Review of David Copperfield by Charles Dickens

David Copperfield is probably the most autobiographical novel by Charles Dickens. He uses many incidents of his childhood and early life to create a considerable fictional achievement. David Copperfield also stands as a midpoint in Dickens oeuvre and is at least somewhat indicative of Dickens work. This novel contains a complicated plot structure, a concentration on the moral and social worlds, and some of Dickens most wonderful comic creations. David Copperfield is a broad canvas on which the great master of Victorian fiction uses his entire palette. Unlike many of his other novels, however, David Copperfield is written from the point of view of its titular character, looking back on the ups and downs of his long life. Overview David Copperfield traces the life of David, the protagonist, from a happy early childhood through a miserable span of cruel surrogate parents, harsh working conditions, and crushing poverty to an ultimately wiser, contented existence as a happily married adult. Along the way he meets a memorable cast of characters, some hateful and selfish and others kind and loving. The main character is modeled closely after Dickens life, especially since his hero finds later success as a writer, The story, published as a serial in 1849 and 1850 and as a book in 1850, also serves as Dickens critique of the bleak conditions for many children in Victorian England, including its notorious boarding schools. Story Copperfields father dies before he is born and his mother later remarries the frightful Mr. Murdstone, whose sister soon moves into their house. Copperfield is sent away to boarding school after he bit Murdstone when he was undergoing a beating. At the boarding school, he becomes friends with James Steerforth and Tommy Traddles. Copperfield doesnt complete his education because his mother dies and hes sent to work at a factory. There he boards with the Micawber family. At the factory, Copperfield experiences the hardships of the industrial-urban poor until he escapes and walks to Dover to find his aunt, who adopts him. After finishing school, he goes to London to seek a career and reconnects with Steerforth, introducing him to his adoptive family. Around this time, he falls in love with young Dora, the daughter of a renowned solicitor. He is reunited with Traddles, who also is boarding with the Micawbers, bringing the delightful but economically useless character back into the story. In time, Doras father dies and she and David marry. Money is tight, however, and Copperfield takes up various jobs to make ends meet, including writing fiction. Things arent well with Mr. Wickfield, with whom Copperfield boarded during school. Wickfields business has been taken over by his evil clerk, Uriah Heep, who now has Micawber working for him. However, Micawber and Traddles expose Heeps misdeeds and finally have him thrown out,  returning the business to its rightful owner. Copperfield cant savor this triumph because Dora has become ill after losing a child. She dies following a long illness and David travels abroad for many months. While hes traveling, he realizes that hes in love with his old friend Agnes, Mr. Wickfields daughter. David returns home to marry her and becomes successful writing fiction. Personal and Societal Themes David Copperfield is a long, sprawling novel. In keeping with its autobiographical genesis, the book reflects the ungainliness and largeness of everyday life. In its early parts, the novel displays the power and resonance of Dickens critique of a Victorian society, which provided few safeguards for the poor, particularly in the industrial heartlands. In the later parts, we find Dickens realistic, touching portrait of a young man growing up, coming to terms with the world, and finding his literary gift. Although it portrays Dickens comic touch, its serious side isnt always apparent in Dickens other books. The difficulties of becoming an adult, marrying, finding love, and becoming successful feel real, shining from every page of this delightful book. Full of lively wit and Dickens finely tuned prose, David Copperfield is an excellent example of the Victorian novel at its height and Dickens as its master. It deserves its sustained reputation into the 21st century.

