the board without giving too much away- for example by erasing key words from the example sentences so they can't copy the whole of the next grammar exercise straight from the board or by briefly making it unavailable with paper stuck over it with magnets or sellotape or by turning off the OHP.
8. Is at the right time in the lesson
There are two parts to thinking about this- making sure the students are alert enough when the grammar explanation comes to understand it and remember it, and making sure that it fits in with the rest of the lesson. You can make sure they are alert by making the grammar explanation near the beginning of the lesson, perhaps after a quick warmer. The end of the lesson is the second most alert period, with the middle being the worst. You can add to this alertness by making them need the grammar by getting them used to a lesson structure where practice always follows a grammar explanation, or by asking them to do a task where the language could be useful first as in TTT and some versions of TBA.
9. Is at the right stage of the lesson
This depends very much on what your teaching approach is and on the specific grammar point. For example, do you want to introduce the grammar point after the students have had a chance to use a task or text where it could be used and so know why they need the language, or will they feel "safer" if you introduce it from the start? Do you want to tackle it after revising the most recent or most similar grammar point, or is there the chance you will get bogged down in that and not be able to concentrate on the new point? Which stage of the lesson grammar explanations come in can often be a compromise with the timing of the lesson in other ways. For example, lots of revision and seeing the language in context might put the grammar explanation right in the middle of the class when students are least alert.
10. Is at the right point in the day
Similar to being at the right point in the lesson, students are usually most alert first thing in the morning, with the second most alert time being in other parts of the morning, the next being late in the evening and the least alert period being in the hour or two after lunch.
11. Is at the right point in the week
Similar to the points above, for a particularly difficult or important grammar point the beginning and end are good and the middle is bad in terms of alertness, but you will also need to take into account having a chance to practice it enough before they forget it all over the weekend.
12. Is at the right point in the course
Ditto. A particularly big, difficult or important grammar point should be dealt with near the beginning of a course when the students are still keen and unconfused by other input, and if possible the same thing should be revised right at the end of the course after the rest of the less troublesome points. This approach of putting the most important grammar first often doesn't match with a step by step approach to grammar, and how you compromise between the two can depend on things like how likely the students are to actually use that grammar outside the classroom, how possible it is to explain the grammar without studying more "basic" forms first, and how much they will need their confidence boosted with easier points before tackling something big.
13. Is at the right point in their language development
The difficulty of choosing to tackle a grammar point just by when the students are most alert is that their brains still might not be ready to take that particular grammar point in. This is often connected to the idea of Natural Order (the theory that both L1 and L2 language learners make progress with grammar points in a predictable fashion), but sometimes is more just simple logic of whether it is easier to explain the use of will for predictions before or after teaching the use of will for conditionals.
14. Comes at the right interval since the last connected grammar explanation
Another factor worth bearing in mind when putting grammar into a syllabus is how long it will take students to really absorb a grammar point and therefore be ready for the next step with it. This factor can both shorten and lengthen the amount of time you wait. For example, students might be able to produce the first conditional at the end of the lesson but for them to really get a subconscious feeling for what it means and how it is used they will probably need at least another couple of weeks of chances to mull on it, use it in conversation and/ or see it in context before they will benefit from more conscious examination of this or a related grammar point (e.g. will for predictions or the second conditional). At the same time, the theory of Natural Order suggests that however much time and help we give students, they will still make errors with the Present Simple, so we shouldn't get stalled on that before we move onto forms we can contrast it with like the Simple Past or Present Continuous just because they are still making mistakes.
15. Comes at the right interval since the last unconnected grammar explanation
As well as needing time to absorb the last connected or contrasting grammar point, students might just need a bit of a rest for their brains after even a totally unrelated grammar or even vocabulary explanation in order to make sure they have a clear space in their heads and the energy for the next grammar explanation. Ways of giving them a rest whilst still improving their English include mechanical tasks like drilling, skills development like reading and listening, fluency tasks where they can use the language they already know, and other kinds of revision.
16. Is for the most useful language at that point
As well as looking at what language students are mentally ready to learn, we also need to look at what language they need. This can be defined by what they need for their work or studies, what they need for an EFL or other exam, what they need in order to cope with the next class they are going to go into, what they need to catch up with the better students in this class, what they need in order to boost their motivation, what they need to be able to understand classroom instructions, what they need in order to be ready for the next grammar point, what they need in order to understand important functional language (e.g. Can for ability leading onto Can for requests), what they need in order to use a particular communicative skill (e.g. relative clauses for talking your way around a word you don't know), or what they need in order to benefit from English that is all around them (e.g. popular songs or station announcements in English).
17. Is something students understand the need for
A teacher who has decided a particular grammar point is what students need will also need to make sure that students identify that need. This can be achieved by some explanation from the teacher ("With this grammar you will be able to..."), by doing a communicative activity where that grammar would be useful before you present it, or, even better, something that is obvious to students straightaway as something they can use inside or outside the classroom.
18. Is the right length
This usually means short, so that they can write it all down in their notebooks and there is plenty of time for practice. Sometimes, however, grammar presentations can be too short. You might need to plan for extra example sentences if they don't understand the ones you have chosen and/ or an extra little tricky bit of that grammar if they knew all the rest of it before you started the presentation.
