When It All Began

When I began kindergarten I was able to print my name in large letters. But the school was teaching me to write from scratch. I was put into advanced writing because the school linked writing to reading, and I was an advanced reader. I was not an advanced writer. At that age, I lacked the small-muscle control for precise penmanship, and I usually found my writing lessons an unpleasant, frustrating struggle. I squeaked through without being singled out as a poor student, but I began to dislike and feel anxious about writing. In my first and last week of first grade, I learned what it meant to fall behind. We were no longer in reading and writing groups. Before recess one day, everyone in class was assigned to write their name ten times. With my usual care and diligence, I began to work. When it was time for recess, I was the only student who hadn’t finished. Doing a half-ass job just to be done on time had never occurred to me. In my six-year-old view of life, doing something meant doing it as best as I could, there were no other options. Seeing my unfinished work, my teacher jumped to the worse conclusion. While the other kids went out for brief chance to play, she and her aide kept me inside for a lecture on how I needed to work harder. They assumed I had no finished because I had not tried, and when I told them I couldn’t work faster, the ignored this as if it must be a lie. As so often happens to student in schools, I was presumed to be lazy, dishonest, and driven by the worst intentions. At age six, all I understood from my teacher’s lecture was that I had done very badly on my assignment and should have been able to do much better. She and her aide even made me promise that I would finish all my future assignments on time, a promise that, as I told them and they wouldn’t believe, I didn’t think I could keep. Their intense disapproval and this need to make false promise upset me deeply, and made me doubt my own abilities in a way that I never had before. If they were so certain that only lazy people write as badly as I did, yet I knew I wasn’t lazy, I could only conclude something was wrong with me. It must be that I’m no good at writing. And since my deficiency had earned me such disapproval, I was ashamed of it. My parents took me out of school that week, but my belief that I was a bad writer lasted for years after my last school day. I was afraid to write because I was sure I would fail. With most of what I did, I had no concept of failure, only of needing to improve or try again or take a different approach. Being out of school, with its flexibility and lack of external judgments, rarely involves failure. Someone out of school who doesn’t understand a math concept has no more failed than a baby who falls down while trying to walk, she simply hasn’t learned it yet. As my family began homeschooling, writing was the only subject I wanted to avoid. Through my school lessons and failure had only been with penmanship, I also feared composition, it was all writing, and I had developed a mental block against anything under that name. My mother worried, she could see that all other aspects of homeschooling were going smoothly, but what about this one important life skill that I hated and feared. Believing that she had to keep me from falling behind, she tried making me do writing assignments. She didn’t give them to me often, for they were miserable ordeals for the both of us. But every few months or so she would start worrying that she wasn’t teaching her daughter to write, and would try giving me an assignment or a series of them. Sometimes she tried to find ways to make writing fun. She had me practice penmanship by writing favorite phrases in pretty colors. She asked me to write short stories twice, I never finished either one, and fo r a while she had me keep a journal. None of it worked. Even the fun assignments were only fun for a few minutes, then the fun wore off and fear, frustration, and resentment took over. When I did other projects, I was enthusiastic and full of ideas, but whenever I had to write, I became listless, uninspired, and uncreative. I brought nothing to the assignment, she had to lead me, or drag me all the way because I was only working toward her expectations, not my own ideas. I wrote badly. I could tell how poor my work was, which reinforced my belief that I couldn’t write. My style and content were unrelentingly dull and generic. I was too afraid of writing to be able to put my imagination or my identity into it. I did not progress. To progress, one has to analyze what one is doing and look for ways to improve, and I was frozen in the glare of my knowledge that I was a bad writer. Since every writing assignment only made matters worse, my mother tried the only other possibility. She allowed me no to write, she neglected the subject. She let me fall behind a grade level. She removed the pressure and gave me a chance to outgrow and forget my fear. Except for thank-you notes, I wrote nothing at all. When I was almost twelve, after some years of no writing, Mom again suggested that I try keeping a journal. Unlike the previous journal, which had been an assignment for educational purposes, she made it clear that this one was entirely my decision and that writing skills wouldn’t be an issue. If I wanted to do it at all, I would be free to scribble any old illegible and incomprehensible mess I chose. Furthermore, she wouldn’t expect to see any more of it than I felt like showing her, a few years earlier, I wouldn’t even had consider taking such a suggestion without being pushed into it, but my time away from the dreaded subject had taken the edge off of my fear. I was intrigued by the idea of keeping a record of my life that I could look back on later. This idea was safe enough, with its complete lack of outside pressure and no need to even think about whether my writing was correct, that I felt comfortable giving it a try. I wrote in my journal daily, enjoyed it, and put no effort at all into the quality of my writing. Nearly the whole journal consists of two kinds of sentences, the short, simple kind I had use in my assigned writing, and long monotonous run-ons that I had never used before. The run-ons, some of which went on for pages, came from my completely ignoring the technical side of writing and, for the first time in my life, simply rambling unselfconsciously. Then I decided to write a book. I had been keeping the journal for a year when I had the idea. My inspiration was TV, light reading, and daydreams. For the first time in my life, I was planning a serious writing project that I eagerly wanted to work on. It arose from my own ideas and interest, which was on overwhelmingly important aspect that has to occur at its own moment. Giving children assignments tied to their interests is a poor substitute for letting them follow those interests into whatever learning comes naturally. My mom had tried giving me writing assignments on things that interested me. But being interested in the subject doesn’t mean I want to write about them, so such attempts to tie assignments to interests are often ineffective. When I started writing, I worked slowly, carefully, and well. No one minded, no one checked up on me to see what I was accomplishing. My parents showed friendly interest, as they would if I had a new toy or a new playmate, but they never expressed interest. Motivated wholly by desire to express my ideas, I was energetic and creative. Instead of captive forced to struggle with a hated duty, I became an artist at work, passionate, inspired, striving toward an ideal that had come from my own thoughts. At last I opened my mind and let myself be influenced by all the good writing I had seen. I had, after all, been reading profusely for nearly my whole life. All those years, I had seen and enjoyed good writing again and again yet never imitated it. Now with me writing my book, I considered style for the first time and followed the examples of the authors I had read. As I gathered my observations together and used them without fear, I gained my first solid evidence that I had been wrong for seven years, I could write. I worked on my book on and off for several months before I got absorbed in other things and lost interest. When I wrote, I was very slow, because, with my lack of experience, it took a long time to do the sophisticated work I wanted to do. In the end, I only wrote a total of three pages. But however little I had put down on paper, I had learned a tremendous amount and found confidence in my ability to write. After abandoning the book, I did not write seriously for the next three years or even continue with the journal. This was very different from my old no writing days, though, I was only uninterested, not afraid. Writing a thank-you note or an occasional letter to Grandma was now pleasant and non-threatening. I wasn’t writing compositions every week, but who cares. I had already gained as much as a student needs to, adequate writing skills, confidence in my ability, and knowledge that I would be able to learn more about writing anytime I chose. At age sixteen, at an outdoor concert, I picked up a political flier urging people to write to Congress in opposition to welfare. I felt strongly about this issue and wanted to influence the outcome, so I quickly decided to write. I let ideas for what to say in the letter float through my mind for a couple of days. I was writing because I had an idea that I wanted to express, and again, I drew on my reading experience as I attempted to express myself well. This time I used the writing style I had seen in the political commentary pieces I read in the magazines and newspapers. With that letter, I found that I loved the process of writing. I developed a passion for putting words together to express my thoughts and feelings, and I been writing ever since. After the welfare letter, I began to write profusely on a variety of topics. I was starting fresh, seeing my college writing assignments simply as what they were, a set of requirements that I voluntarily agreed to so I could get help with my work, instead of linking them to my grade-school nightmare.