Mission statement Free Essays

This   essay   deals   with   three   mission   statements   of   human   service   organizations. It   evaluates   the   effectiveness   of   each, as   a   qualitative   mission   statement.  A mission statement is defined as , â€Å" a   brief   description   of   a   company’s fundamental purpose. We will write a custom essay sample on Mission statement or any similar topic only for you Order Now A   mission   statement   answers   the   question, â€Å" why   do   we exist?’ It articulates   the   company’s   purpose   both   for   those   in   the   organization   and   in   the public†. ( Ward Susan ) Statement 1   : The   first   mission   statement   chosen   for   this   essay   is   that   of   the   center   for   faith-  based      community   initiatives, Unites   States   department   of   health   and   human   services.  It   consists   of   three   paragraphs. The   first   paragraph   says   that   it   intends   to   create  an   environment   where   faith   based   and   community   based   organizations   are   invited  to   be   partners, â€Å" to   focus   on   improving   human   services   for   our   country’s   neediest  citizens †. The   second   paragraph   mentions   that   many   more   faith   based   and   community  based   organizations   have   been   made   partners, and   offered   technical   help   the   needy  citizens. It   also   says   that   it   has   collaboration   with   many   old   organizations   and   its  staff   is   trained   well   to â€Å" understand   how   to   reach   out   and   partner   with   these  organizations†. The   third   paragraph   states   that   it â€Å"provides   information   and   training,   but   does  not   take   decisions   on   which   groups   will   be   funded†. It   further   gives   web   links   for  more information.   Analysis   of   this   mission   statement   reveals   that   it   does   not   convey â€Å" what† is/are  the   real   functions   of   the   center. The   statement   has   words   which   have   too   broad  meanings, like â€Å" partners†, â€Å" collaboration†, etc. By   reading   this   statement   the   only  aspects   which   become   clear   are   that   the   center   makes   partnerships   with  Ã‚   faith   based   and   community based   organizations   to   help   needy   citizens   and   it   does   not   take   decisions   on   funding. Answers   to   what   type   of   â€Å" information   and   help† is mgiven   to   partners   is totally   missing. Giving   some   idea   of   specifics   of   functional   areas   would   have   added   a   lot   of   meaning   to   this   statement.( CFBCI )  An   hypothetical   example   will   prove   this. ‘A’ may   say   that   its   mission   is   to  Ã¢â‚¬Å" make   profits †. ‘B’ may   say, its   mission   is   to â€Å" make   profits   by   importing   crude  Ã‚  oil   and   selling   it   in   the   local   market†. The   second   is   a   much   better   mission  statement.  This   statement, though   very   long, is   a   bad   example   of   a   mission   statement. Statement – 2 The   second   statement   is   the   one   issued   by   College   of   Liberal   Arts   and  Sciences, Villanova   University, Department   of   Education   and   Human   Services.  It   makes   clear   that   it   supports   the   Catholic   Augustinian   thought   tradition   and   it   treats   every   individual   on   the   campus   as   a   unique   human   being, working   with  one goal,   that   of   ‘ assimilation   of   knowledge’.   The   second   paragraph   tells   very   specifically   its   purpose   is   to   prepare   teachers,  human   service   providers, counselors, supervisors   and   administrators. This   is   achieved  through   theoretical   and   practical   exposures   in   school   and   community   settings. It  claims   that   each   of   its   graduates   will   have    a   commitment   to   social   justice,  cultivation   of   the   intellect, and   willingness   to   serve. This   is   an   ideal   example   of   a   good   mission   statement. Needless   to   say   that  assimilation   of   knowledge   is   the   mission   of   any   department   of   an   University, but  this   statement   further   clarifies   the   areas   of   knowledge   to   be  Ã‚   imparted, how   it   is  imparted   and   what   are   the   expected   results   of   its   mission. It   also   mentions   that   it  is   dedicated   to   the   Christian   Augustinian   faith. The   only   drawback   of   this   statement   is   that   the   language   and   the   vocabulary  bear   a   very   high   profile, especially   in   the   second   paragraph. The   message   can   be  understood   only   by   those   who   are   very   good   at   English. Perhaps, simple   words  and   shorter   sentences   would   have   been   more   effective. ( mission statement ). Perhaps, simplicity   communicates   the   best !! Statement – 3 The   third   statement   analyzed   in   this   essay   is   of   an   association   names   as  PROTECT. Its   one   paragraph, very   short   yet   very   comprehensive   mission   statement  says   that   it   is   a   ‘pro   child, anti   crime   membership   association ’. It   is   founded   on  the   belief   that   the   first   and   most   sacred   obligation   as   parents, citizens   and   human  beings   is   to   protect   children   from   harm. Its   aim   is   to   build   a   powerful, non  partisan   force   to   protect   children   from   abuse, exploitation   and   neglect. It   is   also  clear   that   