Sense and Sensibility

Sense and Sensibility- Movie review Essay Ang Lee, who directed, and Emma Thompson, who adapted the screenplay, have done an excellent job of bringing Jane Austens Victorian novel, Sense and Sensibility, to the movie screen. The movies collection of actors are a joy to watch as they bring out the emotions of an otherwise polite and reserved era in time. The production work is top notch with bright, cascading photography that sets a romantic I wish I was there setting. The purpose of the Sense and Sensibility is to bring out the romance in all of us and show us that Austens philosophy of love exists today as much as it did two centuries ago. Sense and Sensibility could rightly be classified as a love story, but that would just scratch the surface of what this movie has to offer. It is also a period piece, giving us a chance to visit English society in the nineteenth century. Director Ang Lee brought us to this historic time with beautifully constructed sets and sites that drop us right into the country cottage of our heroines. This natural scenery, with its wide sweeping camerawork warps us back to a time without the loud annoyances of TV and machinery. By this example Lee sets the stage for the story to begin.. If there is one thing that keeps this movie constantly going is the work of the superb actors. The talent of the actors suited the roles they played, and their mastering of the characters bring personality and feeling to the screen. The story of the movie bases around two of these such characters who happen to be undergoing the same feelings of love but in strikingly different ways. Kate Winslet plays the wild, f atally romantic Marianne who cannot control her feelings. Opposite her is the experienced Emma Thompson who plays the reserved, intelligent Eleanor who is far more sensitive than she ever lets on. These two sisters embark on a romantic adventure that finds them searching for the right man. The two actors compliment each other with their opposite nature which balances the story perfectly. Yet, as wonderful as these two characters are, Alan Rickmans Brandon is the core of Sense and Sensibility. His performance is eloquent and beautifully controlled but you can tell the torment he fights inside. His voice may be confident and steady, but his eyes alert you to his true emotions. Brandons heartache touches you at the core but this heartache makes him more regal because of his perseverance. Hugh Grant compliments this array of actors by giving the film some classical slapstick comedy. He fits perfectly against the reserved Emma Thompson who will occasionally bring out that wide smile after one of Grants humorous anecdotes. Grant brings just enough charisma to his character of Edward to bring a little excitement to the movie. Although the film did not need use the blockbuster special effects of more recent movies, they satisfy the needs of the movie and there are no errors to distract the moviegoer. By doing this Ang Lee forced the watcher to envelop themselves into the emotions of the actors and not glitzy special effects. The story sweeps you away, and the added quality production work was just bonus to an already outstanding film. All the pieces of the film all seemed to fit in place and this is thanks to the work of the director. Ang Lee made sure that everything was perfect, from the historic costumes to the accents of the actors. This is also a compliment to Emma Thompson who had the trouble of constructing a screenplay that would honor the book, but would also move at a fast enough pace to entertain the reader. .u2f2ace0ae67e41fc5869361b62b20515 , .u2f2ace0ae67e41fc5869361b62b20515 .postImageUrl , .u2f2ace0ae67e41fc5869361b62b20515 .centered-text-area { min-height: 80px; position: relative; } .u2f2ace0ae67e41fc5869361b62b20515 , .u2f2ace0ae67e41fc5869361b62b20515:hover , .u2f2ace0ae67e41fc5869361b62b20515:visited , .u2f2ace0ae67e41fc5869361b62b20515:active { border:0!important; } .u2f2ace0ae67e41fc5869361b62b20515 .clearfix:after { content: ""; display: table; clear: both; } .u2f2ace0ae67e41fc5869361b62b20515 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2f2ace0ae67e41fc5869361b62b20515:active , .u2f2ace0ae67e41fc5869361b62b20515:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2f2ace0ae67e41fc5869361b62b20515 .centered-text-area { width: 100%; position: relative ; } .u2f2ace0ae67e41fc5869361b62b20515 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2f2ace0ae67e41fc5869361b62b20515 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2f2ace0ae67e41fc5869361b62b20515 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2f2ace0ae67e41fc5869361b62b20515:hover .ctaButton { background-color: #34495E!important; } .u2f2ace0ae67e41fc5869361b62b20515 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2f2ace0ae67e41fc5869361b62b20515 .u2f2ace0ae67e41fc5869361b62b20515-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2f2ace0ae67e41fc5869361b62b20515:after { content: ""; display: block; clear: both; } READ: College - Staying True to My Roots EssaySense and Sensibility shows us exactly what a movie should be. The movies witty romanticism helps illustrate the Victorian era whose love is not so different from our own. This success is due to the actors who brought the story to a personal level. Without them we would not have felt the emotions of the characters, which made us long to love as they did. Category: Music and Movies

review sheet Essay Example

review sheet Essay University of Houston Gerald D. Hines College of Architecture ARCH 2350 AND 6340 SURVEY OF ARCHITECTURAL HISTORY I Cultures of the World from Prehistory through 1750 Fall, 2013: Lectures on Mondays and Wednesdays, Seminar/Discussion (lab) sections on Thursdays or Fridays Instructor: Nora Laos Office Hours: By appointment, Room College of Architecture Teaching Assistants: Brandon Berry Tiger Lyon Andrew OToole This course is an investigation of the various eastern and western architectural traditions from prehistoric origins, through Egypt, India, China and Japan to ancient Greece and Rome, concluding with the significant monuments of Islamic and Christian cultures, and the Renaissance and Baroque periods. We will primarily examine the architectural character of individual buildings with an effort to place them in their cultural and urban contexts, but we will also analyze general urban planning principles of different civilizations as well as specific architectural and sculptural details. Architecture is a multi-faceted art and a science, and thus we will endeavor to study the aesthetic quality of buildings, their functional objectives as well as their tructural systems, materials and methods of construction. Moreover, since architecture reflects the society and civilization within which it was produced, we must always consider the cultural and intellectual context and chronological time frame of a monument, in order to fully appreciate its significance in the history of the building tradition. Course Objectives and Expected Learning Outcomes: ?To understand how and why history is relevant to the architect. What can it teach done so, and to assess how this brings meaning to architectural production. ?To understand the relationship between form and function and between form and eaning. ?To understand how the psychology of space is addressed: why we are moved by certain spaces, volumes or forms, but not by others. ?To learn how to analyze architecture and how to critically write about the subject. RECOMMENDED TEXTBOOKS: Ching, Francis D. K. , M. J. Jarzombek and V. Prakash, A Global History of Architecture, 2nd ed. , New Jersey: John Wiley Sons, 2011. Moffett, Marian, Michael Fazio and Law rence Wodehouse, Buildings Across Time, an Introduction to World Architecture, London: Laurence King Publishing, 2004. Trachtenberg, Marvin and Isabelle Hyman, Architecture from Prehistory to Postmodernism: The We will write a custom essay sample on review sheet specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on review sheet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on review sheet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Western Tradition, 2nd ed. , New York and Englewood Cliffs, 2002. Ingersoll, Richard and Spiro Kostof, World Architecture: A Cross-cultural History, New York and Oxford, 2012. Nuttgens, Patrick, The Story