Medea’s murder of her children Essay

The image of Medea presented by Euripides in the exodos is undoubtedly largely horrifying and appalling to the audience. Medea manifestly presents her desire for revenge and it is difficult to sympathise with her character. However, in many respects her character fits the image of a tragic hero. Although, it is widely controversial to associate Medea with heroic aspects in modern days, from an ancient Greek’s perspective her actions and personality might well match aspects of the tragic hero such as consistency, appropriation, noble state, and tragic flaw. This essay will explore whether her presentation in the exodos as well as her actions in other circumstances justify her tragic hero status. First of all, Medea has always enjoyed a good reputation and high-rank in society. Her heroic identity symbolises the fact that she is a grand- daughter of the Sun. Moreover, Medea was a princess of Colchis and displayed a vast knowledge of enchantments and medicine. When Jason abandons her in a foreign land she becomes a ‘stateless refugee’ and her pride suffers. It has also been stated by the Chorus in the play: ‘Of all pains and hardships none is worse Than to be deprived of your native land’. [L. 651-652] It seems intolerable for her to be rejected & homeless in a foreign land. We can infer this by the use of words such as ‘pains and hardships’ which emphasises her dramatic position through an accumulation of two similar meanings. Also, the word ‘deprived’ implies that Jason has taken her land almost physically. Here, the role of chorus modifies the structure in the play as they appearance break up the acts in the play. Thus, Euripides attaches an important role of the chorus to construct the play. Her behaviour has been farther explored by E. R Dodds who states that members of an ancient Greek society acknowledged ‘anything which exposes a man to the contempt or ridicule of his fellows, which causes them to â€Å"lose face,† †¦ as unbearable’. According to Aristotle, a tragic hero must hold noble, respected social status. It can be argued therefore that Medea’s murder of her children in exodos was a desperate and impulsive response to ‘the pressure of social conformity’ (Dodds) and a diseased attempt to gain back her reputation. Such actions are common in Greek tragedies such as The Oresteia where Atreus admitted an even larger horrific act of revenge against his brother who had affair with Atreus’s wife. Similarly, while Medea loses face when Jason abandons her, Atreus’s reputation suffers when his wife commits adultery. Nevertheless, later Atreus’s takes care of his brother’s son. This, as opposed to Medea, can be considered as tragic hero’s sense of guilt or, perhaps, the way to dispense justice. On the other hand, Medea doesn’t regret her actions. Her sense of guilt does not exist. Contrarily, she seems to be proud of her murder as she uses cynical and sarcastic techniques while she responds to Jason’s accusations in stichomythia: ‘Go home; your wife waits to be buried. ‘ The mention of Jason’s would-be wife is extremely cruel and tactless as previously, Medea mercilessly murdered her. In the exodos, Medea and Jason have a short and sharp exchange after Jason sees the dead bodies of his children. Questionably, Medea appears here to be extremely exultant, victoriously using cynical techniques untypical for the tragic hero such as ‘You grieve too soon. Old age is coming’. It is clear that Medea identifies her murder with a triumph over Jason. This opposes the fact that Medea can be regarded as a tragic hero because members of an ancient Greek society, despite their desire for high reputation, had a sense of guilt and justice which is described by E. R Dodds as a ‘gradually growing sense of guilt†¦ which transformed into a punishment’ and ’embodiment of cosmic justice’. This implies that Medea as a tragic hero should regret her actions however, this never occurs. Instead, at the ending of the play, Medea and the bodies of her children are taken away by the gods in the shape of Deus ex Machina. Up until the exodos, Medea has had some features of a tragic hero. However in the exodos, the absence of any kind of regrets opens up a debate over whether Medea’s presentation can be truly regarded as a tragic hero. Here, the gods seem to appear strangely sympathetic in her murderous sufferings and surprisingly shocking in supporting Medea’s actions and punishing Jason. It can be argued that the gods support Medea and Deus ex Machina occurs in order to dispense justice by not allowing Jason to bury his children and leaving him unsatisfied. Although, the gods not always seem to make ‘right’ decision and sometimes their will performs as cruel and unmoral. It isn’t just the fact that Medea kills her children that seem to be questioning Medea’s heroic aspects. It is also true that Medea does not die. The play is in fact the only surviving Greek tragedy where the tragic hero doesn’t die. Furthermore, Medea is a woman driven by ‘male desire’. Her desire for revenge leads to her overcoming the sense of maternal instinct. Therefore, the Greek audience couldn’t completely regard Medea as a tragic hero and ‘yet the audience (†¦ ) shudder at the ruthless of her anger and passion for vengeance’ (Easterling). It is unclear whether Medea aims to portray herself as a woman or to employ the â€Å"heroic ‘male’ weapon†. She often sympathise with females as a group ‘We were born women – useless for honest purposes. But in all kinds of evil skilled practitioners’ [l. 406-407] Here, Medea uses first person plural verb in order to become a representative of females. However, the fact that she lacks her maternal instinct and kills her children in ‘reaction to her dishonour’ and ‘her violence, which she herself abhors’ follow the idea of a male desire. At this point, it is difficult to define Medea as a tragic hero because she evidently contradicts the idea of consistency in that she portrays herself sometimes as a representative of oppressed women and sometimes as a ‘male hero’. It is largely controversial to argue that Medea’s presentation in the play (particularly in the exodos) is ‘good and appropriate’ (Aristotle). The tragic hero’s character should be ‘good if the purpose is good’ (Aristotle). Euripides’s presentation of Medea at the beginning of the play is to make the audience pity her dramatic position however, if we consider the fact that previously Medea has committed two acts of murder in order to marry Jason it is difficult to sympathise her. The murder of her children is a highly horrifying act of the play as the children plead for help (‘Help, help, for the gods’ sake! She’s killing us! ). The repetitiveness of a word ‘help’ and their imprecations gives us a sense of their desperation. In this way, Medea fits her image of a tragic hero because according to Aristotle, ‘fear and pity must be aroused’ in circumstances in which a ‘tragic incident between those who are near or dear to one another’. Indeed, we pity characters in the exodos as the act of murder has been done at the expense of innocent children pleading for help. On the other hand, it has been investigated by P.E Easterling that â€Å"Euripides’ many imitators have tended to present Medea’s behaviour as that of madwomen†. This is because the way in which Medea murders her children is largely brutal as she uses a sword and seem to be murdering them in a mercilessly pattern. Therefore, even the Ancient Greek audience seems to reject the idea of Medea being ‘good and appropriate’. In addition, for Medea to fully fit the image of a Greek tragic hero it is essential that she has her tragic flaw which contributes to the downfall. It is necessary for the tragic heroes to be â€Å"wrapped in the mystery (†¦) with that ‘something beyond’ which we can only see through them, and which is the source of their strength and their fate alike†¦ † (Anderson) Without this, tragedy cannot be regarded as a tragedy itself. Therefore, in context of Medea, the equivalent of ‘something beyond’ can be considered her excessive pride and obsession with the ‘laughter of my enemies’. Even if the audience does not point out any indication of the ‘laughter’ of Medea’s enemies, she still insists their presence. She does not perceive the support of the women of Corinth (meaning the Chorus) or -perhaps, she does not want to perceive it. Therefore, Medea’s obsession with the ‘laughter’ of her enemies can be considered as the catalyst of her tragic downfall. However, it might be believed that this obsession cannot be regarded as the catalyst of her tragic downfall because it is clear that Medea fully acknowledges her flaws and in her horrific act in the exodos she recognises that what’s she’s doing is wrong. In the line 1077 she says: ‘I understand The horror of what I am going to do’ Evidently, Medea appears to be aware of her tragic flaw and to accept the consequences. In this case, Medea cannot be regarded as a tragic hero because she acknowledges her flaws. Therefore, the Greek audience could not be entertained or surprised by Medea’s actions. We do not pity her because she accepts her tragic flaws throughout the play. Medea’s self-awareness of her immorality contradicts Anderson’s belief that ‘the message of tragedy is that men are better than they think they are. The message needs to be said over and over lest the race lose faith in itself entirely’. There is a large distinction between the recognition of a tragic hero in Ancient Greece and the modern world. We associate heroic aspects with goodness, appropriation and a well-developed sense of forgiveness. The presentation of Medea in the exodos as well as her actions throughout the play, strongly contradict with the principles of Christianity and her character appears as irrelevant to modern ideas. Unfortunately, Medea from the Ancient Greek’s point of view can be regarded as a tragic hero to a significant extent. The horrific act of murdering her children is insane and sickening; however, it is without doubt that it fits with the image of a tragic hero in a several respects. Bibliography Aristotle, Poetics. Trans. S.H. Butcher. www.classics.mit.edu/Aristotle/poetics/html Accessed 5th January 2012 P.E Easterling – ‘The Infanticide in Euripides’ Medea’, Yale Classical Studies, 25(1997) 193-225 Dodds, E.R. The Greeks and the Irrational. University of California Press, (2000). Allan, William. Euripides: Medea Duckworth Companions for Greek and Roman tragedy. Cambridge, Cambridge University Press, (2002) Anderson, The Essence of Tragedy Northrop Frye,† The Mythos of Autumn†