the   tools   adopted   to   achieve   its   goals   would   be   a   determined   single-issue   focus, a   meaningful   mainstream   agenda, and   use   of   proven    medical   political  strengths. This   is   one   more   example   of   a   good   mission   statement. It   gives   a   complete  picture   of   the   motives   of   the   organization. The   goals   are   clearly   stated   and   the  means   to   achieve   these   goals   are   also   very   clear. Some   more   clarity   could   have   been   added   if   the ‘ how ‘ part   of   the   statement   is   elaborated. Few   more   words   on  how   children   will   be   protected, will   make   this   an   ideal   mission   statement. The only  drawback   of   this   statement   is   that   it   does   not   mention   if   the   target   is ‘ children’  on   a   universal   base, or ‘ children’ of   a   specific   country   only. ( protect ). Conclusion A   mission   statement   is   judged   by   its   ability   to   put   across   the   main   function   of  an   entity. Out   of   the   three   statements   selected   for   this   essay, one   does   not  communicate   the   crux   in   the   minimum   required   depth. This   is   despite   the   fact   that  it   is   a   very   long   statement. The   other   two   are   very   brief   and   successfully   tell   the  main   function   in   a   very   brief   fashion. These   are   good   mission   statements. None   of  them   have   to   say   anything   else, apart   from   the   main   function. Works-cited   page Ward Susan, Mission   statement, about Inc. a New York Times Company, 2007, Retreived on 4 April 07 from: CFBCI, CFBCI mission statement, Center for faith based and community initiatives, United States department of health and human services, 4 Dec 06, Retrieved on 4 April 07 from: http://hhs.gov/fbci/ Mission   statement, Department of education and human services, Vilanova University,   2003,   Retrieved on 4 April 2007 from: http://www1.villanova.edu/villanova/artsci/education.html   How to cite Mission statement, Essay examples

Training Strategies in Teacher Education Programs

Introduction Training teachers, as part of complete instructional delivery, is laden with series of benefits since it makes the education process more inclusive and learner oriented. By training teachers on the rights instruction delivery methodology, it is not only possible to create an inclusive education environment but also to equip the teachers with necessary resources and skills required in the dynamic instruction delivery field, irrespective of the grade or type of a classroom.Advertising We will write a custom research paper sample on Training Strategies in Teacher Education Programs specifically for you for only $16.05 $11/page Learn More Since time in sundry, different programs have been created to teach teachers as the education environment keeps on changing with the introduction of new technology, constant revision of the curriculum, and changes in standardized methods of teaching. For instance, the teaching of teachers (ToTs) program has bec ome ideal in equipping teachers with the right skills in the education environment. As a result, teaching teachers has become a necessity to ensure that the instruction deliverers remain relevant and acquire new skills to tackle any challenge that might arise in the course of instruction delivery. There are several reasons that guarantee the success of the ToTs program. The first issue is that it takes time for people to learn things, and often years for them to master it. This means that effective ToTs program is a blueprint for creating an inclusive learning environment that spans over a relatively long period to guarantee internalization of necessary education skills. For instance, a program on instruction delivery would create an-all-round instructor who is focused on creating of an ideal and sustainable learning environment. The second issue is that people learn differently. Therefore, a successful ToTs program may become flexible enough to support various learning styles at in structor and learner levels. Therefore, this treatise attempts to explicitly review three strategies that are useful for ToTs in relation to my learning experience through the pre-service and in-service teacher education programs. Literature Review A large body of literature indicates that individuals have different teaching, learning, and preference styles. The learning preferences tend to differ among learners (Darling-Hammond Sykes, 2009). The purpose of learning has in the recent years shifted from memorizing information (surface learning) to being able to find and utilize the information (deep learning).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Modern studies have indicated that learning process is constructive and not receptive (Brownell, Bishop, Sindelar, 2008). As a result, the learner is expected to construct and understand knowledge. The learner then creates new ideas and models from the information obtained (abstract hypotheses). Finally, the learner takes action-active testing (Darling-Hammond Sykes, 2009). Brownell, Bishop, and Sindelar (2009) highlighted the effectiveness of using ToTs programs. They asserted that, in addition to the career teacher training, instructors who are continuously trained have a high attrition rate. Although the ToTs program is successful in many states, it should have the required credentials that provide explanations or evidence of its success rates. For instance, the South Carolina’s model has been applied in different