Iinternational Business Porters Diamond Analysis of the Mexican Essay

Iinternational Business Porters Diamond Analysis of the Mexican Business Environment - Essay Example BRIC countries are those that dominated global economic talks in 2001 and years after; at that time, these countries had demonstrated great potential in exploiting economic opportunities. These countries have moved on to become great and major players in the global economy, with great growth in their GDP. BRIC countries comprise of Brazil, Russia, India, and China; currently, these countries have now been classified as the powerhouses of the world economy. They have reformed their macroeconomic policies, something that has given them a cutting edge in creating economic competitive advantages globally. Later, a new perspective and outlook on activities by other countries brought up the MINT countries, as those showing huge advances in their economic growth. Currently, different countries are involved in various practices that can enhance their competitive advantage. Many countries are reforming the macroeconomic policies in the process of attracting local and international investments to spur the growth and development of economic activities in these countries. MINT countries are those that have shown tremendous developments in the economic activities, thus leading to expansion of their economic activities. These countries include Mexico, Indonesia, Nigeria, and Turkey; according to Jim O’Neill, an economist, these countries have an upsurge of economic activities that have placed them perfectly in the league fast-growing economies. An important characteristic of these countries is the fact that they have young and aggressive populations that have the ability to take on various economic activities.

Financial Reporting and Accountability exam questions Essay

Financial Reporting and Accountability exam questions - Essay Example 6 Consolidations: Qualitative 7 Why do regulators require consolidations? 7 What is fair value and why is it an important concept in consolidation? 7 Why do regulators require inter-company profits to be removed from consolidations? 7 Corporate Governance 8 What is ‘the public interest’ and what is its relationship to accounting? 8 Do we need mandatory regulation of reporting? If so how should we regulate? Are there major problems? 8 IASB and due process – what are the stages of due process – why is convergence with the US important? 9 What is the ‘market for corporate takeovers’ and the ‘market for managers’ – and what impact have these on accounting disclosure? 10 Reporting Financial Statements Why is one of the elements of the financial statements useful to shareholders? Statement of the changes in position of equity for a company provides the movement of the holding position of the equity shareholders. This statement gen erally comprises of the net profits that can be attributed to the shareholders, the changes in the share capital reserves, the dividend that is paid to the shareholder, the effect of the accounting policy changes or the any kind of changes that has been done to correct any error in the previous period. This is an essential statement that needs to be disclosed to the shareholders because the factors that have an effect on the changes in the position can be known. This statement would be reflecting the nature of the changes that take place in the equity reserves which otherwise would not be available to the shareholders. For example the issue and redemption of the share capital can only be obtained from the statement of financial position. What is the purpose of one kind of disclosure e.g. discontinued activities, or expenses such as audit? Discontinued operations of an enterprise would entail those activities by which the company would be selling a component through any transaction o r demerger or would be disposing off the assets or liabilities of the organisation or abandoning any component of the business. It is important for a company to make the disclosures of the discontinued operations because it would help in assessing the cash flows of the enterprise, the capacity to generate earnings and to make proper segregation of the information about the discontinuing operations form that of the continuing operations. Organisations should cite the evidence of auditing process in the annual statements. Thus the fees that are paid for the auditing as well as the non auditing services need to be paid. On the other hand it is considered that the independence of the auditors is essential for a sound and fair auditing process. Hence by the payment of the fees the quality of auditing in the organisation is ensured. Earnings per Share Basic and diluted EPS Basic EPS is the earnings of the company that accrues to the shareholders of the organisation. Basic EPS is derived b y dividing the net profit of the company by the total amount of outstanding shares. The amount net profit is calculated after distribution of the dividends to the preference shareholders. This may be explained with the example of the following example. Suppose the Net Profit available for a company is $ 40000. And the number of equity shares outstanding is 2000. Then the EPS of the company would be $50. Diluted EPS on the other hand is the net profit of the company divided by the number of equ

Students Diversity and Teaching Practices Essay Example for Free