19. Includes revision
This could be revision of the form you are contrasting it with (e.g. Going to when presenting Will), revision of the grammatical forms it is similar to (e.g. Present Continuous or Past Continuous when presenting Future Continuous), or revision of a different meaning of the same form (Present Continuous for Present and Future).
20. Gives the students something new
One of the biggest criticisms of PPP is that the teacher often ends up presenting language that the students already know. You can make sure that you are adding something new by gauging what students know as you elicit from them and then add one of the extra back up points you have prepared just in case. Possible back up points include exceptions (e.g. state verbs when presenting the continuous) and extra meanings (e.g. Present Simple when the word makes something true in "I name this ship" or "I do solemnly swear).
21. Gives the students a sense of anticipation
From your own experience of being taught grammar at school, it might seem unrealistic that a class of students could be on the edge of their seats waiting to see how a grammar explanation turns out. There are, however, plenty of techniques to ensure that. One is to make sure that something about the grammar explanation is completely new to them (see other points). Another is to give them a spoken or written task they cannot achieve properly without the grammar and let them try it again after your explanation. In a similar way, starting a grammar presentation with a collection of real student mistakes from that class is great for getting their attention, Perhaps the most effective is to start with a statement that what they thought about the grammar before is (at least in part) wrong.
22. Is asked for by the students
This is an example of the point above. The important thing to aim for is the letter ‘s', i.e. students asking (or at least wanting to know) rather than just one student. If more than one student asks for the same grammar explanation, then that is the ultimate sign that you have planned the lesson perfectly. Again, the best way of achieving this is to give them a task where certain grammar is necessary to complete it. Please note that many tasks in textbooks and communication games books are perfectly doable with much lower level language than the level of the book, and research suggests that at least some of your students will be perfectly happy with having dealt with such a task in pidgin English and so will be unlikely to listen carefully to any further explanation. The secret, then, is to design an activity where it comes to an end without a successful outcome without the language you are about to present, which as mentioned in a point above should be something that is in at least part new to them. It is very difficult to design a free communication task where particular language is absolutely vital, so this is generally easier with a comprehension question that most people will get wrong because of grammatical reasons (sometimes available in EFL exams like IELTS and TOEIC), or pairwork tasks where students try to achieve a language-based task together. Examples of the latter include grammar auctions and pairwork grammar correction tasks where one student has the correct version for each pair of sentences.
23. Is something the students want to use straightaway
Another advantage of giving students a task that stops half way through or comes to an unsuccessful end until they get the grammar is that they are likely to want to turn straight back to the task at hand and finish it off successfully with their new knowledge. As with anything students do unguided by a teacher, this is likely to increase how much they learn.
24. Uses a familiar format
In order to make sure that students can concentrate on the grammar being explained rather than the explanation itself, it is good to develop a familiar format of grammar explanations so that students instantly understand (consciously or unconsciously) what each part of your explanation means. Things to standardize include the colours of pens (red= name of tense etc), the layout of board (you always use tables and the right column is always the meaning of the grammar etc), the use of names and symbols (writing out "noun" or "subject verb" in full or just using first letters etc.), and gestures (hand over the shoulder to illustrate "past", always exactly the same hand positions to illustrate each preposition etc.)
25. Breaks the format
Once you have set up a format, it becomes time to break it. This can be done systematically in steps so that they gain the ability to understand more and more difficult grammar explanations (moving from labelling just SVO to labelling the adverb, noun, pronoun etc.) or just to add a bit of variety to get their attention (the use of amusing pictures, new technology etc.)
26. Is visual
This makes a grammar explanation catch the eye more, cuts down on the amount of difficult language you need to explain the grammar, caters well to students who have a visual learning style, allows you to approach the same grammar for several different directions, and can be easier to copy down and recall than the part of the grammar explanation that has words. Probably the most effective way of using pictures is to have a striking and memorable image such as a famous TV commercial or painting that the whole lesson is built around and students can use to recall the grammar point by picturing the image. Other techniques involving a visual element include the use of different colour pens to mean different things, time lines, simple stick man drawings and using flashcards.
27. Is active
This can partly be a case of getting the students involved by asking you questions or joining in when you are eliciting, and partly a case of making sure the physical movement and noise you can easily build into a warmer doesn't die to be replaced by still bodies staring blankly at the board when this stage comes. This can be achieved by using gestures to illustrate grammatical forms (e.g. pointing forward = future), example sentences ("I was jumping when you shouted stop"), word and sentence stress, and right and wrong answers.
28. Is personalized
As with many things in language learning, making sure the example sentences used in grammar explanations are personalised to the students can really help them understand more easily, and make the language more memorable and obviously useful. Ways of personalising the language include statements about individuals in the class ("William is next to John"), statements about the teacher ("He is wearing a pink tie"), or statements about the class as a whole ("Most people live in a flat"). Another way of looking at personalisation is telling students that the language covered is aimed particularly at their weaknesses, most common mistakes, upcoming test, jobs or studies.