regions across the globe, including Saudi Arabia. To determine the effectiveness of the program, it is important to review its application and relevance. For example, Ertmer and Ottenbreit-Leftwich (2010) offered information concerning the relevance of ToTs program. The article examined how ToTs program has added to the overall improvement of the school’s level of accomplishment. Apparen tly, it has become critical for learning institutions to create programs aimed at training teachers. Crichton, Pegler, and White (2012) explained how to improve a teacher’s performance by describing and illustrating how a competency assessment instrument should be used. Such an instrument allows one to assess for criteria and various requirements needed in imparting knowledge in the dynamic education environment. This basic training involves the use of the problem-solving methodology, which defines the problem, gathers data, and formulates a solution to achieving an evaluation. This means that a teacher passed through the ToTs program will use the problem solving methodology in teaching (Crichton, Pegler, White, 2012). Teachers exploring new technologies may find that the school network is unable to support them due to inadequate wireless access, firewall restrictions, lack of bandwidth, or other issues. In a recent study of 559 Ohio teachers, participants reported that rest rictions on the school firewall filtered or blocked some Web 2.0 tools for the purpose of protecting students from unwanted or inappropriate materials (Ertmer Ottenbreit-Leftwich, 2010). However, this action not only prevented students from accessing Web 2.0 tools but also prevented and discouraged teachers from adopting these tools in their classrooms. Participants reported that acceptable use policies should be reviewed before integrating Web 2.0 tools into instructional practice (Brownell, Bishop, Sindelar, 2008).Advertising We will write a custom research paper sample on Training Strategies in Teacher Education Programs specifically for you for only $16.05 $11/page Learn More In an urban Canadian district piloting iPods and iPads, staff was not prepared for the difficulties in synchronizing, powering, maintaining, and managing the devices (Crichton, Pegler, White, 2012). Therefore, when provided with a well-maintained network, teachers can explor e technologies, thus, building their knowledge base to become 21st Century teachers. Three Training Strategies in Teacher Education Programs Learning teams (collaborative learning) The collaborative learning strategy is significant in addressing the knowledge age through construction of group dynamics that can be applied in real practice at the educator and learner levels. The collaborative learning functions on the aspects of invention, exploration of knowledge, solving problems, active participation, and proactive engagement of the parties involved as summarized in the figure below. Fig. 1: Collaborative learning channel (Source: Self generated) There are several benefits of collaborative learning as part of training teachers in the dynamic education environment. Through collaborative learning, the instructors undergoing training are in a position to understand the aspect of discourse in instruction delivery as ideal when spoken and written communication is simplified as per the level or grade of a learner. Since discourse connotes language, thought pattern, and knowledge application, those undergoing training are empowered to internalize the pattern of presenting written and spoken communication that guarantees complete and competent participation of the audience.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, collaborative learning enables the instructor to acquire skills that can support development and sustaining relationship between word and though in the sensitive instruction delivery, especially when the class composition is diverse. In the end, it will be easy for the instructor to track and generate group learning progress besides establishing a standardized way of recognizing different facts (Driscoll, 2005). Through collaborative learning, I was trained on how to apply the group concept in balancing the aspect of written and spoken communication as foreign English language instructor in Saudi Arabia during pre-service teacher education. Through creating a sustainable learning process, I was trained on how integrate the Zone of Proximal Development (ZPD) in teaching English as a second to language by instructing small groups of learners to assist each other through direct contact and discoursing (Driscoll, 2005). The pre-service teacher education was meant to equip m e with skills for ensuring that classroom learning process is transformed into an interesting and interacting activity that invokes the thought pattern of each learner into group activity that is collaborative in nature. As part of the in-service teacher education through the mandatory vocational training programs in Saudi Arabia, I underwent series of training on how to engage all the learners in imparting group discourse, experiences, skills, ideas, and knowledge, irrespective of the level of mastery of the English language or grade of the learners. Through collaborative learning training, I was taught how to simply lesson delivery by organizing learners into small groups as transforming the individual contribution of each learner into a group product that can be examined against set discourse standards. Technology-based learning Technology-base learning as part of the ToTs program involved imparting significant skills on educators to