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A TRANSLATION ANALYSIS OF NOUN IN IPS – GEOGRAFI BILINGUAL PUBLISHED BY YRAMA WIDYA (2008) RESEARCH PROPOSAL Submitted as a Partial Falfillment of the Requirement for Getting Bachelor Degree of Education In English Department Proposed by: ADE FEBRIANINGRRUM A 320100217 SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2013 APPROVAL A TRANSLATION ANALYSIS OF NOUN IN IPS – GEOGRAFI BILINGUAL PUBLISHED BY YRAMA WIDYA (2008) RESEARCH PROPOSAL Proposed by: ADE FEBRIANINGRRUM A 320100217 Approved by First ConsultantSecond Consultant Dra. Dwi Haryanti, M. Hum†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. TABLE OF CONTENTCOVER†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. APROVAL†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. TABLE OF CONTENT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ CHAPTER I: INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. A. Background of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ B. Previous Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ C. Problem Statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦D. Objective o f the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. E. Limitation of the Study †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. CHAPTER II: UNDERLYING THEORY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ A. Translation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ B. –†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ C. –†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. CHAPTER III: RESEARCH METHOD†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ A. Type of Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ B.Object of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. C. Data and Data Source†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ D. Method of Data Collection†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. E. Technique of Data Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. A TRANSLATION ANALYSIS OF NOUN IN IPS – GEOGRAFI BILINGUAL PUBLISHED BY YRAMA WIDYA (2008) A. Background of the study In this world, there are so many languages. Every country speaks with their own languages. That’s why each country has its own translator. The translator’s jpb is to translate one language to another language.In translation involves at least two languages, that are the source and target language. What is generally understood as translation involves the rendering of sourcce language (SL) text into target language (TL) so as to ensure that (1) the surface meaning of the two will be approximately. similiar and (2) the structures of the SL will be preserved as closely as possible but not so closely that the TL structures will be seriuously distorted. (Susan Bassnett- Mc Guire, 1991:13). To do transaltion, a transaltor has to master the relevant language, both the source language and the target language.It is done to make a good translation, which is able to transfer the massage from source language (SL) into traget language (TL). In other hand, transalation plays an important role to solve the problem of inerlingua communication. The writer is intere sted in classifying the variety meaning of English noun which are translated into indonesian and also in describing the equivalen on the indonesia translation of noun. The writer likes in observing text book IPS – Geografi Bilingual, because it is the text book which is support the teaching learning process in bilingual school for senior high school grades XI published by Yrama Widya 2008.To norrow the study, the writer analyzes noun found in IPS – Geografi Bilingual textbook. Based on this textbook the writer finds translation level shift of noun and adaptation such as : SL : The Development of science and technology affects human life in general. But the development is diffirent among countries, depending on the ability of humans in controlling and developing them TL : Perkembangan ilmu pengetahuan dan teknologi membawa dampak terhadap kehidupan manusia pada umumnya. Namun perkembangan tersebut berbeda-beda, tergantung pada kemampuan manusia dalam menguasai dan menge mbangkannyaIn the example above, the word science is a noun. Science in the TL is translated into Ilmu Pengeteahuan . In this case, there is a translation shift of the massage from SL into TL, because science is noun and Ilmu Pengetahuan is Noun Phrase . Level Shift is the SL item at once linguistic level had a translation equivalen at diffirent level, so It is classified into level shift. The word technology is a noun. Technology in the TL is translated into teknologi. In this case, there is a translation adaptation from SL into TL, because tehnology is a noun and teknologi is a noun adaptation.Adaptation It is classified into noun adapatation. Based on those phenomena, the writer wants to conduct a research entittled A Translation Analysis of Noun in IPS – Geografi Bilingual Published by Yrama Widya 2008. B. Previous Study This study is not the only one study that is done by the writer. There are some references that become inspiration to this study. These are previous stud y that deal with the translation analysis. In the case, the writer discusses the previous research about translation that has been done by some researchers.Mariana Prihatmini (2009) graduated student from Muhammadiyah University of Surakarta with her research entitled A Translation Analysis of Noun Suffixes In Sandra Brown’s a Treasure Worth Seeking Into Permata Hati by Diniarty Pandia . The result of the research show that: 1) There are eleven types of noun suffixes, namely: suffix –age, -al, -ance (-ence), -ment, -tion ( -sion), -er ( -or) , -ing, -ity, -ness, -th, and –ism; 2) from 107 data. All the data or 100% belong to equivalent translation.It means that the translation of noun suffixes in â€Å"A Translation Analysis of Noun Suffixes In Sandra Brown’s a Treasure Worth Seeking Into Permata Hati by Diniarty Pandia† is very good, because all the translation are translated into equivalent translation. The reserach above is different from the wr iter, because the data and data source are different. The writer takes Noun while Mariana Prihatmini takes Noun Suffixes as the data. The writer’s data source is IPS – Geografi Bilingual while Mariana Prihatmini’s data source is Sandra Brown’s a Treasure Worth Seeking Into Permata Hati by Diniarty Pandia.The similiarity is focused on the translation analysis. Other reserach is the research conducted by Yusuf Nuryanto (2009) graduated student from Muhammadiyah University of Surakarta with her research entitled A Translation Analysis of Phrasal Verb In The King Of Torts by John Grisham and Its Translation. The result of the data analysis show that (1) there are 3 kinds of catagory shift, those are 5 data or 2,23% of phrasal verb into adjective, 1 datum or 0,45% data of phrasal verb into noun, and there are 2 or 0,89% of phrasal verb that is not translated, from 224 data of phrasal hrase. (1) In the level shif of translation there are 160 data or 71,43% data of phrasal verb into verb, 54 or 24,11% of phrasal verb into verb phrase. 1 datum or 0,45% of phrasal verb into adverbial pharse, and 1 datum or 0,45% of phrasal verb into clause, from 224 data, (3) from 224 data, there are 216 data or 96,43% belong to equivalent translation and 8 data or 3,57% belong to non equivalent. The reserach above is different from the writer, because the data and data source are different. The writer takes Noun while Yusuf Nuryanto takes Phrasal Verb as the data.The writer’s data source is IPS – Geografi Bilingual while Yusuf Nuryanto’s data source is The King Of Torts by John Grisham and Its Translation.. The similiarity is focused on the translation analysis. So, The writer would like to focus of A Translation Analysis of Noun in IPS – Geografi Bilingual Published by Yrama Widya (2008). C. Limitation of the Study In conducting the research, the writter limits the problems that are going to be discussed. This research only deal s with noun used in IPS-Geografi Billingual Published by Yrama Widya 2008.The writer describes the varieties meaning of English noun which are translated into indonesian and the equivalence in the Indonesian translation of noun. This limitation is done for making easier in understanding about the study. D. Problem Statement Based on the research background, the problems proposed in this research are as follows: 1. What are the varieties meaning of English noun which are translated into Indonesian used in IPS-Geografi Bilingual published by Yrama Widya 2008 ? 2. How are the equivalence in the Indonesian translation sentences including noun in IPS-Geografi Bilingual published by Yrama Widya 2008?E. Objective of the Study Based on the research problems mentioned above, the writer has the following objectives as follows: 1. To classify the varieties meaning of English noun which are translated into indonesian used in IPS-Geografi Bilingual published by Yrama Widya 2008. 2. To describe t he equivalence in the Indonesian translation sentences including noun in IPS-Geografi Bilingual published by Yrama Widya 2008. F. BENEFIT OF THE STUDY This study will have two benefit, they are theoretical and practical benefit. 1. Theoretical benefit The result of the research will erlarge the scope of knowledge about english noun.So, the other researchers may use it as one of literature reviews in their linguistics study. 2. Practical benefit a. The result of the research may give more contributions on the enlargement of English noun to the readers that many use it in many ways. b. The result of this research may give more information to the readers about the variety meaning of English noun and the use them in the appropriate way. CHAPTER II UNDERLYING THEORY A. Translation 1. Notion of Translation Here the text in the first languageis the source text and the equivalen text that communicates the same massage is the â€Å"target text† or â€Å"translated text†.Initial ly translation has been a manual activity. Today, together with manual activity. Today, together with manual translation, there is also automatic translation of natural language text, which is referred to as machine translation or computer-assisted translation which is used computers as an aid to translation. Translatiom is one way to bring the world closer. Based on definition above it can be summarised that of translation is a process of transferring massage from source language into target language and the result of transferring should be equivalent both of meaning and style of languageCHAPTER III RESEARCH METHOD In this chapter, the reseracher presents the method employed in the research. In relation with the study, researcher chooses descriptive method to analyze the data. It is divided into four main points: type of the reserach, object of the study data and data source, technique for collecting data and technique for analyzing data. A. Type of the Reserarch The type of resear ch belongs to qualitative research. Qualitative research means â€Å"any kind of reserach that procedure finding not arrived at by means of statistician procedures or other means of quantification.Moleong (1991:5) states that qualitative research is type of reserach with result descriptive data in the form of written or oral world from observed object. B. Data and Data Source The object of the reserach is the kinds of variety meaning of English noun found in textbook IPS Geografi Billingual Published by Yrama Widya 2008. C. Data and Data Source In this reserach, the data are all word noun taken from IPS Geografi Billingual Published by Yrama Widya 2008. . The source of data is from IPS Geografi Billingual Published by Yrama Widya 2008. D. Technique for Collecting Data The methods of collecting data are observation and documentation.The ways are as follows: 1. Reading textbook IPS Geografi Billingual Published by Yrama Widya 2008 and underlines english noun. 2. Recognizing the trans lation variation in the Indonesian version and underlines them. 3. Writing the data down into paper. 4. Recognizing the Engllish noun are translated into Indonesian noun. 5. Coding the data. For example: 001/IPSGB/SL1/TL1, which means: * : Datum Number IPSGB: IPS Geografi Billingual SL1: Source Language page 1 TL1: Target Language page 1 E. Technique for Analyzing Data To analyze the collected data, the reserachers takes the following steps:

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Social policy describes the origin and aims of a policy, how a policy is implemented and the results, either good or bad (Spicker 2008:5). Fitzpatrick (2001:4) wrote that social administration was concerned with the how and the what of social policy . An example of this descriptive element of so cial policy in practice can be found in a background paper on drugs and drug dependence written by Richard Hartnoll (2004). Hartnoll discusses how many people, what type of people use drugs, the type drugs they use, prevention, treatments and reduction in supply. This descriptive data contributes to addressing policy questions in relation to the impact of drug use on individuals and society. Descriptions also help to assess needs and deal with whether or not there are adequate resources to deal with the problem. Hartnoll concluded that although descriptions of the drug situation and policies had improved in Europe, that gaps remained and much more needed to be done in analysing policies. The study of social policy requires the rigorous linking of theoretical analysis with empirical enquiry. Social policy needs to analyse policies, their goals and impacts and consider if these policies achieve their goals, or if not, why not (Bochel 2005:7-8). According to Carlson (2004:88-89) Best and Kellner make a comparison between social theories and road maps, saying that in order to analyse, discuss and intervene in social processes we need to use maps to see how society is structured. Theoretical perspectives or belief systems, referred to as ideologies of welfare (George and Wilding, 1994:1) play an important role in the analytical aspect of social policy. Ideologies have three main components as described by Baldock et al (2007:69-70). The first is a view, which stresses or explains argument without giving weight to other viewpoints. The second is the view of groups or individuals who have something to gain from an argument. The third and final component of an ideology is ho w it deals with more than one issue and refers to a wider set of coherent ideas. Analysing social policies in relation to lesbians, gay men and bisexuals in Ireland show how the ideologies of the Catholic Church have in the past influenced social policy. Sex between men was criminalized in Ireland in 1634 and was punishable by death. Amendments were made to this act broadening the scope from buggery to gross indecency in 1885. With the foundation of the Irish Gay Rights Movement in 1974 came the push to decriminalise homosexuality. David Norris took a case to the High Court in 1977 in which he challenged his constitutional rights of privacy and equality. This case was unsuccessful and the judgement of the High Court included reference to homosexuality been condemned in Christian teaching as being morally wrong. The High Court also judged that homosexuality posed damage to the institution of marriage. The Catholic Churchs ideologies are evident in this judgement. Norris was successfu l in 1988 when he took his case to the European Court of Human Rights. Homosexuality was eventually decriminalized in the Criminal Law (Sexual Offences) Act of 1993 (Considine, Dukelow 2009:438-443). In conclusion the author has defined social policy as an academic subject and explained the differences between social policy and other social science subjects. The author has explained how social policy is descriptive and illustrated this with the example from Hartnoll. The author has also shown how social policy is analytical and why when analysing policies consideration must be given to the influence of ideologies as demonstrated with the example given from Considine and Dukelow. List of References Alcock, Cliff., Payne, Sarah., Sullivan, Michael. (2004) Introducing Social Policy, England: Pearson Education Limited Alcock. Pete. (2008) The Subject of Social Policy, p. 3 in Alcock, Pete., May, Margaret and Rowlingson, Karen (eds), The Students Companion to Social Policy, 3rd ed. Oxford: Blackwell Publishing. Baldock, John., (2007) Welfare, Ideology, and Social Theory in Baldock, John., Manning, Nick., Vickerstaff, Sarah., (eds) Social Policy 3rd ed, Oxford: Oxford University Press. Becker Saul.(2008) Methods and Approaches in Social Policy Research in Alcock, Peter, May. Margaret and Rowlingson, Karen., (eds) The Students Companion to Social Policy 3rd ed. Oxford: Blackwell Publishing Blakemore, Kenneth (2003) Social Policy an Introduction 2nd ed, Berkshire: Open University Press Bochel, Hugh (2005) Introducing Social Policy in Bochel, Hugh., Bochel, Catherine., Page, Robert and Sykes, Rob., Social Policy: Issues and Developments, Essex: Pearson Education Limited. Carlson, Judith (2004) Theoretical Principles and Concepts in Alcock, Cliff., Payne, Sarah., Sullivan, Michael., Introducing Social Policy, Essex: Pearson Education Limited Considine, Mairà ©ad., Dukelow, Fiona., (2009) Irish Social Policy, A Critical Introduction Dublin: Gill Macmillan Ltd Fitzpatrick, Tony (2001) Welfare Theory: An Introduction, Campling, Jo (consultant editor) London: Palgrave George, Vic., Wilding, Paul., (1994) Welfare and Ideology Essex: Prentice Hall Europe Hartnoll, Richard (2004) Drugs and drug dependence: linking research, policy and practice, background paper for Pompidou Groups Strategic Conference on connecting research, policy and practice, Strasbourg. Germany: Koelblin-Fortuna-Druck Lavalette, Michael., Pratt, Alan.,(eds) (1998) Social Policy A Conceptual and Theoretical Introduction , London: Sage Publications Inc Spicker, Paul (2008) Social Policy Themes and Approaches 2nd ed, Bristol: The Policy Press Titmuss, Richard. (1974) The International Perspective, in Abel-Smith, Brian and Titmuss, Kay (eds), Social Policy an Introduction, London: Unwin Hyman Ltd