of Architecture, 2nd ed. , London: Phaidon Press, 1997. Sutton, Ian, Western Architecture: From Ancient Greece to the Present, London: Thames and Hudson, 1999. Relevant readings from these texts are indicated in the detailed course syllabus. A glossary of architectural terminology is available at the end of Ingersolls book (pp. 957-964, Chings book (pp. 799-807), Moffetts book (pp. 68-571), and Trachtenbergs book (pp. 83-589). Bibliographies are organized chronologically at the end of Ching (pp. 809-818), Moffett (pp. 572-575), Trachtenberg (pp. 591-601), and at the end of each section of Ingersolls book. EXAMS: There will be three hour-exams on the following dates: First Hour-Exam: Monday, September 30, 10:00 am Second Hour-Exam: Monday, November 4, 10:00 am Third Hour-Exam: Monday , December 16, 1 1 am ASSIGNMENTS: discussion sections: October 24/25 November 21/22 These writing assignments will be linked to specific assigned readings and are intended to address reading comprehension skills. The readings will be available at east one week in advance and you will be required, in your discussion section, to respond to specific questions about the content and the authors arguments. Your responses will be written during your discussion section in blank Blue Books; all responses must be handed in at the end of the class. IMAGES: Powerpoint images shown in lectures will be accessible on Blackboard Learn, organized by lecture. Each student registered for the course will also be registered on Blackboard Learn. GRADING for students enrolled ARCH 2350: First Hour-Exam Second Hour-Exam Third Hour-Exam Writing Assignments x 2 @ 15% each Attendance, professionalism and class participation in discussion sections GRADING for students enrolled ARCH 6340: First Hour Exam Second Hour Exam Third Hour Exam Essays x 2 @ 15% each Short paper (1000 words), topic, due date tba GENERAL INFORMATION Prerequisite for students enrolled in ARCH 2350: English 1304, 1310 or its equivalent, completed or being taken concurrently. The content of the discussion sections (labs) will include discussion and clarification of the weekly lectures, specifically with the intent of understanding how architectural history can be relevant to the present, especially to contemporary rchitectural design. Attendance will be taken at each session and students are expected to participate in discussions. In order to perform well in this course, you must regularly attend both the lectures and the discussion sections. The material covered on the hour exams derives directly Make-up exams and make-up essays will be given only with a legitimate doctors note, police report or court order. There will be no make-up for the third hour exam. Plagiarism, defined as the appropriation or imitation of the language, ideas, or thoughts of another author, and representation of them as ones original work, will NOT be tolerated. Penalties may include a failing grade in the course, suspension, or expulsion from the university. The last day to drop the course with a grade of MT is Friday, November 1, 5:00pm. The university will NOT allow any withdrawals after this date. The University of Houston System complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, pertaining to the provision of reasonable academic adjustments/auxiliary aids for students with a disability. In accordance with Section 504 and ADA guidelines, each University within the System trives to provide reasonable academic adjustments/auxiliary aids to students who request and require them. If you believe that you have a disability requiring an academic adjustments/auxiliary aid, please contact the student disability services center at 713-743-5400. Schedule of Lectures Monday, August 26 Introduction and overview of the course Wednesday, August 28 Prehistoric Architecture-Late New Stone Age Monday, September 2 NO CLASS: Labor Day Holiday Wednesday, September 4 Egypt: Old and New Kingdoms Monday, September 9 Pre-Columbian Meso-America Wednesday, September 1 1 Buddhist and Hindu Sanctuaries in India and Cambodia Monday, September 16 Architecture and Culture of China Wednesday, September 18Architecture and Culture of Japan Monday, September 