ensure that they are knowledgeable on how to a pply technology to support the learning process. Technology-based learning is characterized by the use of different technological tools such as computer, videos, audio-visual presentations, iPhones, and internet among others (Crichton, Pegler, White, 2012). While undergoing career training as a teacher, the instructor was categorical on the importance of acquiring skills in technology-based learning in lesson execution. For instance, chart and pictures as instruments o technology-based learning will make the learning experience interesting to the minds of any grade in the classroom. Besides, I was taught that the use of visual-audio presentation such as a simple class video would boost confidence of the learners since fear and low self esteem is a common occurrence especially when the minority or special needs learner has to cope with his/her normal counterparts. Therefore, integration of technology-based learning enables the educator to acquire practical skills that might boost cr eativity and confidence in the classroom environment. Apart from the career training, I have attended series of vocational ToTs programs designed to train teacher on the latest technology-based learning and how to integrate these support services in the lesson execution. As a foreign language teacher in Saudi Arabia, I was trained to depend on creation of a visual representational meaning called the space-based model for analysis centered on the placement of objects within the semiotic space of the learners in their classroom environment. For instance, in practical teaching training as part of the in-service teacher education, I was trained on the importance of creating short videos/slides and giving student the opportunity to practice communication of their ideas clearly and concisely to an audience of their peers in the context of a formal class presentation. Notably, I learnt that inclusion of the class video in the learning process is important in attracting attention of the lea rners as part of the pre-service teacher education. While undergoing the second year of pre-service teacher education, I was trained on the importance of integrating technology in teaching as critical in creating a creative and dynamic learning environment. As a result of this training, I am always in a position to quantify the level of understanding of the topic discussed by reflecting on the learner’s perception, distinctiveness, attentiveness, and understanding. I was also trained on how to catch attention of learners by simplifying the lesson delivery to accommodate the interests of the fast and slow learners. For instance, under the education psychology program as part of pre-service teacher training, I was trained on the significance of giving attention according to learning level, special needs, and grades score in the rubric. This skill ensures that learners understand different technological applications, which make instruction delivery interesting and easy to follow . From the technology-based training as part of the in-service teacher education, I was equipped with the necessary skills for balancing overdependence of technology in education by creating a lesson plan that properly fuses traditional and modern instruction delivery to encourage creativity among learners. Brainstorming strategy Brainstorming strategy as part of teacher education involves proactive engagement of the learners in a participatory approach to ensure that the instructor acquire skills for engaging active participation of all the students in a classroom. While undergoing pre-service teacher education, more than 40% of all the classes were delivered through the brainstorming strategy, which was characterized by the lecturer highlighting a topic after which each learner was expected to give his or her own opinion. The lessons were delivered in a progressive manner within the Practice, Production, and Presentation model. We seemed to enjoy the brainstorming strategy and wer e fully engaged from the beginning to the end since the style of lesson delivery was characterized by humor and use of very practical examples. While undergoing vocational training as part of the in-service learning programs designed for teachers, I underwent series of training on brainstorming strategies such as how to apply flashcards, cue-response drill, and brainstorm to teach vocabulary to the learners. For instance, I was trained to be constantly using different facial expressions when correcting the mistakes made by the learners in addition to oral presentation to ensure that the students internalize construction of different English words and phrases (Harmer, 2007). As an instructor of English as a foreign language in Saudi Arabia, I have applied the skills from pre-service and in-service teacher education training to designed series of brainstorming lessons that are systematically structured and delivered in a humorous way to maximize level of learner engagement. As the ins tructor, I have been empowered by the skills I acquired through different teacher education training to be clear, practical, and focused in delivering the lesson content through the STT format by not shying away from the interactive learning. Besides, I now understand the significance of using facial expressions and practical examples to ensure that the lesson in a success. For instance, in one of the pre-service training lessons, my lecturer used the example of describing an experience in the cinema hall through person reflection about immediate environment and occurrences during the