History Of English Language Teaching

History Of English Language Teaching Today, English is the worlds most widely studied foreign language. Five hundred years ago, Latin was the most dominant language to be studied because it was the language of business, commerce and education in the western world. In the sixteenth century, however, French, Italian and English gain in importance as a result of political change in Europe and Latin gradually became displaced as a language of spoken and written communication (Richards and Rodgers, 2001). Latin became a dead language. It was being started to read in the books as classic language. Children started to enter in the grammar school in sixteenth and eighteenth centuries to learn grammar rules of Latin. To learn Latin language became a mental gymnastic. In the eighteenth century, when modern languages began to enter in the curriculum of the European countries, these languages were taught by the same methods as Latin language was taught. Grammatical rules were memorized. Written practices were done. The passages were translated from the second language to the first language and vice versa (ibid). By the nineteenth century, this method was considered as a standard method of teaching language. The textbooks were divided into chapters. Each chapter contained a certain grammatical rule and rule was practices with a lot of written exercises (ibid). Methods and Approaches of English Language Teaching According to Asher and James (1982), Methods are the combination of techniques that are used and plasticized by the teachers in the classrooms in order to teach their students and approaches are the philosophies of teachers about language teaching that can be applied in the classrooms by using different techniques of language teaching. For example, if a teacher has an approach that language is the communication and learning a language is in fact learning the meanings, functions and uses of language. So the techniques will be based on the communicative language teaching and task based methods. According to Freeman (2000), Methods which are taught to the teachers make a base and give them thinking about the applicable techniques and principles according to the situation where they stand. They are clear about their attraction towards certain methods and also think that why have they repelled certain method. The knowledge of method is very necessary because their knowledge is base of teaching. Grammar Translation Method Grammar translation method was the most popular and widely used method for language teaching between the ages of 1840 to 1940. But this method was first used for teaching and learning Latin language which was not the language of common use at that time. Latin was considered as a classic language. The learners were made able to study the literature of Latin language through learning the grammatical rules of language and learning the vocabulary so that learners may translate the language in their first language and in the second language. Grammar translation method was criticized intensively in the nineteenth century because it was considered that this method cannot fulfill the demands of language learning in nineteenth century. Direct Method The direct method was the outcome of the reaction against the grammar translation method. It was based on the assumption that the learners of foreign and second language should directly think in English. This method is against the translation of written and oral text and focuses on telling the meanings of the words through action, demonstration or real objects. This method focuses on directly thinking, doing discussion and conversation in second language (Richards and Rodgers, 2001). Purwarno (2006) described the aims of the direct method. He described that direct method is an attempt and effort to form a link between thought and expression and between experience and language. Direct method was criticized due to the following reasons: Direct method is successful in private language schools because this method can be applied only in small classes where all the learners can get individual attention. In Direct method, the teachers extravagantly excel in keeping the mother tongue of the learners away from them. Direct method demands the learners to do oral communication in the second language and it also demands the pronunciation and accent to be just like the native speakers so there is need for the language school to hire the native speakers which actually can be very expensive. The success of the direct method depends on the teachers skills and personality more than on the methodology (Richards and Rodgers, 1986). Structural Approach The structural approach mainly employs the techniques of the direct method but the reading and writing skills are not wholly neglected. The structural approach is based on the sound principles of language learning. The structural approach says that the arrangement of the words in such a way as to form a suitable pattern and that pattern may make the meanings of the language clear to us. Any language has its own structure and skeleton which gives this language a decent appearance. A structure is a pattern and a particular arrangement of words which to indicate grammatical meanings. It may be a word, a phrase or a sentence (Gauridushi, 2011). Structural approach was criticized because it was only suitable for lower grades. Continuous teaching of structures and their repetition make the atmosphere dull and boring. It also neglected the reading and writing abilities and there was also a lack of skilled teachers (Sharma, 2011). Oral Approach/ Situational Language Teaching The oral approach is a method in which children to use whatever hearing they get from their surroundings. They also take help from the context to understand and use language. The target is to develop the skills in the individual so that he can communicate and function independently. This approach helps in the development of reading and writing skills (Richards and Rodgers, 2001). The oral approach was developed from 1930s to the 1960s by British applied linguistics such as Harold Palmer and A.S. Hornsby. The main difference between oral approach and the direct method was that the methods which were developed under this approach had theoretical principles about the selection, grading and presentation of the content and material. This sequencing of the content would lead to better learning with a good knowledge of vocabulary and grammatical patterns. In this approach all the points of language were to be presented in situations which led to the second name of the approach i.e. situational language teaching. Although, the teachers are not aware of this approach today but it had long lasting impact on language learning. However, its focus on oral practice, grammar and sentence patterns is still supported by the teachers (ibid). Audiolingual Method Audiolingual method is also known as Army Method because after the outbreak of World War II, the army soldiers decided to be proficient in the languages of their enemies. So a new learning method of foreign languages was discovered which is known as audiolingual method. This method is based on a linguistic theory and behavioral psychology. The audiolingual method was widely used in the 1950s and 1960s and the emphasis was not on the understanding of the words rather on acquisition of structures and patterns in common everyday dialogues (Richards and Rodgers, 2001). The teaching of the oral skills with accurate pronunciation, grammar and the ability to respond quickly and accurately is the main objective of audiolingual method. Reading and writing skills may be taught but they are dependent on the oral skills (Richard and Rodgers, 1986). Total Physical Response In Total Physical Response (TPR), the teacher gives the students instructions and the students follow the instructions by using whole body responses. James J. Asher, a professor, of psychology at San Jose State University developed the method Total Physical Response in late 1960s to help in learning second languages (Richards and Rodgers, 2001). According to Asher (1977), TPR is based on the premise that the human brain has a biological program for acquiring any natural language on earth including the sign language of the deaf. We can see this process if we observe the language learning process of an infant. The communication between parents and the child consists of both verbal and physical aspects. When the child is not able to speak, at the time he/she is internalizing the language. This is the time when code breaking occurs. After this process the child becomes able to speak and reproduce language. In TPR, the teacher repeats the process in the class. Students respond to the commands of the teacher which require physical movement. TPR is most useful for beginners. TPR is also used for teaching students with dyslexia or related learning disabilities. Silent Way Silent way is the method of language teaching which was proposed by Caleb Gattegno. This method is based on the view that the teachers should be silent in the classroom as much as possible but the teacher must encourage the students to speak and use the language. The most important aspect of this method is its elements that are used for language teaching i.e. colored charts and colored rods (Richards and Rodgers, 2001). This method focuses on the learners to discover on their own rather than they remember or memorize something. The learners are facilitated in learning by giving them some problem to solve which involves the materials that are needed to be learnt (ibid). Communicative Language Teaching Communicative language teaching was developed in the era of revolutions in British language teaching traditions from late 1960s. Before communicative language teaching, situational language teaching was in practice in Britain for language teaching. Communicative language teaching was actually developed in the opposition of audiolingual method which focuses on drilling and memorization. Communicative language teaching focuses on developing the ability of communication in learners in real life situations. It focuses on meaning rather than accuracy (Richards and Rodgers, 2001). Natural Approach In 1977, Tracey Terrell proposed the natural approach of language teaching. This approach was influenced by Stephen Krashens theory of language acquisition. The natural approach focuses on communication as the major function of language. In this approach, language is considered as the vehicle or means of conveying a message and information. The natural approach was actually based on the observation and understanding of the acquisition of the first and the second language in informal settings (Richards and Rodgers, 2001). Task-based Language Teaching Task- based language teaching is an approach that is based on the assumption that tasks are the major unit of language learning. This approach is based on the problem solving view that the learners should be given some tasks to be solved. These tasks are related to the language structures that are required to be learnt. The learners interact and communicate with each other during solving these problems. In these way, they learn the language (Richards and Rodgers, 2001). Comparison between Grammar Translation Method and Communicative Language Teaching Grammar Translation Method Grammar translation method was first known in the United States as Prussian Method. Grammar translation method dominated European and foreign language teaching from 1840 to 1940. Characteristics of grammar translation method. According to the Richards and Rodgers (2001), the principle characteristics of Grammar Translation Method are: In Grammar Translation Method, the goal of learning a second or foreign language is mainly to be enabling to read the literature of that language and is to get benefit from intellectual development that results from foreign and second language study. Grammar Translation Method enables to learn detailed grammatical rules of target language and enables to translate into and out of the target language. In Grammar Translation Method, reading and writing skills are focused while listening and speaking skills are totally ignored. In Grammar Translation Method, the memorization of grammatical rules of foreign language and of the vocabulary items is focused. Vocabulary items are limited to the text that they are taught. Vocabulary items are memorized with the help of their meanings in the native language. In Grammar Translation Method, sentenced is the basic unit of teaching and language practice. The learners are enabled to do detailed analysis of a sentence through this method. The learners are enabled to translate a sentence into and out of the target language. In Grammar Translation Method, accuracy is emphasized rather than fluency. The basic purpose of this method used to be able to pass the written examinations. In Grammar Translation Method, grammar is taught deductively i.e. by presenting and practicing the detailed grammatical rules of target language. A syllabus of grammatical rules if followed in which rules are systematically put in to a sequence starting from the simple rules to the complex rules. In Grammar Translation Method, students are directed and instructions are given in the students native language so that they may easily understand the instructions. The students native language is used to explain new items and to enable them to compare two languages i.e. native language of the learners and foreign language. Main techniques associated with grammar translation method. There are some major techniques that are adopted in the teaching of second or foreign language through Grammar Translation Method. Translation of a literary passage. Students translate a reading passage into and out of the target language. In checking of the translation, the focus of the teacher is on vocabulary and grammatical structures. The translation may be written or spoken or both. Students should not translate idioms but must understand their meanings. Reading Comprehension Questions. A passage for reading and understanding is given to the students and they have to answer the questions given at the end of the passage in the target language. The questions are put into a sequence. The first group of questions is related with the information drawn from the passage, second group of questions require students to make inferences based on their understanding of the passage. The third group of questions requires students to relate the passage with their own experiences. Antonym and synonyms. Students are given a list of words and a passage. The students have to find out the antonyms of those words in the passage. Similarly, the students can also be given a list of words and can be asked to find out the synonyms of the given words from the passage. Deductive application of rules. Grammar rules are presented before the students with the all possible information that can be given to the students relating to the grammatical rules. The rules are also explained with examples. Once students understand a rule, they are asked to apply it for some different examples. Fill in the blanks. The students are given a series of sentences with some missing words. The students have to fill in the blanks with some suitable grammar items such a preposition and verbs with different tenses Memorization. The students are given a list of vocabulary to memorize them with their meaning in the native language. Students are also required to memorize the grammatical rules. Use words in sentences. In order to check the understanding of the meaning and sue of vocabulary, the students are asked to use the list of typical words in their own sentences. Composition. The teacher gives a topic to the students to write about that topic in the target language. The topic is based on some aspect of the reading passage of the lesson (Freeman, 1986). Advantages of grammar translation method. Nazir (2002) narrated as The structure of a foreign language is best learnt when compare and contrasted with that of the mother tongue. According to Ishtiaq (2005), the Grammar Translation Method is based on a system and is in a sequence because in this method all the grammatical rules are arranged into a sequence for the convenience of the students. This sequence starts from the simple rules and eventually leads to the complex rules. When a book is written by an author on grammatical rules keeping in view the sequence, he writes one lesson that is completely based on one rule of grammar. Each lesson is divided into certain rules and these rules dominate the lesson. Larson (1986) narrated importance of Grammar Translation Method as in Grammar Translation Method, students are made to learn new words. Therefore, this method helps in improving vocabulary. Reading and writing are the two primary skills that are developed most so as to enable the students to read the literature in target language. Grammar is taught deductively and it makes use of students mother language. Disadvantages of grammar translation method. Neilson (2003) stated that in Grammar Translation Method, oral skills i.e. speaking and listening skills are totally neglected while the whole attention is given to just reading and writing skills. Through this method, the students become able to read the literature of the target language by translating it into their native language but cannot communicate into the target language and even cannot understand the target language spoken by any native speaker. In Grammar Translation Method, the authority of the classroom is totally in the hands of the teacher and teacher is at the centre of the classroom. The communication is just from teachers to students not from student to teacher and not even from students to students. The students are considered empty minded which have needed to be filled with all the possible vocabulary and grammatical structures that can be filled in their minds (ibid). The main disadvantage of the Grammar Translation Method is that it is almost impossible to translate all the phrases and sentences into the target language because the main focus is the translation of this method so such students who have been taught through this method become fail to communicate well in the target language (ibid). In the Grammar Translation Method, accuracy is emphasized rather than fluency and students go on thinking to accurate the grammatical rules which actually hinder their fluency. In Grammar Translation Method, the teacher abruptly interferes and stops the students wherever they make the mistakes so they become conscious while speaking and communicating in the target language and become unable to be fluent (ibid). Criticism of the grammar translation method. There have been various criticisms on the use of Grammar Translation Method for the teaching of modern language particularly English. There are some objections that have been put on the Grammar Translation Method. Grammar Translation Method emphasizes on the reading and writing skills on the expense of listening and speaking skills. But learning the listening and speaking skills of a language is more important than leaning reading and writing skills because it is a natural way of learning a language. In Grammar Translation Method, writing gives learners a reflective chance to look at their writing that whether they have written correct spellings, vocabulary and grammatical rules. The main aim and goal of most of the learners in learning modern languages is not just to develop reading and writing skills whereas they want to communicate well and understand the native speakers language. Grammar Translation Method demands the arrangement of the grammatical rules in a structure starting from the simple rules and leading to the complex rules. While most of the learners especially adult learners want to start using the language straight way because they have not got time to learn all the grammatical rules one by one and start using them after then. Grammar Translation Method emphasizes to make the students learn each rule and practice it one by one and after commanding a rule move to the next one. So there remains the need to revise all the rules again and again so that they may not get washed out of the learners mind. In Grammar Translation Method, sentence is the basic unit of the language. The learners are made able to memorize certain rules of grammar and certain vocabulary which they have to fit everywhere they find a chance to use them. But if learners find some unusual situation they become unable to fit their memorized rules to fit in that situation. In Grammar Translation Method, grammatical rules and vocabulary is memorized in modern ways of teaching a language memorization is not regarded while exposure of a language, experience and use of language is preferred and recommended. People have different learning styles. Some people like to learn vocabulary, grammar rules, phrase and sentences through memorization. But when they have to sue them, they must have time to stop and recall the memorized items. In Grammar Translation Method, the focus of the learners is the manipulation of the grammatical rules and words to write correct sentences with prescribed content. But in learning the modern languages, it is recommended that the major focus should be more and more on the oral practice and expression of the personal meanings. The expression of the personal meanings may spoil the structure of the grammar rules and sentences. In Grammar Translation Method, the teachers and the learners mostly speak in their first language or native language. While it is highly recommended that use of second and target language should be maximized in learning the language but here maximization does not mean teachers and learners should all the time speak in the target language. The speaking of the second language is also advantageous because in language classrooms we may also have multilingual learners that may belong to different languages so a single language i.e. second or target language will be convenient to use without pointing a single native language. In Grammar Translation Method, teacher should explain, describe the grammatical rules, tell the meanings of the words, translate the passages, conduct grammar practices, correct mistakes and teacher should authorized the classroom and learners. But now it is highly recommended that teachers role in the class should be as a guide and facilitator. Teachers role in the language classroom should be less. Teacher should act behind the scene. Teacher should give the problems to the learners to solve, interact among each other and generally it leads the learners to be independent learners. In Grammar Translation Method, translation is the basic technique. Translation is a way of understanding the meanings of the written and oral texts by converting the texts into the first or native language of the learners. Translation is a way of comparing and contrasting two languages i.e. first language and second language. But now it is highly recommended that translation should be avoided because it leads to such a mental process which hinders or stops learning. The learners should be encouraged to speak and even think in second language as much as possible. In Grammar Translation Method, accuracy is emphasized rather than fluency but it is now highly recommended that accuracy should come at the last and fluency should preferred first. If the learners are corrected on their mistakes from the very beginning, they will become hesitant to speak in the target language. When they will start to speak, their minds will abruptly become read to look upon the grammatical rules that they are using so I this way they will become unable to be fluent in language (Jonathan, 2012).