29. Is topical
Another way to make any language stick in the mind is to make it connected to the particular time and day it is being explained on. In a similar way to using a striking picture, many people find they can then help recall the relevant grammar point by bring back to mind the time it was explained. Ways of making it topical include using recent news, celebrity gossip, weather, seasonal changes, natural events, national holiday etc. as an example sentence.
30. Is memorable
The tips about being visual, physical, personalised and topical above can all really help with making a grammar explanation and therefore the grammar you are explaining more memorable. Other tips relevant to this dealt with elsewhere include making sure students are awake and ready to take it in. The use of humour and making sure you connect the grammar to things the students already know can also help a lot. Teaching grammar in context is also important.
As strange as it might seem, a disbelieving look, a "No, really??" or most of the class getting what you are trying to elicit wrong are all good signs in a grammar explanation- signs that you have really got their attention, that you are teaching them something they don't know yet, and that it is something they are likely to be something they are still thinking about when they leave class and so remember for a longer time than usual. Ways to achieve this sense of surprise include contradicting their previous teacher or lower level textbook, contrasting with L1, contrasting spoken and written English grammar, and contrasting prescriptive grammar and how the language is really used nowadays. Something turning out to be much easier than they originally thought is also a nice surprise!
2. Is interactive
Ways of getting students involved in the grammar explanation stage include: getting them to give you example sentences from their imaginations, previous conversations or the textbook; eliciting the names of grammatical forms; getting them to match grammatical names, example sentences and meanings; getting students to prepare grammar presentations for the class for homework; using guided discovery tasks they work through in pairs; and deliberately making mistakes they can correct you on.
3. Is copied down
After a student has understood your grammar explanation, the next stage should be copying it down. You can ensure that everyone has a chance to copy it down accurately by having the pause for copying written into your lesson plan, making sure nobody copies before you want them to so that they join in the eliciting and don't make others feel guilty for copying down later, and putting your OHP sheets etc somewhere students can see them after class to compare their own versions to.
4. Is easy to copy down
You can make this easier by putting all the text on the board into a table (e.g. 3 columns for tense, example sentence and meaning, and three rows for the three past tenses), using very simple time lines and sketches, limiting the amount of text, and giving them a gapped version of the grammar presentation to copy the important things off the board into.
5. Can be easily referred to
As well as something that is easy to understand and easy to copy down, you will want to make sure that the grammar explanation is something that the students and teacher can easily refer to during later grammar practice and error correction stages. To achieve this you will need to make sure that the grammar explained is exactly the same as is used later in the lesson. You can also make it easy to refer to by keeping it up on the board (in which case you will need to make sure when you write it that there is room around it to write other things that come up), saving it as an OHP slide you can put up when you need it, or by making students write it in a separate grammar part of their notebooks.
6. Is actually referred to
The easiest way of making sure that students actually do refer to the grammar presentation later in the lesson is to make some of the answers to the exercises you have given them exactly the same words as you used in the grammar explanation. The same thing can also be done with useful phrases for communicative activities, or for sentences from the homework. You can also encourage its use by getting students to refer back to it every time you do error correction on that grammar point in future lessons.
7. Stays up on the board
This point is mainly just one aspect of the points above, but you will also need to make sure that at least part of the grammar presentation can stay up on the board without giving too much away- for example by erasing key words from the example sentences so they can't copy the whole of the next grammar exercise straight from the board or by briefly making it unavailable with paper stuck over it with magnets or sellotape or by turning off the OHP.
8. Is at the right time in the lesson
There are two parts to thinking about this- making sure the students are alert enough when the grammar explanation comes to understand it and remember it, and making sure that it fits in with the rest of the lesson. You can make sure they are alert by making the grammar explanation near the beginning of the lesson, perhaps after a quick warmer. The end of the lesson is the second most alert period, with the middle being the worst. You can add to this alertness by making them need the grammar by getting them used to a lesson structure where practice always follows a grammar explanation, or by asking them to do a task where the language could be useful first as in TTT and some versions of TBA.
9. Is at the right stage of the lesson
This depends very much on what your teaching approach is and on the specific grammar point. For example, do you want to introduce the grammar point after the students have had a chance to use a task or text where it could be used and so know why they need the language, or will they feel "safer" if you introduce it from the start? Do you want to tackle it after revising the most recent or most similar grammar point, or is there the chance you will get bogged down in that and not be able to concentrate on the new point? Which stage of the lesson grammar explanations come in can often be a compromise with the timing of the lesson in other ways. For example, lots of revision and seeing the language in context might put the grammar explanation right in the middle of the class when students are least alert.
10. Is at the right point in the day
Similar to being at the right point in the lesson, students are usually most alert first thing in the morning, with the second most alert time being in other parts of the morning, the next being late in the evening and the least alert period being in the hour or two after lunch.
11. Is at the right point in the week
Similar to the points above, for a particularly difficult or important grammar point the beginning and end are good and the middle is bad in terms of alertness, but you will also need to take into account having a chance to practice it enough before they forget it all over the weekend.
12. Is at the right point in the course
Ditto. A particularly big, difficult or important grammar point should be dealt with near the beginning of a course when the students are still keen and unconfused by other input, and if possible the same thing should be revised right at the end of the course after the rest of the less troublesome points. This approach of putting the most important grammar first often doesn't match with a step by step approach to grammar, and how you compromise between the two can depend on things like how likely the students are to actually use that grammar outside the classroom, how possible it is to explain the grammar without studying more "basic" forms first, and how much they will need their confidence boosted with easier points before tackling something big.