event. This gave him the opportunity to introduce different descriptive words since the learners could relate to the topic (Harmer, 2007). From this lesson, I acquired knowledge on the importance of using simple and practical examples that learners can relate to as part of complete and holistic learning through past experiences. In addition, I was trained on the importance of adopting an inclusive inst ruction delivery and interactive lesson session as part of the basic tenets of promoting active learner participation. As a result of the pre-service and in-service training on how to apply brainstorming strategy in instruction delivery, I have been able to customize most of my English language lessons to suit the young Saudi learners. Conclusion From the above reflection, teacher education is a vital element in the teaching profession since it gives the necessary skills to instructor. For instance, pre-service teacher education exposes a potential instructor to the teaching environment in terms of the expectations of learners and ideal approach for effective instruction delivery. Since most of the pre-service teacher education is designed to help a potential teacher to understand the dynamics of the education environment, it is a crucial element of holistic teaching and review in any classroom setting. During such training, potential educators are empowered with practical skills fo r proactive learner assessment as a prerequisite for comprehensive instruction delivery. Apart from the pre-service teacher education, in-service teacher education, in the form of continuous vocational training of teachers, is important in updating the skills that instructors have to ensure that they are relevant. Since the field of instruction delivery in education is dynamic due to series of constant modifications in teaching methods and curriculum, continuous teacher training is necessary towards ensuring the outdated skills are replaced by modern and equality dynamic teaching methods. For instance, since the aspect of technology-based education is quickly replacing the traditional teaching approach, constant training of teachers of technology application in education can make a big difference in effective instruction delivery in the classroom environment. Teacher education has series of benefits such as understanding discourse in verbal and written communication to balance the t hought and mental perception of the learners. Lastly, these training programs empower the educators to understand the dynamics for motivating learners to actively participate in the learning process. References Brownell, M. T., Bishop, A., Sindelar, P. (2008). NCLB and the demand for highly qualified teachers: Challenges and solutions for rural schools. Rural Education Quarterly, 24, 9-15. Crichton, S., Pegler, K., White, D. (2012). Personal devices in public settings: Lessons learned from an iPod touch/iPad project. Electronic Journal of E-Learning, 10(1), 23-31. Darling-Hammond, L., Sykes, G. (2009). Wanted: A national teacher supply policy for education: The right way to meet the â€Å"highly qualified teacher† challenge. Education Policy Analysis Archive, 11(33), 1-55. Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.). New York: Allyn Bacon. Ertmer, P. A., Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beli efs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. Harmer, J. (2007). The practice of English language teaching (4th ed.). Harlow, UK: Pearsons Longman. This research paper on Training Strategies in Teacher Education Programs was written and submitted by user Beetle to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Republic and Utopia essays

The Republic and Utopia essays The main features of Platos Republic and Thomas Mores Utopia can be outlined by examining their economic systems, laws and enforcement procedures, and their societal responsibilities. These three factors collectively considered as well as independently explored can bring light to their strength and weaknesses, characteristics and aspirations, and the overall desirability and pleasantness of life. Each single feature can only give a glimpse into these two Utopias, however, undivided these four topics put together can give an accurate representation to allow for comparison in both the lifestyle and functionality of both civilizations. When reading Utopia its not difficult to see where More picked up some of Platos writings. Both take a somewhat similar stance in their economic systems when it comes to the distribution of goods and the acquisition of wealth. In Mores Utopia, there is no currency except that which is controlled directly by the state and limited for the use in purposes such as war and the purchasing of iron. Platos Republic limits wealth with the bronze class and denies all material possessions from the Gold and Silver. Everything is publicly owned and shared communally in both Utopias. ...Where every man has a right to everything, they all know that if care is taken to keep the public stores full, no private man can want anything; for among them there is no unequal distribution, so that no man is poor, none in necessity; and though no man has anything, yet they are all rich; for what can make a man so rich as to lead a serene and cheerful life, free from anxieties. (More, Book II: Of the Religio ns of the Utopians) With the absence of money, the playing field would not only be level but completely equal in every sense. ...We must not let them be receivers of gifts or lovers of money, Plato wrote (Plato, Book 3). Both men agreed that money had the potential t...