Students Diversity and Teaching Practices Essay Teaching practice is the practical aspect of teacher training and it is an assortment of factual and dramatic characteristics. During the teaching practice student teachers find an opportunity to use the acquired knowledge, especially in the areas of psychology, teaching methods, teaching principles and teaching techniques. During teaching practice student teachers are like apprentices to acquire skills. Teaching practice is a valuable opportunity, where student teachers are in a position to increase their knowledge, do experiments on the basis of acquired knowledge and to solve the problems related to teaching. Student teachers which are on teaching practice, if they are aware about their lacking experience and need of more learning, as well as willing to learn and gain, then they can learn practically much more from experienced teachers and teacher educators. During teaching practice, it is not only that they have opportunity of teaching but they also have the opportunity to observe inside and outside of the classroom. In this connection data was collected from 650 student/prospective teachers who have completed their teaching practice and it was found that in Pakistan teaching practice is not taken seriously and many interesting findings were found in this regard. Key Words: teaching practice, problems, issues, Pakistan Introduction Practice teaching occupies a key position in the programme of teacher education. It is a culminating experience in teacher preparation. It provides opportunity to beginning teachers to become socialized into the profession (Furlong et. al, 1988). Performance during practice teaching provides some basis for predicting the future success of the teacher. Outgoing popularity and centrality of practice teaching is an important contributing factor towards the quality of teacher education programme. During practice teaching working with students in schools provides a high degree of emotional involvement mostly of a 1Federal 2 College of Education H-9, Islamabad, Pakisatn,[emailprotected] com G C University, Faisalabad,Pakistan 3The niversity of Gujrat, Pakistan 4Federal College of Education H-9, Islamabad, Pakisatn  © 2010 International Online Journal of Educational Sciences ISSN: 1309-2707 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa positive nature. Student teachers feel themselves grow through experience and they begin to link to a culture of teaching. During practice teaching, they feel engaged, challenged and even empowered (Trowbridge and Bybee, 1994; sharafuddin, and Allison, 1969). Definitions of Teaching Practice A number of terms such as the practice teaching, student teaching, teaching practice, field studies, infield experience, school based experience or internship are used to refer to this activity (Taneja, 2000). The term practice teaching embraces all the learning experiences of student teachers in schools (Ashraf, 1999). The term practice teaching has three major connotations: the practicing of teaching skills and acquisition of the role of a teacher; the whole range of experiences that students go through in schools; and the practical aspects of the course as distinct from theoretical studies (Stones and Morris, 1977). Teaching practice is the name of the preparation of student teachers for teaching by practical training. It is the practical use of teaching methods, teaching strategies, teaching principles, teaching techniques and practical training and practice / exercise of different activities of daily school life. Objectives of Practice Teaching According to Akbar (2002) Following are the objectives of practice teaching: 1. To provide the prospective teachers with an opportunity of establishing an appropriate teacher pupil relationship. 2. To provide an opportunity for evaluating the student potential as a teacher and suitability for the teaching profession. 3. To develop personal relationship with others: administrators, teachers, parents and students. 4. To provide the future teacher with practical experience in school to overcome the problems of discipline and enable him / her to develop method of control. 340 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 5. To provide with an opportunity to put theories into practice and to develop a deeper understanding of educational principles and their implication for learning. 6. To enable the student teachers effectively to plan and prepare lessons. . To develop skill in the use of fundamental procedures, techniques and methods of teaching. 8. To develop desirable professional interests, attitudes and ideas relative to teaching profession. 9. To enable student teachers to acquire desirable characteristics / traits of a teacher and to display appropriate behaviour. 10. To provide student teachers with an opportunity to have teaching evaluated and to gain from the benefit s of constructive criticism. 11. To provide an opportunity for self evaluation and to discover own strengths and weaknesses. 12. To develop skills in future teachers related to teaching like fluent speaking, meaningful reading, using blackboard and other teaching material. 13. To provide an opportunity to liaison with school environment, its functioning and with community and its resources. 14. To provide for the exchange of ideas and methods between practicing school and teacher training institution, by teacher training institutions’ staff and students, perceiving new ideas material and equipment in use in practicing schools and introducing new ideas, material and equipments into the school. Stages in teaching practice Following are the stages in teaching practice 341 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Primary Stage It is necessary to make a trip of student teachers to that particular school, where they are going for practice teaching. The main aim of this tour is to see the concerned head teacher, class teachers and school staff in order to acquire information about school and its environment. Student teachers must observe the teaching methods of school, methods of concerned class teacher, copies or notebooks of the students and their usual routine. On return from the tour student teachers must have the details about scheme of studies, age of the students, strength of the class, abilities and specific problems of the students, timing of the school, textbooks and teaching aids. Preparation of Lesson For the preparation of lesson student teachers must know the subject, the relevant books and audio visual aids which he / she is going to teach. Well prepared lecture gives confidence to the teacher in the class. Student teachers and supervisor can reform the teaching learning process after its evaluation. Qualities of a Good Lesson A good lesson has the following qualities: I. II. III. IV. V. VI. VII. Lesson planning should be in complete detail. Lesson should be interesting. Effective and timely use of teaching methods and teaching aids. Student should be ready for learning. Students should be involved practically in teaching learning process. Lesson should be taught in professional and friendly environment. All students should be given same attention by keeping in view their individual differences. 