23 Greece: Site Planning: the Acropolis and the Agora Wednesday, September 25Greece: the Architecture of Temples Monday, September 30 First Hour-Exam Wednesday, October 2 Introduction The Roman Civic Presence l: Forum, Basilica Monday, October 7 The Roman Civic Presence II: Market, Theater and Amphitheater Wednesday, October 9 The Roman Civic Presence Ill: Gate, Arch, Aqueduct Monday, October 14 The Roman Religious Presence: Temple and Tomb Wednesday, October 16The Roman Residence: Villa and House Monday, October 21 Early Christian and Byzantine Architecture Wednesday, October 23 Architecture of the Islamic World: the Mosque Monday, October 28 Romanesque Architecture: Pilgrimage Churches and Cistercian Monasteries Monday, November 4 Second Hour-Exam Wednesday, November 6 Introduction to the Renaissance The Work of Brunelleschi Monday, November 1 1 The Work of Alberti and Bramante Wednesday, November 13 The Work of Michelangelo and Palladio Monday, November 18 Renaissance France: the Architecture of the Chateau Wednesday, November 20 Baroque Italy: the work of Bernini and Borromini Monday, November 25 Baroque nd Rococo in Austria and Germany Wednesday, November 27 NO CLASS: Thanksgiving Holiday Monday, December 2 France in the 17th Century 16th and 17th-Century Landscape Design Wednesday, December 4 England in the 17th Century Monday, December 16 Third Hour-Exam 11:00 am ARCH 2350/6340 Prehistoric Architecture Late New Stone Age (Neolithic) 3000-1000 BCE Suggested Reading: I ngersoll, pp. 23-32; Trachtenberg, pp. 57-61; Nuttgens, pp. 10-15; Ching, pp. 23-24, 47-51; Moffett, pp. 9-14. France, Carnac (in the region of Brittany) and England, Avebury, menhirs (megaliths literally, large stones] or monolithic upright stone markers), dolmens (two menhirs supporting a horizontal block, usually used for marking tombs (substructure of a barrow), post and lintel structural system), ca. 2000-1500 BCE. England, Stonehenge (near Salisbury), composed stone group based on a circular plan (henge monument), ca. 2750-1500 BCE, post and lintel structural system, mortise and tenon Joints; optical refinements: tapered pillars, inclining lintels. France, Gordes (in the region of Provence), The Bories, reconstructed prehistoric village; domestic architecture built up with relatively thin stone slabs, use of orbeling technique, ca. 2000 BCE. trilith [literally three stones] entry portals, (combination of corbeled construction with post and lintel construction). University of Houston Egypt: Old and New Kingdoms Suggested Reading: Ingersoll, pp. 48-60, 86-97; Trachtenberg, pp. 62-71; Nuttgens, pp. 28-41; Ching, pp. 39-45, 64-73; Moffett, pp. 23-37. Important Historical Information: ca. 3200-2160 BCE Old Kingdom ca. 1570-1100 BCE New Kingdom Old Kingdom Saqqara, Mortuary Complex of King Zoser, ca. 2650 BCE mastaba (bench in Arabic; bench-like quadrangular form); architect Imhotep. Giza, complex of Great pyramids, 2580-2500 BCE Cheops (Khufu), Chepren (Khafa) and Mycerinus (Menkure) Predetermined architectural procession: river, Valley Temple, causeway, Mortuary Temple, tomb. New Kingdom Deir el Bahari, Mortuary Temple of Queen Hatshepsut, ca. 1500 BCE architect: Senmut; dedicated to the sun god Amon-Ra; Proto Doric colonnades. Pre-Columbian Meso-America Suggested Reading: Ingersoll, pp. 83-190, 251-263; Nuttgens, Ch. 6; Ching, pp. 225-27, 432-34; Moffett, pp. 283-293. City of Teotihuacan, 150-650 CE, (when it was burned), located in the Valley of Mexico, ca 40 miles northeast of Mexico City: Pyramid of the Moon?talud/tablero profile; pen plaza in front of Pyramid of the Moon; Pyramid of the Sun; Citadel with Temple of the Feathe red Serpent; open compound: probably marketplace and administrative center; Street of the Dead. City of Chichen Itza, (Yucatan Peninsula), ca. 750-1200 CE: open plaza cont. pyramid, known as Castillo, Temple of Warriors to east, surrounded by rows of columns that create second open plaza, ritual Ball Court opposite, to west. Very north end of site occupied by sink well (place of sacrifice); city extends also toward south, w/ palaces and other temples (Red House) a round astronomical observatory (Caracol or snail). Buddhist