California Gold Rush Essay -- American History

The California Gold Rush The California Gold Rush was not all about Americans being happy and rich because of the discovery of gold. Indians, Hispanics, African Americans and Chinese all went through some sort of struggle or problem during the Gold Rush period. Not only did men go through rough times but so did some women. The California Gold Rush was a whole different world within California. Gold turned everyone into people they were not. In 1847, an Indian scout brought Mr. James Marshall to Maidu. Maidu was a village of Koloma. There, the first nugget was discovered where James Marshall built a sawmill. The sawmill was located along the American River. Some people say the first Gold Nugget was found by Indian Jim, whom worked for James Marshall to dig a channel to power the sawmill. However, James Marshall received the credit. Indians were famous for their invention in 1849 of the "Long Tom," also known as a box which caught gold. Although the Indians worked very hard for John Sutter whom was James Marshall's boss, Indians suffered tremendously. Gold Fever was a common disease which Indians died from in Northern California. Indians also died from violence and starvation. When Indians found gold nuggets, they would trade the nuggets for clothes, blankets or food for their families. It wasn't the money they wanted. It was the supplies they needed. For a while the Indians were doing well until the year of 1850 which California was now their jail. Because of the changes the whites were making, there was so much poverty for Indians around this time. Families were so poor Indian women decided to prostitute themselves. I think this is one of the most horrible things anyone can do to degrade themselv... ...erior and controlling about. A lot of people died from trying to survive in a free country because of the way they looked or the color of their skin. Lives were always in danger either way you looked at it. Now days people do have to go through some discrimination, racial problems or struggles such as being poor. We do not fight over land, we fight for each other or for money. Money is probably the only thing everyone will always cherish because money can help you do anything now. References Minorities During the Gold Rush. (2000). Retrieved October 18, 2005 From http://www.LearnCalifornia.org/doc.asp?id=1933@pagetype=content The Story of California From the Earliest Days to the Present. Henry K. Norton. 7th ed. Chicago, A.C. McClure & Co., 1924. Chapter XXIV, pp. 283-296 James J. Rawls, and Walton Bean. California. New York: McGraw-Hill, 2002