342 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Teaching in Classroom The stage of teaching in the classroom is known as practice teaching. Student teachers while teaching in the classroom passes through different steps of his / her teaching (Introduction, presentation, recapitulation) and concerned teacher / supervisor assesses / observes his / her lesson. Evaluation of Teaching Practice In order to evaluate the teaching practice supervisor observes the student teacher while teaching in the classroom. Supervisor evaluates / observes the punctuality, lesson planning, teaching methods, use of audio visual aids, adequacy of audio visual aids, pitch of voice, dress, start and end of lesson, interest of the students, discipline of class, use of black / white board, students’ notebooks and objectives of the lesson. Participation in other Routine Works of School Teaching in classroom is not the only objective of teaching practice, but also to provide training in all activities which student teachers are going to perform in future during their job as a professional teachers. For this purpose they have to spend whole day in school as teacher. They have to participate in all the activities of school e. g. preparation of timetable, preparation and maintenance of different registers, evaluation of class work and home work, arrangement of tutorial groups, sports / games, morning assembly, co-curricular activities, duty during recess, duty as day master, duty before and after school timing, decoration of classroom, preparation and maintenance of attendance board, news board, information board, look after and arrangements of A V aids room, home economics room, science laboratories and library. How to deal with students’ parents, officers of the school, school employees and guests are also the part of teaching practice. Duties as invigilators, preparation of question papers for examinations, evaluation of answer scripts and compilation of results is also part of teaching practice. 343 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Role of Supervisor in Teaching Practice Supervisor’s duty is not only to evaluate the lessons of teaching practice, but by using his/her all the abilities to make this experience (All the stages of teaching practice) result oriented. He/she should have got all the activities planned before hand. He/she should have meeting and conversion with teacher educators, experienced teachers of the institution, educationists, concerned school head teachers and other teachers. Introductory lectures should be arranged before the departure of student teachers to the practicing schools in order to aware the student teachers about the preparation of lesson plans and other assigned activities. During teaching practice it is the duty of supervisors to supervise their lessons, other assigned activities, guidance and counselling as well as provide the student teachers with feed back and to enable them so that they can criticize and reform themselves. During the teaching practice student teachers should not be criticized in front of the practicing school staff and students. If there is a need then all the student teachers should be gathered and should be scolded and warned without nominating and asking the name. Supervisors’ role is to prepare teachers for future, therefore he / she should act as a facilitator. Teaching Practice in Pakistan A variety of teacher training courses are being offered in Pakistan. In all the programmes teaching practice is compulsory component except M. Ed (Master of Education). In true spirit we can produce good teachers through this activity, but the procedure adopted in Pakistan is just to pass / kill the time. Teaching practice duration is very short; it is about 4 to 8 weeks or teaching of 60 to 75 lessons. During teaching practice student teachers are bound to the classrooms for teaching. They are not trained for the other activities performed in schools. Therefore, effective learning could not take place. Student teachers are bound to use easy principles and methods of teaching. They are just being taught how to start the lesson, how to control the class, how to keep an eye over the students while writing on the black / white board. 344 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Teaching practice is doing nothing to serve the purpose and is working on adhoc basis. Those schools in which teaching practice is being conducted are not taking active part in preparing the teachers for future but only tolerating this activity. The administration and teachers of the participating schools are not aware of the required information for evaluation techniques, which are to be used during teaching practice. They are not fully aware of the importance of teaching practice for student teachers and future generations. It is fact that student teachers are not ideal teachers and due to this fact practicing school teachers cannot give them full authority but at least they can trust them. Practically two behaviours are seen here in Pakistan. Firstly these uninvited guests are considered inferior teachers and criticized without any justification. Secondly some teachers transfer their all burden to them. In some teacher training institutions selection of lessons is kept up to the choice of student teachers and they select such lessons which are very easy and in which minimum audio visual aids are used. Research Questions 1. 2. 3. What are the issues and problems of teaching practice in Pakistan? How do the prospective teachers view the trends of teaching practice in Pakistan? How far does the Practice Teaching help the student teachers in anticipating the problems they might face in their professional lives? Research Methodology Population and Sampling The population of the study consisted of all the prospective teachers who are admitted to B. Ed programme in public sector institutions in four provinces of Pakistan. 650 prospective teachers were considered as the sample of the study. These students were selected from 26 teacher training institutions, 25 students from each institute. 