and Hindu Sanctuaries in India and Cambodia suggested Reading: Ingersoll, pp. 141-147, 216-225, 265-279; Ching, pp. 30-31, 176-81, 214-15, 235-37, 244-45, 281, 594-95, 318-20; Moffett, pp. 67-85. Mohenjo-Daro (city in Indus Valley), today in Pakistan, ca 2500 BCE Buddhist sanctuanes (Buddha [565-480 BCE]) Sanchi, Great Stupa, 1st. century CE stupa relic mound with four gates (torana) Ajanta, Chaitya Hall, 250 CE chaitya = assembly hall or cave shrine, rock-cut sanctuaries Mahabalipuram, (Mamallapuram), Shore Temples, ca 700 CE two shrines dedicated to Shiva, one to Vishnu vimana = terraced tower above each shrine Madurai, Great Temple (Sri Meenakshi Temple), 1623 CE gopuram = terraced tower above a threshold (over a portal) Hindu Sanctuaries in Cambodia Angkor Wat, temple of the capital, 1 112-52 CE Architecture and Culture of China Suggested Reading: Ingersoll, pp. 175-182, 240-250, 424-436; Nuttgens, ch. 5; Ching, pp. 185, 286, 298-99; Moffett, pp. 86-99. Great Wall(s), first begun 221-206 BCE; maintained and upgraded primarily during the Ming Dynasty (1368-1644 CE). Guangdong (modern city with older districts); precedents: clay models buried in tombs, primarily from Han Dynasty burials (1st-2nd cents. CE); vernacular example: Hakka Housing. Chinese beam frame construction: Shanxi Province, Foguang Temple, 857 CE: wood frame construction, bracket clusters (tou-kung), concave roof profile. Various garden pavilions. beneficial, and the actions of man are in harmony with the social, cultural and political situations, then the feng Shui is auspicious. Three religious philosophies: Buddhism [imported from India; founded by Buddha (565-480 BCE)]. Confucianism: based on teachings of Confucius (551-479 BCE): based on moral conduct Cen) and combination of etiquette and ritual traditions (II). Taoism: based on Tao te Ching (The Book of the Virtuous Way), written by Lao-tzu, 6th cent. BCE. Songyue Pagoda, Henan Province, 520 CE Architecture and Culture of Japan Suggested Reading: Ingersoll, pp. 521-533; Nuttgens, ch. 5; Ching, pp. 287-92, 486-93; Moffett, pp. 9-109. Ise, Shinto Shrine, (Naiku), founded in 3rd cent. CE: dedicated to the Sun Goddess; tori, katsuogi, chigi, Wabi-Sabi. Nara, HoryuJi, Buddhist Shrine and Monastery, 7th cent. CE: hosho. Nagano, Matsumoto Castle, 16th cent CE. and Kobe (Hyogo), HimaJi Castle, 16th cent. CE; shogun garrison castles. Residential Archite cture Lashed frame structures: indigenous (vernacular) development. Two types develop from the lashed frame, and eventually merge together: . ) minka: based on lashed frame; rectangle, modular grid, interchangeable use of space; shoji. Teahouses (Sukiya)?influenced by Zen Buddhism Kyoto Province, Talan Teahouse, 16th cent. CE: tea-room with tokonoma, anteroom, entrance for tea master, garden path, exterior portico. Sukiya Style Residential Architecture Kyoto, Katsura Imperial Villa, 1625 CE. SURVEY OF ARCHITECTURAL HISTORY, I Greece: Site Planning: The Acropolis and the Agora Suggested Reading: Ingersoll, pp. 117-141; Trachtenberg, pp. 91-115; Nuttgens, pp. 86-101 ;sutton, pp. 10-17; Ching, pp. 121-24, 132-34 Moffett, pp. 53-56, 60-62. Important historical information: Dorians and Ionians: two of the tribes that settled in Aegean, beginning in 1100 BCE. Greek culture based on polis (city-state) and anthropomorphic polytheism (the worship of many gods who were divine but had human-like characteristics and form). Athens, Agora, 5th cent. BCE; open marketplace and civic center of the city; surrounded by several different building types arranged casually around the open square: Stoa of Zeus (stoa: long and narrow structure, usually open to one side with a colonnade, used for many civic purposes), New Bouleterion (bouleterion: council ouse), Temple of Hephaestus, Tholos or Skias (tholos: round temple type, here adapted for use as a dining room for the heads of the city council), South Stoa, Stoa of Attalus (added in the 2nd cent. BCE); the Panathenaic Way cuts across the Agora at a diagonal. Panathenaic Way: ceremonial path from Piraeus (the port city of Athens) through Athens up to the Acropolis; used for an annual procession in honor of Athena, the goddess who protected the city. Athens, Acropolis; the hill was inhabited as early as 3000 BCE; in the 13th century BCE the hilltop was occupied by a Mycenean citadel; transformed into an Archaic