13. Is at the right point in their language development
The difficulty of choosing to tackle a grammar point just by when the students are most alert is that their brains still might not be ready to take that particular grammar point in. This is often connected to the idea of Natural Order (the theory that both L1 and L2 language learners make progress with grammar points in a predictable fashion), but sometimes is more just simple logic of whether it is easier to explain the use of will for predictions before or after teaching the use of will for conditionals.
14. Comes at the right interval since the last connected grammar explanation
Another factor worth bearing in mind when putting grammar into a syllabus is how long it will take students to really absorb a grammar point and therefore be ready for the next step with it. This factor can both shorten and lengthen the amount of time you wait. For example, students might be able to produce the first conditional at the end of the lesson but for them to really get a subconscious feeling for what it means and how it is used they will probably need at least another couple of weeks of chances to mull on it, use it in conversation and/ or see it in context before they will benefit from more conscious examination of this or a related grammar point (e.g. will for predictions or the second conditional). At the same time, the theory of Natural Order suggests that however much time and help we give students, they will still make errors with the Present Simple, so we shouldn't get stalled on that before we move onto forms we can contrast it with like the Simple Past or Present Continuous just because they are still making mistakes.
15. Comes at the right interval since the last unconnected grammar explanation
As well as needing time to absorb the last connected or contrasting grammar point, students might just need a bit of a rest for their brains after even a totally unrelated grammar or even vocabulary explanation in order to make sure they have a clear space in their heads and the energy for the next grammar explanation. Ways of giving them a rest whilst still improving their English include mechanical tasks like drilling, skills development like reading and listening, fluency tasks where they can use the language they already know, and other kinds of revision.
16. Is for the most useful language at that point
As well as looking at what language students are mentally ready to learn, we also need to look at what language they need. This can be defined by what they need for their work or studies, what they need for an EFL or other exam, what they need in order to cope with the next class they are going to go into, what they need to catch up with the better students in this class, what they need in order to boost their motivation, what they need to be able to understand classroom instructions, what they need in order to be ready for the next grammar point, what they need in order to understand important functional language (e.g. Can for ability leading onto Can for requests), what they need in order to use a particular communicative skill (e.g. relative clauses for talking your way around a word you don't know), or what they need in order to benefit from English that is all around them (e.g. popular songs or station announcements in English).
17. Is something students understand the need for
A teacher who has decided a particular grammar point is what students need will also need to make sure that students identify that need. This can be achieved by some explanation from the teacher ("With this grammar you will be able to..."), by doing a communicative activity where that grammar would be useful before you present it, or, even better, something that is obvious to students straightaway as something they can use inside or outside the classroom.
18. Is the right length
This usually means short, so that they can write it all down in their notebooks and there is plenty of time for practice. Sometimes, however, grammar presentations can be too short. You might need to plan for extra example sentences if they don't understand the ones you have chosen and/ or an extra little tricky bit of that grammar if they knew all the rest of it before you started the presentation.
19. Includes revision
This could be revision of the form you are contrasting it with (e.g. Going to when presenting Will), revision of the grammatical forms it is similar to (e.g. Present Continuous or Past Continuous when presenting Future Continuous), or revision of a different meaning of the same form (Present Continuous for Present and Future).
20. Gives the students something new
One of the biggest criticisms of PPP is that the teacher often ends up presenting language that the students already know. You can make sure that you are adding something new by gauging what students know as you elicit from them and then add one of the extra back up points you have prepared just in case. Possible back up points include exceptions (e.g. state verbs when presenting the continuous) and extra meanings (e.g. Present Simple when the word makes something true in "I name this ship" or "I do solemnly swear).
21. Gives the students a sense of anticipation
From your own experience of being taught grammar at school, it might seem unrealistic that a class of students could be on the edge of their seats waiting to see how a grammar explanation turns out. There are, however, plenty of techniques to ensure that. One is to make sure that something about the grammar explanation is completely new to them (see other points). Another is to give them a spoken or written task they cannot achieve properly without the grammar and let them try it again after your explanation. In a similar way, starting a grammar presentation with a collection of real student mistakes from that class is great for getting their attention, Perhaps the most effective is to start with a statement that what they thought about the grammar before is (at least in part) wrong.
22. Is asked for by the students
This is an example of the point above. The important thing to aim for is the letter ‘s', i.e. students asking (or at least wanting to know) rather than just one student. If more than one student asks for the same grammar explanation, then that is the ultimate sign that you have planned the lesson perfectly. Again, the best way of achieving this is to give them a task where certain grammar is necessary to complete it. Please note that many tasks in textbooks and communication games books are perfectly doable with much lower level language than the level of the book, and research suggests that at least some of your students will be perfectly happy with having dealt with such a task in pidgin English and so will be unlikely to listen carefully to any further explanation. The secret, then, is to design an activity where it comes to an end without a successful outcome without the language you are about to present, which as mentioned in a point above should be something that is in at least part new to them. It is very difficult to design a free communication task where particular language is absolutely vital, so this is generally easier with a comprehension question that most people will get wrong because of grammatical reasons (sometimes available in EFL exams like IELTS and TOEIC), or pairwork tasks where students try to achieve a language-based task together. Examples of the latter include grammar auctions and pairwork grammar correction tasks where one student has the correct version for each pair of sentences.