Anglicism and Pseudo Anglicism in Germany

Anglicism and Pseudo Anglicism in Germany Anglicism, Pseudo-Anglicism, and Denglisch-lass Deutsch talken, dude! Just like in many other parts of the world, the Anglo-American impact on culture and daily life can also be witnessed in Germany. Movies, games, and music are mostly of American origin, but not only  are entertainment and media influenced by it but also the language. In Germany, this influence becomes obvious in many cases. Scientists of the University of Bamberg have found out that the use of Anglicisms in Germany has increased more and more over the last twenty years; talking about substantives, it has even doubled. Of course, this is not only the fault of Coca-Cola or The Warner Brothers but also an effect of the dominance of the English language as a way to communicate with the whole world. That is why many English words have made it into everyday use in Germany and within the German language. They are not all the same; some are just lent,  and others are completely made up. Its  time to take a closer look at Anglicism, pseudo-Anglicism, and Denglisch.   Lets first face the difference between Anglicisms and Denglisch. The  first one means just those words which were adopted from the English language, most of them meaning things, phenomena, or anything else without a German expression for it - or at least with no expression that is really used. Sometimes, this can be useful,  but sometimes, it is just excessive. For example, there are plenty of German words, but people just want to sound interesting by using English ones instead. That would be called Denglisch. Digital world Examples for Anglicisms in German can easily be found in the world of computers and electronics. Whereas in the 1980s, mostly German words were commonly  used to describe digital issues, today, most people use English equivalents. An example is the word Platine, meaning (circuit) board. Another one is the rather silly sounding expression Klammeraffe, a German word for the at  sign. Besides the digital world, you could also mention Rollbrett for skateboard. By the way, nationalists or even national socialists in Germany often refuse to use English words, even if they are really common. Instead, they use German equivalents nobody would ever use like Weltnetz instead of Internet or even Weltnetz-Seite (Website). Not only  does the digital world brings many new anglicisms to Germany, but also, business-related topics are more and more likely to be described in English than in German. Because of globalization, many companies think it makes them sound more international if they use E nglish expressions instead of German ones. It is rather common in many companies today to call the Boss  the CEO - an expression that was widely unknown twenty years ago. Many use titles like that for the whole staff. By the way, staff is also an example of an English word replacing a traditional German one - Belegschaft. English assimilation While substantives are rather easy to integrate into the German language, it gets a bit more difficult and also confusing when it comes to verbs. With the German language having rather complex grammar compared to English, it becomes necessary to conjugate them in everyday use. Thats where it becomes weird. Ich habe gechillt (I chilled) is just an everyday example of an Anglicism being used just like a German verb. Especially among young people, speech  patterns like this can often be heard. The language of the youth leads us to another similar phenomenon: translating English words or phrases word by word into German, making a calque. Many German words have English origins nobody would notice at first sight. Wolkenkratzer is just the German equivalent of skyscraper (though meaning cloud-scraper). Not only single words but also whole phrases have been translated and adopted, and they sometimes even replace the correct expression that also exists in German. Saying Das macht Sinn, mean ing That makes sense, is common, but it  just doesnt make sense at all. The right expression would be Das hat Sinn or Das ergibt Sinn. Nevertheless, the first one is silently replacing the others. However, sometimes, this phenomenon is even by intention. The verb gesichtspalmieren, mainly used by young Germans, doesnt really make sense to those who dont know the meaning of face palm - it is just a word-for-word translation into