Babson College (GPA, SAT and ACT Scores for Admission)

Babson College (GPA, SAT and ACT Scores for Admission) Babson College GPA, SAT and ACT Graph Babson College GPA, SAT Scores and ACT Scores for Admission. Data courtesy of Cappex. How Do You Measure Up at Babson College? Calculate Your Chances of Getting In  with this free tool from Cappex. Discussion of Babsons Admissions Standards: Far more applicants are rejected than accepted by Babson College. Successful applicants will need to have standardized test scores and high school grades that are well above average. In the graph above, the blue and green dots represent accepted students. You can see that most successful applicants had high school grades in the B / A- range or higher. Admitted students tended to have combined SAT scores of 1250 or higher (RWM), and ACT composite scores of 26 or better. Strong math scores are particularly important at Babson. Note that there are quite a few red dots (rejected students) and yellow dots (waitlisted students) mixed in with the green and blue in the middle of the graph. Many students with grades and test scores that were on target for Babson College did not get in. Also note that a few students were accepted with test scores and grades a bit below the norm. This is because Babsons admissions process is based on more than numbers. The college uses the Common Application and has holistic admissions. The admissions folks will be looking at the rigor of your high school courses, not just your grades. Also, they will want to see a winning essay, interesting extracurricular activities, an engaging short answer, and strong letters of recommendation. You can further strengthen your application by doing an optional interview, and all applicants must do a supplemental essay in the form of a letter to your Babson roommate. To learn more about Babson College, high school GPAs, SAT scores and ACT scores, these articles can help: Babson College Photo TourBabson College Admissions ProfileWhats a Good SAT Score?Whats a Good ACT Score?Whats Considered a Good Academic Record?What is a Weighted GPA? Articles Featuring Babson College: Top New England Colleges and UniversitiesTop Massachusetts CollegesBoston Area Colleges If You Like Babson College, You May Also Like These Schools   Bryant University:  Profile  |  GPA-SAT-ACT GraphVillanova University:  Profile  |  GPA-SAT-ACT GraphStonehill College:  Profile  |  GPA-SAT-ACT GraphUniversity of Connecticut:  Profile  |  GPA-SAT-ACT GraphFordham University:  Profile  |  GPA-SAT-ACT GraphProvidence College:  Profile  |  GPA-SAT-ACT GraphNortheastern University:  Profile  |  GPA-SAT-ACT GraphGeorgetown University:  Profile  |  GPA-SAT-ACT GraphBoston College:  Profile  |  GPA-SAT-ACT GraphUniversity of Pennsylvania:  Profile  |  GPA-SAT-ACT GraphNew York University:  Profile  |  GPA-SAT-ACT GraphBentley University:  Profile  |  GPA-SAT-ACT GraphDrexel University:  Profile  |  GPA-SAT-ACT Graph

Needs Analysis Essay †English For Tourism

Needs Analysis Essay – English For Tourism Free Online Research Papers Needs Analysis Essay- English For Tourism Needs analysis is the most important part of an ESP course. In fact, one of the main absolute characteristics of ESP, with which some of the most important authors such as Strevens or Dudley-Evans agree, is that ESP is designed to meet specific needs of the learner. In this paper I aim to stress the importance that a concept such as needs analysis has in a class of English for tourism. However, Esp teachers do not always pay the deserved attention to this feature. Many students usually expect a needs analysis in a class of ESP such as English for tourism. However, not many teachers feel that such a test is necessary for the course that is going to be taught. Teachers very often rely on already prepared materials to teach the course so they leave aside the students needs and the fact that, maybe, those students have some specific wants. If teachers conduct their courses with textbooks, which