23. Is something the students want to use straightaway
Another advantage of giving students a task that stops half way through or comes to an unsuccessful end until they get the grammar is that they are likely to want to turn straight back to the task at hand and finish it off successfully with their new knowledge. As with anything students do unguided by a teacher, this is likely to increase how much they learn.
24. Uses a familiar format
In order to make sure that students can concentrate on the grammar being explained rather than the explanation itself, it is good to develop a familiar format of grammar explanations so that students instantly understand (consciously or unconsciously) what each part of your explanation means. Things to standardize include the colours of pens (red= name of tense etc), the layout of board (you always use tables and the right column is always the meaning of the grammar etc), the use of names and symbols (writing out "noun" or "subject verb" in full or just using first letters etc.), and gestures (hand over the shoulder to illustrate "past", always exactly the same hand positions to illustrate each preposition etc.)
25. Breaks the format
Once you have set up a format, it becomes time to break it. This can be done systematically in steps so that they gain the ability to understand more and more difficult grammar explanations (moving from labelling just SVO to labelling the adverb, noun, pronoun etc.) or just to add a bit of variety to get their attention (the use of amusing pictures, new technology etc.)
26. Is visual
This makes a grammar explanation catch the eye more, cuts down on the amount of difficult language you need to explain the grammar, caters well to students who have a visual learning style, allows you to approach the same grammar for several different directions, and can be easier to copy down and recall than the part of the grammar explanation that has words. Probably the most effective way of using pictures is to have a striking and memorable image such as a famous TV commercial or painting that the whole lesson is built around and students can use to recall the grammar point by picturing the image. Other techniques involving a visual element include the use of different colour pens to mean different things, time lines, simple stick man drawings and using flashcards.
27. Is active
This can partly be a case of getting the students involved by asking you questions or joining in when you are eliciting, and partly a case of making sure the physical movement and noise you can easily build into a warmer doesn't die to be replaced by still bodies staring blankly at the board when this stage comes. This can be achieved by using gestures to illustrate grammatical forms (e.g. pointing forward = future), example sentences ("I was jumping when you shouted stop"), word and sentence stress, and right and wrong answers.
28. Is personalized
As with many things in language learning, making sure the example sentences used in grammar explanations are personalised to the students can really help them understand more easily, and make the language more memorable and obviously useful. Ways of personalising the language include statements about individuals in the class ("William is next to John"), statements about the teacher ("He is wearing a pink tie"), or statements about the class as a whole ("Most people live in a flat"). Another way of looking at personalisation is telling students that the language covered is aimed particularly at their weaknesses, most common mistakes, upcoming test, jobs or studies.
29. Is topical
Another way to make any language stick in the mind is to make it connected to the particular time and day it is being explained on. In a similar way to using a striking picture, many people find they can then help recall the relevant grammar point by bring back to mind the time it was explained. Ways of making it topical include using recent news, celebrity gossip, weather, seasonal changes, natural events, national holiday etc. as an example sentence.
30. Is memorable
The tips about being visual, physical, personalised and topical above can all really help with making a grammar explanation and therefore the grammar you are explaining more memorable. Other tips relevant to this dealt with elsewhere include making sure students are awake and ready to take it in. The use of humour and making sure you connect the grammar to things the students already know can also help a lot. Teaching grammar in context is also important.
Importance Of English Language
A language is a systematic means of communication by the use of sounds or conventional symbols. It is the code we all use to express ourselves and communicate to others. It is a communication by word of mouth. It is the mental faculty or power of vocal communication. It is a system for communicating ideas and feelings using sounds, gestures, signs or marks. Any means of communicating ideas, specifically, human speech, the expression of ideas by the voice and sounds articulated by the organs of the throat and mouth is a language. This is a system for communication. A language is the written and spoken methods of combining words to create meaning used by a particular group of people.
Language, so far as we know, is something specific to humans, that is to say it is the basic capacity that distinguishes humans from all other living beings. Language therefore remains potentially a communicative medium capable of expressing ideas and concepts as well as moods, feelings and attitudes.
A set of linguists who based their assumptions of language on psychology made claims that language is nothing but ‘habit formation’. According to them, language is learnt through use, through practice. In their view, ‘the more one is exposed to the use of language, the better one learns’.
Written languages use symbols (characters) to build words. The entire set of words is the language’s vocabulary. The ways in which the words can be meaningfully combined is defined by the language’s syntax and grammar. The actual meaning of words and combinations of words is defined by the language’s semantics.
The latest and the most advanced discoveries and inventions in science and technology are being made in the universities located in the United States of America where English language is the means of scientific discourse.
The historical circumstances of India (having been ruled by the British for over two centuries) have given the Indians an easy access to mastering English language, and innumerable opportunities for advancement in the field of science and technology. Many Indians have become so skilled in English language and have won many international awards for creative and comparative literatures during the last few years. Sometime ago, an Indian author, Arundhati Roy, won the prestigious booker prize for her book “The God of Small Things”. Her book sold lakhs of copies all over the globe.