Vietnam War :: essays research papers

Upon reading the novel After Sorrow, written by Lady Borton, I have realized that my view of the Vietnam War was skewed. Although I didn’t live through the Vietnam War unlike my parents and their peers, I thought I was close enough in age to fully understand what happened during that time in my countries history. This novel gave the account of the Vietnamese War told by the people of Vietnam who lived there during that time. The American soldiers used bombs, napalm, Agent Orange and other horrible weapons to kill the â€Å"Viet Cong.† The government justified the killing of the Viet Cong because they were under the impression that they were all communists. Reading this book described a totally different war, even the name is different. The American War, as the Vietnamese called it, was barely even fought by the Viet Cong guerilla soldiers. In actuality the war was fought in homes and market places by Vietnamese women and children. Another major misconception was that the Viet Cong guerilla forces were strictly communist; Lady Borton found that this was largely untrue. After all of the terrible and disturbing stories told by the Vietnamese in this novel, the fact that Uncle Beautiful cannot blame Americans for their suffering. This quote is significant to me because of the obvious unwavering faith Uncle Beautiful has for Ho Chi Minh. Ho Chi Minh believed the Marxists view of the distinction between government and the people during wars of national liberation. He voiced to the Vietnamese people that the American and Vietnamese people were on the same side and were victims just as much as the Vietnamese were. Minh held that the US government, controlled by capitalists, made money off of the arms industry and therefore a war would be in their best interests. He made the Vietnamese people see through their suffering and not hold the actions of a few Americans against the entire nation. I think it is remarkable how the Vietnamese could distinguish between the government and people of one nation.

Motivation theory Essay

These two theories, Theory X and Theory Y were proposed by Douglas McGregor in the 1960’s and are basically these theories are related to motivation and they describe different types of attitudes towards workforce motivation. The creator of this theory believes that every organization adopts one of the two theories. According to Theory X, it is assumed that the employees working in the organization are lazy as they dislike work and so they avoid work and due to this they need close supervision control of their leader and due to this the structure of the hierarchy is narrow. Another important thing about this theory is that employees are less ambitious and so they need various incentives to make them work and they have to be forced to do their work. People need to be directed and controlled as they themselves are not eager to take accountability. Theory X can be used in organizations where employees work in the areas of mass manufacturing or production where the management style used is authoritarian. A mistake of Theory X is that it is likely to cause diseconomies of scale to occur in organizations especially those that are large in size. Theory Y is somewhat opposite to theory X and according to Theory Y, it is believed that the employees are self-motivated and they do not need to be controlled to make them do work as they believe that work is natural and they are against control and punishments to be used to make the people work. However, job satisfaction plays a vital role and ensures commitment of the employees towards the organization and they learn to accept responsibility unlike theory X. The creativity in the employees make them accomplish their goals and solve problems and this theory can be adopted by professionals and the management style used is participative. Work Cited 12Manage. (n. d. ). Theory X Theory Y (McGregor). May 7th, 2009. Retrieved from:

Achilles and Odyssey Compare and Contrast Essay

Larger-Than-Life Heroes: Achilles and Odysseus What are the main characteristics of a larger-than-life epic hero? An epic hero is a brave and powerful warrior who is motivated to fight both internal and external conflicts to achieve glory and ranks above a normal man. In Homer’s epic poems The Iliad and The Odyssey, Achilles and Odysseus are the well-known heroes. Achilles fights Hektor outside the walls of Troy because Hektor killed his best friend, Patroclus. After fighting in the Trojan War, Odysseus takes on a journey to return back to Ithaca to see his wife, Penelope, and his son, Telemachus.Through his use of tone, figurative language, mood, and imagery, Homer’s epic poems The Iliad and The Odyssey show how Achilles and Odysseus, despite their struggles with themselves and the world, are true heroes because of their motivation for glory and revenge. Achilles and Odysseus are struggling to be viewed as tenacious warriors because of an empty place in their hearts. F or instance, Agamemnon takes Achilles’ prize, Briseis, and exclaims â€Å"See how the lord of the great plains, Agamemnon, humiliated me! He has my prize, by his own whim, for himself† (Iliad. . 168-169). Achilles feels humiliated because Agamemnon took his prize, Briseis, away from him in order to return Chryseis. He still does not want to go to war after Agamemnon returns her. Achilles’ heart is aching and the thought of never seeing his prize again worries him. Homer uses mood to make the reader feel pity for Achilles. Even though Achilles treats Briseis as a prize, it is depressing that he does not have her in his arms. Achilles and Briseis fell in love with each other and were separated such as in a more modern movie called The Swan Princess.Homer makes it seem like Agamemnon is the villain while Achilles is the hero. Achilles’ internal conflict shows how he must cope with not having Briseis in his arms because he did not want to fight in the war. Ev en so, Odysseus longs to return to his homeland, Ithaca, and â€Å"†¦his sweet life [is] flowing away with the tears he wept for his foiled journey home† (Odyssey. 5. 168-169). Odysseus is depressed because he wants to return to his home in Ithaca and see his wife, Penelope, and son, Telemachus, after fighting in the Trojan War.He feels as if his life is transitioning from sweet to bitter. Homer uses imagery to show how Odysseus is crying for his homeland, Ithaca. It creates a depressing mood for the reader because all Odysseus wants is to see his family and return home after a tiresome war, but has failed. The metaphor of Achilles’ sweet life flowing away demonstrates how his lamentations are characterizing him as homesick and how he might not make it through his journey. Achilles struggles with not having a prize while Agamemnon struggles with not sleeping in his own bed for an extensive time.The difference between the internal conflicts is that Achilles cannot fight in war because Briseis is not with him while Odysseus cannot return home and reunite with his family after fighting in the war. Although they both have concerns for their loved ones, Achilles and Odysseus must set them aside and fight their enemies first. Achilles and Odysseus are both epic heroes because they face their external conflicts or struggles with the world and fight as strong warriors. First, Achilles stabbed Hektor in the neck and then â€Å"†¦had in mind for Hektor’s body outrage and shame.Behind both feet he pierced the tendons, heel to ankle. Rawhide cords he drew through both and lashed them to his chariot, letting the man’s head trail† (Iliad. 22. 467-471). Achilles fights and kills Hektor outside the walls of Troy because he killed Achilles’ best friend, Patroclus. After stabbing Hektor in the throat, he ties Hektor’s ankles to his chariot and rides off, dragging him. Hektor uses imagery to show how Achilles ties Hektor to his chariot, and injures him while riding off. Homer also uses tone to explain Achilles’ anger toward Hektor for killing Patroclus.Even so, after slaughtering all of the suitors in his home â€Å"Odysseus scanned his house to see if any man still skulked alive, still hoped to avoid black death† (Odyssey. 22. 406-407). Odysseus finally returns to his home in Ithaca disguised as a beggar by Athena. He is only one out of all the suitors to string Odysseus’ bow, because he is Odysseus and stronger than any man alive. Athena then reveals Odysseus and he and his son, Telemachus, kill all of the suitors in his home. Homer uses imagery to show Odysseus looking around his house to find any more suitors that were still alive.He wanted to no suitor was still alive so he could be in peace with his wife, Penelope. His external conflict is not being able to return home in peace. He must kill all of the suitors, for they wanted to marry Penelope and become King of Ithaca. Odysseus needed to show that he had returned as King of Ithaca and was more powerful than all of the suitors combined. Achilles’ external conflict is fighting Hektor and Odysseus’ external conflict is conquering the suitors. Achilles and Odysseus deal with their external conflicts by conquering their enemies.Achilles and Odysseus are both motivated to face and conquer their struggles with the world for glory and revenge. In fact, Achilles chased Hektor around the walls of Troy three times and â€Å"†¦ ran full speed, and not for bull’s hide or a ritual beast or any prize that men compete for: no but for the life of Hektor, tamer of horses† (Iliad. 22. 189-192). Achilles chases Hektor around the walls of Troy three times because he wants to kill him as a prize. Achilles wants to receive the glory of a stronger warrior and seek revenge on Hektor for killing his best friend, Patroclus.Homer uses imagery to show Achilles’ determination to have Hek tor’s dead body for revenge. The reader can picture swift-footed Achilles on the heels of Hektor, tamer of horses. Achilles almost reaches Hektor, while Hektor almost outruns Achilles. In the end, Achilles conquers Hektor and gains glory for being the stronger warrior and proving himself to being larger-than-life. And then, Odysseus is determined to be reunited with his wife, Penelope, and says â€Å"Nevertheless I long-I pine, all my days-to travel home and see the dawn of my return. And if a god wreck me yet again on the wine-dark sea, I can bear that too†¦Ã¢â‚¬  (Odyssey. . 241-244). Odysseus does not give up returning to Ithaca because he wants to see his family. He will bear anything that comes along his way to his journey home. Homer uses mood to make the reader feel hope for Odysseus on returning home safely and how he is ready to fight obstacles that the gods put upon him along his journey. He is motivated to return home because he wants to conquer the suitors, which will earn him glory and prove him to be larger-than-life. He also wants to seek revenge on the suitors that have caused Penelope harm while he was away.It proves that Odysseus saved his wife with the help of his son and how he ranks higher than the suitors. Achilles fights Hektor for his body and glory from the Greeks. Odysseus wants to return home so he can be glorified after seeking revenge on the suitors by murdering them. Achilles and Odysseus both seek revenge on their enemies for what they have done to their loved ones. Achilles and Odysseus are well-known heroes in Homer’s epic poems The Iliad and The Odyssey. Through both poems, the heroes experience internal and external conflicts such as battles with other warriors and missing loved nes. Glory plays a huge role in these characters and they want to be well-known for their actions such as how Achilles conquered Hektor or how Odysseus conquered the suitors. Achilles and Odysseus have the main characteristics of an epic hero, but gain them in different ways. In their internal conflicts, Achilles misses Briseis while Odysseus misses his home, Ithaca, as well as his wife Penelope, and son, Telemachus. In The Iliad, Achilles and Briseis are separated from each other just as how Princess Odette and Prince Derek and separated from each other in the 1994 movie, The Swan Princess.The internal conflict of Achilles can be related to movies such as The Swan Princess today. In their external conflicts, Achilles fights Hektor, tamer of horses, while Odysseus fights the commanding suitors in Ithaca. Achilles conquers Hektor for his life and to gain glory by becoming the greater warrior. Odysseus along with his son, Telemachus, conquers the suitors and gain glory. Achilles and Odysseus seek revenge on their enemies. Achilles kills Hektor because he killed his best friend, Patroclus. He lost his best friend forever and needed to get Hektor back by taking his life.Odysseus seeks revenge on the suitors for harming his wife and taking advantage of her hospitality, such as making a mess during feasts. People today also seek revenge on people that have caused them harm. Achilles and Odysseus have shaped what an epic hero is and show that even though they lived two different lives, they both showed the characteristics of an epic hero and how they must be a brave and powerful warrior who is motivated to fight both internal and external conflicts to achieve glory. Overall, although Achilles and Odysseus are two different characters, their similar characteristics define what an epic hero is.