do not always have the specific contents to achieve the desired goals, the course will end up being a general English class. Therefore, in a class of English for tourism, a teacher should be able to analyse the target needs and the learning needs, which is something that is very important for the design and development of the course. Depending on the job a student wants to do, the teacher should analyse the target needs because tourism involves a very wide range of jobs such as hotel management or touristic guide. In this case, the student would need certain skills to express his or her knowledge in the target language. From here onwards, the teacher should design an appropriate syllabus taking into account those needs in order to include the activities for the learners to achieve those skills. However, one of the reasons why teachers do not normally use the needs analysis is that they very rarely have the appropriate knowledge in order to fill in those needs. Due to this, teachers use textbooks which are oriented to the subject of English for tourism, but only in the sense of vocabulary. It is also true that the role of the teacher has some requirements, that is, among others, he or she needs to have a basic knowledge of the main principles of the subject on which the ESP course focuses. In order to pay the right attention to needs analysis the teacher has to be able to solve those needs. As a conclusion, it is very important that an ESP teacher gives the deserved attention to the needs analysis. In order to achieve this, a teacher should use, not only textbooks, but also realia to teach the course. The teacher should also separate those needs into target needs and learning needs depending on the aims of the course and also, the teacher should have some basic notions of the basis subject. Teachers should really bear all this in mind so that an ESP course is successful for them and for all the students. Research Papers on Needs Analysis Essay - English For TourismStandardized TestingIncorporating Risk and Uncertainty Factor in CapitalPETSTEL analysis of IndiaTrailblazing by Eric AndersonAnalysis of Ebay Expanding into AsiaQuebec and CanadaBionic Assembly System: A New Concept of SelfThree Concepts of PsychodynamicOpen Architechture a white paperAnalysis Of A Cosmetics Advertisement

The Automotive Industry in the United States Essay

The Automotive Industry in the United States - Essay Example Most of the Japanese, Korean and India companies have assemblies in the U.S. such as Chrysler-Toyota, Hyundai Mercedes among others. Moreover, more companies are coming to set up manufacturing plants due to the highly demanding market in the country. The latest company to come to the U.S. is Volkswagen in 2011 (The Automotive Industry in the United States). The automotive industry has different sectors that define the success of the industry. The industry has an engine plant that solely manufactures engine for the companies. In addition, the companies have separately and jointly owned research and development department that researchers on the effective way of producing vehicles at cheap costs and for a better environment. In addition, the industry I characterized by design and testing autonomous departments. The automotive industry contributes approximately 4% to the country GDP. In addition, the industry directly employs 786,000 as of the end of 2012 (The Automotive Industry in the United States). Moreover, the automotive industry employs a high percentage of an indirect employee through distribution, suppliers and other service sectors. In 2012, the industry supplied vehicles and other parts for $225 billion to other countries of the world (The Automotive Industry in the United States). In total, the automotive industry is estimated to provide 3.62 million employment in the country as of 2012. For this reason, the automotive industry is viewed as the best manufacturing sector compared to other industries. The industry faces the problem of polluting the environment as most of the vehicles are made to use petroleum. The industry, therefore, faces a tough time researching for efficient vehicles that are made to use efficient energy.  