Over the years, English language has become one of our principal assets in getting a global leadership for books written by Indian authors and for films made by Indians in English language. A famous Indian movie maker Shekhar Kapoor’s film “Elizabeth” has got several nominations for Oscar Awards. It does not require any further argument to establish the advantage English language has brought to us at the international level.
English language comes to our aid in our commercial transactions throughout the globe. English is the language of the latest business management in the world and Indian proficiency in English has brought laurels to many Indian business managers. English is a means not only for international commerce; it has become increasingly essential for inter-state commerce and communication.
In India, people going from North to South for education or business mostly communicate in English, which has become a link language. Keeping this in mind, the Parliament has also recognized English as an official language in addition to Hindi. All the facts of history and developments in present day India underline the continued importance of learning English in addition to vernaculars.
Some of the states of India are witnessing popular increase in public demand for teaching of English language from the primary classes. Realizing the importance, recently, the Minister of Indian Railways, Laloo Prasad Yadav, demands teaching of English language in schools. The great demand for admission in English medium schools throughout the country is a testimony to the attraction of English to the people of India. Many of the leaders, who denounce English, send their own children to English medium schools. Many of the schools in the country have English as the sole or additional medium of instruction.
A language attracts people because of the wealth of literature and knowledge enshrined in it. English poses no danger to Indian languages. The Indian languages are vibrant and are developing by the contributions of great minds using them as their vehicle of expression. English is available to us as a historical heritage in addition to our own language. We must make the best use of English to develop ourselves culturally and materially so that we can compete with the best in the world of mind and matter. English language is our window to the world.
English language is one tool to establish our viewpoint. We can learn from others experience. We can check the theories of foreigners against our experience. We can reject the untenable and accept the tenable. We can also propagate our theories among the international audience and readers.
We can make use of English to promote our worldview and spiritual heritage throughout the globe. Swami Vivekananda established the greatness of Indian view of religion at the world conference of religions in Chicago in 1893. He addressed the gathering in impressive English. Many spiritual gurus have since converted thousands of English people to our spirituality by expressing their thought and ideas in masterful English. English has thus become an effective means of promoting Indian view of life, and strengthening our cultural identity in the world.
When William Caxton set up his printing press in London (1477) the new hybrid language (vernacular English mixed with courtly French and scholarly Latin) became increasingly standardized, and by 1611, when the Authorized (King James) Version of the Bible was published, the educated English of London had become the core of what is now called Standard English. By the time of Johnson’s dictionary (1755) and the American Declaration of Independence (1776), English was international and recognizable as the language we use today. The Orthography of English was more or less established by 1650 and, in England in particular, a form of standard educated speech, known as Received Pronunciation (RP) spread from the major public schools in the 19th century. This accent was adopted in the early 20th century by the British Broadcasting Corporation (BBC) for its announcers and readers, and is variously known as RP, BBC English, Oxford English, and the King’s or Queen’s English.
Generally, Standard English today does not depend on accent but rather on shared educational experience, mainly of the printed language. Present-day English is an immensely varied language, having absorbed material from many other tongues. It is spoken by more than 300 million native speakers, and between 400 and 800 million foreign users. It is the official language of air transport and shipping; the leading language of science, technology, computers, and commerce; and a major medium of education, publishing, and international negotiation. For this reason, scholars frequently refer to its latest phase as World English.
Language, so far as we know, is something specific to humans, that is to say it is the basic capacity that distinguishes humans from all other living beings. Language therefore remains potentially a communicative medium capable of expressing ideas and concepts as well as moods, feelings and attitudes.
A set of linguists who based their assumptions of language on psychology made claims that language is nothing but ‘habit formation’. According to them, language is learnt through use, through practice. In their view, ‘the more one is exposed to the use of language, the better one learns’.
Written languages use symbols (characters) to build words. The entire set of words is the language’s vocabulary. The ways in which the words can be meaningfully combined is defined by the language’s syntax and grammar. The actual meaning of words and combinations of words is defined by the language’s semantics.
The latest and the most advanced discoveries and inventions in science and technology are being made in the universities located in the United States of America where English language is the means of scientific discourse.
The historical circumstances of India (having been ruled by the British for over two centuries) have given the Indians an easy access to mastering English language, and innumerable opportunities for advancement in the field of science and technology. Many Indians have become so skilled in English language and have won many international awards for creative and comparative literatures during the last few years. Sometime ago, an Indian author, Arundhati Roy, won the prestigious booker prize for her book “The God of Small Things”. Her book sold lakhs of copies all over the globe.
Over the years, English language has become one of our principal assets in getting a global leadership for books written by Indian authors and for films made by Indians in English language. A famous Indian movie maker Shekhar Kapoor’s film “Elizabeth” has got several nominations for Oscar Awards. It does not require any further argument to establish the advantage English language has brought to us at the international level.
English language comes to our aid in our commercial transactions throughout the globe. English is the language of the latest business management in the world and Indian proficiency in English has brought laurels to many Indian business managers. English is a means not only for international commerce; it has become increasingly essential for inter-state commerce and communication.