German. However, as a native  English speaker, the  German  language gets confusing when it comes to pseudo-anglicisms. Many  of  them  are  in use, and they all have one thing in common: They sound English, but they were made up by Germans, mostly because somebody wanted something to sound more international. Good examples are Handy, meaning cell phone, a beamer, meaning video projector, and Oldtimer, meaning classic car. Sometimes, this can also lead to embarrassing misunderstandings, for example, if some German tells you he or she is working as a Streetworker, meaning he  or  she is dealing with homeless  people or drug  addicts and doesnt know that it originally described a street prostitute. Sometimes, it can be useful to loan words from other languages, and  sometimes it just sounds silly. German is a beautiful language that can describe almost everything precisely and doesnt need to be replaced by another one - what do you think? Are anglicisms enriching  or unnecessary?

Make a claim on Hamlet play character Essay Example | Topics and Well Written Essays - 750 words

Make a claim on Hamlet play character - Essay Example get to the root cause and after the revelation provided by his father’s ghost is involved in scrutinizing the moral and immoral aftereffects of his revenging action towards Claudius. When Hamlet faces the death of his father, he was too much disturbed as he intensely loved his father and his loss became a sort of suffering for him but this suffering was made manifold when his mother soon after his father’s death married his uncle, Claudius. In his first soliloquy, Hamlet showed his disgust with life and stated that we are here to die and if suicide would not be prohibited in religion, he would have committed it. He said, According to Hamlet, our body is not immortal as we have to die one day and he would have preferred to commit suicide and hug death if it was not made prohibited by religion. He considers himself chained and helpless. For Hamlet, the world appeared as useless and as a young man, he lost interest in life that was not only possible that he faced his father’s death, there was much more on his side that he felt intensely due to which, he said, For him, everything of the world lost value and there was no more attraction left for him in the world. Hamlet saw no profit in being alive and to live in this world and the reason for all this was his mother’s hurried marriage with Claudius. He lost belief in any woman on this earth because as per his perceptions, if a mother is not trustworthy, then who else can be as he said, Hamlet regarded his mother’s hasty marriage as incest because for him, she must have an extramarital affair with Claudius when his father was alive as such a marriage can only take place when both the members are pre-committed with one another. According to Hamlet, the tears that his mother shed on the death of his father were false and untrue as she soon washed her eyes and become betrothed to Claudius. Her marriage was there within a month after her husband’s death and as per Hamlet’s statement, her action was faulty

Please read the cases and answer the questions by using the relevant Essay - 2

Please read the cases and answer the questions by using the relevant legal basis - Essay Example Further Article 4 prohibits any agreement between undertakings that will prevent, disrupt or restrict competition directly or indirectly in a given area of commodities. Reduction of prices will likely to make Ilovemoneyalot control the market and interfere with small shareholders in the market. Under Article 5 (b, c) allows Ilovemoneyalot to take such decisions provided they will not eliminate competition and that they are to benefit consumers of those products (Turkish Competition Authority 1). I would advise Arthur under the intellectual and Artist Works Law No.5846 of December 5, 1951 that protects the rights of the original author (Turkish Competition Authority 1). Selling Arthur’s song to the public is a violation of Art. 13. That protects the economic and moral interests of authors in their intellectual and artistic works. The court has mandated to determine the real author of music under clause (Addition: 7.6.1995 - 4110/6).Maria Wannebesinger has no right to alter the original work of Arthur without his consent. Arthur should sue Maria to demand compensation for exposing his work to the public behind his