Organization Theory and Design by Daft, RL Essay

Organization Theory and Design by Daft, RL - Essay Example Rites of Renewal: The 'culture fit' after a long time in practice wanes its characteristics. To rejuvenate the organization with more or less the same culture-specific new rites are implemented from time to time. They are essentially system-supportive; and enthuse in the employees' mind a hope that their expectation is being realized, so that they reinforce their motivation in the organization as before. Rites of Passage: They help in new recruitments in the organization. The pre-training in the military and the police, extensive and intensive testing, screening, counseling, group discussion, interviews and assessment exercises are examples of these rites. Rites of Integration: These rites foster social co-relation by reviving common feelings and realsing individuals' commitment to the bound to the organization. They attempt at bringing people of different hierarchy through recreational activities like giving parties, picnic and joining en mass the common eating, drinking, dancing and other exchange performances. 1(b). Mission Culture: The 'mission culture' is as defined by D Denison in 'Corporate Culture and organizational Effectiveness' (1990) is a hypothesis that concentrates on certain values, goals and cultures (or subcultures) to achieve within a timescale. For this it lays a set of shared definition of the function and purpose for an organization. It is concerned with both internal factors and external environment to make the shared values positively effective. It has primarily two focused motivations. One, it instills in the mind of the employees non-economic reasons along with the economic targets, for employing their efforts for the well-being of the organizational set-up: there lies their own wellbeing. It sets a defined direction and cherished end-goals to follow for the organization. The Adaptability Culture: Adaptability culture is however more plastic in nature. It involves risk taking efforts, trusting each other. It follows a proactive approach to organizational life and is quick to recognize a possible hurdle and find its solution. It instills a positive confidence in the ability of the persons of all ranks and thus enthuse in them to achieve the 'mission culture'. Good examples of the 'mission cultures' which have made themselves a name to reckon with in the world are the McDonalds, Honda, Digital Equipment Corporation (DEC). McDonalds has a mission culture, while its varying menus for different cultures is the example of its adaptability culture. Therefore we may say that adaptability culture is more effective in achieving the target than the mission culture which is its mere identity with all unique technologies. 1(c). Culture strength: The strength that derives an organization is enshrined in a set of rules to be followed by strictly. Deviation is not tolerated. It rather makes people to instill assurance and certainty about the organization and is closely associated with durability of it. Only then the employees have faith in the organization and hence can be motivated to accomplishment. (Hmapden-Turner; 1990:13). Subcultures: They are just opposite of the culture strength in characteristics. Every dominant culture is characterized by some small homogeneous sets of beliefs, values and assumptions within it. The dominant culture

Three Social Media Aggregators That Bring It All Together Essay Example for Free

Three Social Media Aggregators That Bring It All Together Essay Social media services facilitate connection of people via Facebook, Twitter and Flickr, for example, have opened enormous opportunities for people to interact and share ideas. As Pash (2009) puts it, managing the many updates is not an easy task; hence, must provide a viable way of managing the different social media services. In the article, 3 Social Media Aggregators That Bring It Altogether, Pash (2009) asserts that social media aggregators are the solution to the challenge of managing the different social media services that keep people connected. According to the author, social aggregators are significant in ensuring that there is a single entry point to access one’s social networking sites. This has long-term benefits by enabling one to keep monitoring his social network streams and keeping them in one dashboard. Through this, it will be possible for social network users to establish flexible ways of managing the network sites by categorizing them in terms of importance. People who rely on social media as a communication platform, for instance, business owners will find the concept extremely significant. This is because they have to communicate with their clients and expand their customer base. Through the social aggregator processes, it is possible for business owners to prioritize on their activities and establish long-term connections with clients. On a personal level, the idea of social media aggregation is important in enhancing the ability to monitor social media tools in my jurisdiction. The need to improve communication networks will certainly trigger me to join the social media aggregation exercises. Indeed, this is a valuable way of examining one’s social media influence. Reference Pash, A. (2009). Three Social Media Aggregators That Bring It All Together. Retrieved from: http://www.pcworld.com/article/169515/social_media_aggregators.html Source document