In India, people going from North to South for education or business mostly communicate in English, which has become a link language. Keeping this in mind, the Parliament has also recognized English as an official language in addition to Hindi. All the facts of history and developments in present day India underline the continued importance of learning English in addition to vernaculars.
Some of the states of India are witnessing popular increase in public demand for teaching of English language from the primary classes. Realizing the importance, recently, the Minister of Indian Railways, Laloo Prasad Yadav, demands teaching of English language in schools. The great demand for admission in English medium schools throughout the country is a testimony to the attraction of English to the people of India. Many of the leaders, who denounce English, send their own children to English medium schools. Many of the schools in the country have English as the sole or additional medium of instruction.
A language attracts people because of the wealth of literature and knowledge enshrined in it. English poses no danger to Indian languages. The Indian languages are vibrant and are developing by the contributions of great minds using them as their vehicle of expression. English is available to us as a historical heritage in addition to our own language. We must make the best use of English to develop ourselves culturally and materially so that we can compete with the best in the world of mind and matter. English language is our window to the world.
English language is one tool to establish our viewpoint. We can learn from others experience. We can check the theories of foreigners against our experience. We can reject the untenable and accept the tenable. We can also propagate our theories among the international audience and readers.
We can make use of English to promote our worldview and spiritual heritage throughout the globe. Swami Vivekananda established the greatness of Indian view of religion at the world conference of religions in Chicago in 1893. He addressed the gathering in impressive English. Many spiritual gurus have since converted thousands of English people to our spirituality by expressing their thought and ideas in masterful English. English has thus become an effective means of promoting Indian view of life, and strengthening our cultural identity in the world.
When William Caxton set up his printing press in London (1477) the new hybrid language (vernacular English mixed with courtly French and scholarly Latin) became increasingly standardized, and by 1611, when the Authorized (King James) Version of the Bible was published, the educated English of London had become the core of what is now called Standard English. By the time of Johnson’s dictionary (1755) and the American Declaration of Independence (1776), English was international and recognizable as the language we use today. The Orthography of English was more or less established by 1650 and, in England in particular, a form of standard educated speech, known as Received Pronunciation (RP) spread from the major public schools in the 19th century. This accent was adopted in the early 20th century by the British Broadcasting Corporation (BBC) for its announcers and readers, and is variously known as RP, BBC English, Oxford English, and the King’s or Queen’s English.
Generally, Standard English today does not depend on accent but rather on shared educational experience, mainly of the printed language. Present-day English is an immensely varied language, having absorbed material from many other tongues. It is spoken by more than 300 million native speakers, and between 400 and 800 million foreign users. It is the official language of air transport and shipping; the leading language of science, technology, computers, and commerce; and a major medium of education, publishing, and international negotiation. For this reason, scholars frequently refer to its latest phase as World English.
Tuesday, April 14, 2009
AMD's new mobile processor is called Turion Ultra
Mountain House (CA) - Computex Taipei 2008 is just around the corner and news of what we can expect to see at the conference is already trickling in. Nvidia will release its new GeForce GTX 280 and 260 GPUs, AMD its Radeon 4850 and 4870 as well as its Puma notebook platform.
According to our sources at a top-tier OEM/ODM, AMD will be announcing Puma as well as the Griffin processor on June 3 (local time), the first day of the show. Puma will consist of the Griffin CPU, which we now know will be called “Turion Ultra”, a mobile version of the 780G chipset (RS780M), the Mobility Radeon 3200 graphics chip (integrated in the mobile 780G chipset) as well as Wi-Fi chips from the usual suspects (Atheros, Broadcom, Marvell, Ralink).
Puma will show up in all major notebook form factors (12.1”, 13.3”, 15.4” and 17") and will be on display with ATI Mobility Radeon 3450, 3650 and 3850 discrete graphics chips. SSDs will be available as an option, albeit in a very limited fashion: Puma will aim for the volume business and consumer markets and SSD simply are still “too expensive” for these segments. That scenario should change with the arrival of AMD’s 2009 Shrike mobile platform (better known for its Fusion processor), which is expected to see a greater adoption of SSD devices.
At this time, we have no information whether Puma and its Turion Ultra will be available in volume from day one. Stay tuned for more information coming soon.
Despite the fact that a first Intel Montevina notebook has been announced already, don’t expect the platform to debut at Computex. Montevina notebooks are likely to have a significant presence at the show, but our sources indicated that the platform will not be launched until later in the month.
Friday, April 10, 2009
Hilton Grand Waikikian and Disney Resort come to Oahu
Hilton Grand Waikikian and Disney Resort come to Oahu
Opening in December, 2008, The Hilton Grand Waikikian became the newest addition to the sprawling 22 acre Hilton Hawaiian Village Beach Resort and Spa on Waikiki Beach. This 38 story, 331-suite luxury time share is a vacation home to the elite members of The Hilton Grand Vacation Club. Club members will spend between $40,000 and $80,000 for an annual week-long stay at this upscale property. Suites range from one to three bedrooms and the five top floors house the three-bedroom Penthouse suites, which average $100,000 for an annual week-long vacation. The Hilton Hawaiian Village property includes a number of hotel towers and three time share towers, including the 236 unit Lagoon Tower and the 72 unit Kalia Tower.