Elio Engineering. Inc Essay

Question 1: Describe Elio Engineering? How would you characterize its position in the Industry? Elio Engineering is a private company, founded by Paul Elio and Hari Sankara, categorized under engineering services and manufactured automotive vehicle bodies car seats. It designs the new technology of the seats for the automobile industries called No Compromise seats. Question 2: What is Elio Engineering Vision? Elio Engineering’s vision per the case study is to design and manufacture new advanced, low-cost, high-tech and safe ABTS called No Compromise seats for the entire automotive industry and potentially saving millions of lives around the world. Question 3: Describe the strategic options as of February 1999? What issues should the company consider in evaluating its strategic options? Elio Engineering had achieved a great distinction by February 1999 because their prototype test had been proven very promising and OEM customer’s response had also been favorable. Based on the prototype performance, Bostrom made a licensing deal with Elio Engineering in mid-February. At this point, Elio Engineering had to consider if Bostrom was the right partner for their vision. Also how much royalty fees should they charge for their services? Question 4: What is the structure of the automotive seat industry in 1998? How attractive was the industry? The Structure of the automotive seat industry in 1998 looked like the following: Two Tier-one companies – JCI and Lear Corp with almost equally split about 60% of the market and dominant share worldwide. The number-three player, Magna, has about a 10% share in the U.S. Many of the competitors already had an ABTS seat in their product portfolio or were currently working on the technology. So it was already a  mature industry with stagnant technology. The industry was not attractive because competition would be fierce with the 70% of the market controlled by three companies. Only way Company could stand a chance is if new company had new technology and cost reducing product. Question 5: What are the potential sources of competitive advantage that Elio Engineering has? How Sustainable ae they? Why/ Why not? Elio Engineering has many competitive advantages. First of all, Elio Engineering has their ideas well patented. Along with it, they have insider knowledge of the seating industry. Secondly, they have the product that can penetrate whole automotive market and not just one supplier tied to the one automotive company. Finally, Elio Engineering is highly motivated and has ability to find to find new resources to expand. As far as sustainability goes, Elio Engineering will certainly fail if they enter the market alone because they don’t have enough resources to compete with other competitors own their own at the moment. As they lack the capital requirement, lack of competence in manufacturing, distribution, lack of access to OEMs and able to implement of JIT delivery. They can be at risk of takeover by the bigger company or the competitor. Question 6: What are Elio Engineering’s strategic options in entering the automotive market? Please evaluate these options and reach a conclusion on the most attractive one. The Challenge for the Elio Engineering is to enter all segments of the automotive seat market within next 12 months, protecting its intellectual property which is implemented in the special class of ABTS technology seat design achieving at least 5% of the U.S automotive market within next 5 years. But it is very hard for Elio Engineering to achieve by its own due to lack of resources. They can also consider the following alternatives Alternative 1: Elio Engineering could collaborate with tier-one seat supplier Company. This will provide the following advantages: Founder members have previous experience dealing with tier-one seat Company. The tier-one suppliers have High volume manufacturing and distribution Experience in product design & development and manufacturing power, Easier to get us federal safety standards Strong relationship with OEMs Disadvantages are: Have less control over the core ABTS technology with lower profit margin. Alternative 2: Elio Engineering could collaborate with multiple OEMs. Advantages for doing it will be: High market share Sufficient resources, matured strategies Secured market, less financial stress. Disadvantages: Less control over ABTS technology and limited market exposure and lower margins. Alternative 3: Elio Engineering can establish as a tier-two supplier. Advantages: Supply product to all tier supplier and more control over ABTS technology. Disadvantages: Product delay due to large capital requirement, lack of competence in manufacturing, distribution, lack of access to OEMs and able to implement of JIT delivery. Low product value added. After considering all the above presented alternatives, I think Alternative 1 would the best suit for Elio Engineering. Also Elio Engineering started up by partnering up with Bostrom Seating, which supplied seats for heavy trucks and bus industry in 1999. Question 7: How well is Elio Engineering’s Tech strategy aligned with the requirements for a successful entry into the automotive seat market? What if anything, should they change? According to the article, Elio Engineering has taken all the right steps to ensure they are aligned with the requirements for the successful entry into the automotive seat market so far. They have obtained and registered a strong patent which would prevent other companies from copying their designs. They have the product that meets all the safety standards, low-cost and is durable. In order to successfully enter the automotive seat market, they need to have a system integration approach to ensure automotive market for their designs. Moreover, they need to partner up with the company with strong market influence otherwise they would most likely fail on their own.