The Grand Waikikian includes many upscale amenities as well as a 5,000 square foot pool which features a water slide, waterfalls and a swim-through grotto lagoon.
The top luxury hotels-Hotels of the World features small luxury hotels
The top luxury hotels-Hotels of the World features small luxury hotels
Hotels of the World features small luxury hotels, resort hotels as well as world-renowned stately hotels offering all the possibilities for family getaways, romantic escapades and business meetings.
Top of the most luxurious hotel projects in the world A select the most luxurious hotels in the world is like and how you try to compare champagne house with sparkling wine. Whatever you do, you will be subjective and you choose what you like or possibly what is your grasp. Although people differ regarding the passion for design, I composed a top of the most luxurious hotels in construction, able to impress those cunoscatori most selective in the field.
The Apeiron island hotel
The project is valued at over 500 million U.S. dollars and has a stretch of over 200,000 square meters on the level. Future hotel will be located on an island and will be the second 7-star hotel after Burj Al Arab. With height of 180 meters above the hotel will be equipped with 350 suites, private beaches, hi-tech equipment, conference rooms, restaurants, shops, cinemas and art galleries.
The Apeiron island hotel
The project is valued at over 500 million U.S. dollars and has a stretch of over 200,000 square meters on the level. Future hotel will be located on an island and will be the second 7-star hotel after Burj Al Arab. With height of 180 meters above the hotel will be equipped with 350 suites, private beaches, hi-tech equipment, conference rooms, restaurants, shops, cinemas and art galleries.
Floating hotels are a very ambitious project, estimated at nearly 120 million U.S. dollars. The difference between a floating hotel and one subacvatic or land is that it can move, so if you trezi with a view other than that in front of you asleep, do not be surprised: be sure you plutit during the night to another island. The project is designed by a famous English architect who has promised that the hotel will not only remain at the stage of the sketch. It is possible that up to the end of 2020 we can travel in the world not only by plane, train or car, but also with a hotel…
The hotel won first prize last year for best design. The hotel is situated on the water, in a prapastie and is surrounded by walls abrupti. The 400 rooms, restaurants, cafes and rooms for guests are surrounded by water. The greatest attractions will be aquatic sports, luxoasele pools, and alpinismul opportunity to practice bungee jumping.
The hotel could be built in Fiji. The Poseidon Mystery Island was totally under water. The costs of the project amounted to over 100 million U.S. dollars and aproximeza as a room will cost 15,000 U.S. dollars per person per week. The hotel will offer over 500 apartments at the coral and aquatic life. Viitorii tourists can enjoy making scuba-diving, pilotand submarine practicand and many other water sports.
The Diamond Ring Hotel
Giganticul hotel will be built in Abu Dhabi, Dubai, and will look exactly like a wheel,
and booths will be represented by spacious and luxurious apartments.
The hotel will be over 180 meters tall and wants a copy of the famous wheels
London - London Eye.
Burj Al Arab Hotel
Finally be mentioned that the ballot box projects luxurious owners who wait and finalitatea was extracted and project already famous Burj Al Arab hotel Burj al-Arab, built in Dubai between 1994 and 1999. Dubai intre 1994 si 1999.
Choice hotel-My Favorite Hotels
Choice hotel-My Favorite Hotels
When we travel around, there are a couple of Hotels that we absolutely love, and would not change it for the world. You see after traveling when we were younger and experiencing horrible beds, stinky rooms, dirty tubs (other people's hair left in them after cleaning,) old and outdated lobbies, and much more, we decided to take a step up after trying to pinch pennies at the expense of our comfort.
Well, my first choice is in Houston, Texas at the Hilton Hotel next to the Toyota center in downtown Houston. Let me give you a descriptive view of this place...
1. You drive up and there are a number of people waiting to assist you.
a. The Valet Parker. This is your only option. You can not park your own car (cool isn't it)
b. The Bellhop. He is there to take your clothes out of the card and wait on you while you check in. Actually, everytime you leave and come back, you don't even have to carry your own shopping bags if you do not want to.
c. Greeter. He greets the family, gets your name, and asks you is there anything like information that you may need while staying in Houston. They will get reservations for you, directions, suggest shopping places, Realtors, anything that they are familiar with, they can find out for you.
2. Now, the inside. Once you walk in through the motion activated turning entrance, you are welcomed by every worker that lays their eyes on you. There is beautiful detail on the ceilings, the restaurant, the registration desk, even the columns and floors are immaculate in detail. Just imagine even the elevators are gold.
3. Now, the room. They are always immaculate. I have never ever complained about anything that was undone in the rooms.
4. Room Service. They will bring you food throughout the night. They are always polite, the call you by your name and will return with just a call from you to pick up their trays. Also, their food is really good. It tastes like someone from Louisiana cooks the food.
5. Checkout. Best of all. There is no check out. The last morning of your stay, you can check out on the television, or simply look at the bill that they will slide under your door first thing in the morning. If you do not have any disputes, simply leave.
Article Source: http://EzineArticles.com/?expert=Lashawn_Duruisseau