345 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Research Tool Development and Data Collection Since the study was descriptive in nature, therefore, survey approach was considered appropriate to collect the data. For the purpose, a twenty seven item questionnaire was developed out of which seven had the option of â€Å"yes† and â€Å"No; while the remaining 20 items had three options as â€Å"Maximum†, â€Å"To some extent† and â€Å"Not at all†. Administration of Research Tool The questionnaires were administered on prospective teachers personally and responses were received. Data Analysis The data collected through questionnaire was terms of percentage and mean scores. coded and analyzed through SPSS XII in Findings Data collected through the questionnaire was analyzed in terms of percentage and mean score. The findings drawn out from the data analysis are given below. Table 1. I agree with the importance attached to practice teaching. Yes Number of Responses Percentage 87. 6% 12. 4% 569 No 81 650 Total Above table reveals that 87. 6% prospective teachers responded that they agree with the importance of teaching practice and 12. 4% responded in negative. 346 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table 2. There is clarity of concepts before the actual process of teaching. Yes Number of Responses Percentage 487 No 163 650 74. 97% 25. 03% Total Above table reveals that 74. 7% prospective teachers reported that they have been given orientation before the start of teaching practice and 25. 03% reported in not. Table 3. The help extended by the Parent institution was quite appropriate. Yes Number of Responses Percentage 63. 54% 25. 46% 413 No 237 650 Total Above table shows 63. 54% respondents were in favour that department /institute extended help provided the criteria for the evaluation of the teaching practice and 25. 47% are not in favour. Table 4. It helps when you replicate the assessment and evaluation procedure adopted by your teachers during the theoretical sessions. Yes Number of Responses Percentage 65. 38% 34. 62% 425 No 225 650 Total 347 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table reveals that 69. 38% prospective teachers are in favour that they have been provided with the manual of rules and regulation regarding teaching practice and 34. 62% not reported in favour. Table 5. The school provided the necessary infrastructure and the attitude of the staff was encouraging. Yes Number of Responses Percentage 56% 44% 364 No 286 650 Total Above table reveals that 56% respondents have responded in favour that attitude of the staff was encouraging and 44% not responded in favour. Table 6. Peer co-operation develops critical thinking and polishes teaching skills. Yes Number of Responses Percentage 56. 46% 43. 54% 367 No 283 650 Total Above table shows that 56. 46% have reported that they have been provided with separate staff room in the practicing school during teaching practice and 43. 54% reported in negative. Table 7. The school staff often visits the classrooms and gives informative tips. Yes Number of Responses Percentage 54. 6% 45. 24% 348 No 294 Total 356 650 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Above table reveals that 54. 76% respondents are affirmative that the staff of practicing school is cooperative and 45. 24% are not affirmative. Table 8. Appropriate information in orientation about teaching practice. Maximum Number of Responses Percentage 36. 92% 20. 76% 42. 30% 240 T o Some Extent 135 Not at All 275 650 1. 94 Total Mean Above table reveals that 36. 92%respondents responded for maximum, 20. 76% for to some extent and 42. 30% for not at all and mean score is 1. 4, which shows that appropriate information about teaching practice are mostly not given in orientation. Table 9. The school administration paid due consideration to my preferences while allocating the classes. Maximum Number of Responses Percentage 48% 10. 30% 41. 69% 312 To Some Extent 67 Not at All 271 650 2. 06 Total Mean Above table reveals that 48% prospective teachers opted for maximum, 10. 30% for to some extent and 41. 69% for not at all and mean score is 2. 06, which supports that choice of prospective teachers are mostly not considered for assigning the lesson. Table 10. From the attitude of the school administration, I got a fair experience of how to organize a school. Maximum To Some Extent Not at All Total Mean Number of Responses Percentage 30. 15% 11. 07% 58. 76% 349 196 72 382 650 1. 71 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table reveals that 30. 15% respondents are in favour of maximum, 11. 07% in favour of to some extent and 58. 76% are in favour of not at all, the mean score is 1. 71 which supports that attitude of school administration do not provide a fair experience about the organization of school. Table11. There is a sufficient availability of Audio-Visual Aids. Maximum Number of Responses Percentage 11. 05% 21. 56% 67. 38% 72 To Some Extent 140 Not at All 438 650 1. 44 Total Mean Above table shows that 11. 05% respondents opted for maximum, 21. 56% for to some extent and 67. 38% for not at all, the mean score is 1. 44. This shows that audio visual aids are not available in the practicing school. Table 12. The Supervisors were quite frequent in their visits to the schools. Maximum Number of Responses Percentage 50. 92% 19. 69% 29. 38% 331 To Some Extent 128 Not at All 191 650 2. 21 Total Mean Above table reveals that 60. 92% respondents opted for maximum, 19. 69% for to some extent and 29. 38 %for not at all, the mean score is2. 21 which shows that mostly each lesson plan is checked and remarks are given by the supervisors. 350 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table13. The supervisors regularly assessed the lesson plans before the start of the classes. Maximum Number of Responses Percentage 37. 23% 39. 53% 23. 07% 242 To Some Extent 257 Not at All 150 650 2. 14 Total Mean Above table reveals that 37. 23% respondents opted for maximum, 39. 3% for to some extent and 23. 07% for not at all, the mean score is 2. 14. This shows that to some extent supervisors regularly assessed the lesson plans before the start of the classes. Table14. The supervisors visited the classes regularly. Maximum Number of Responses Percentage 26. 50% 44. 61% 28. 92% 172 To Some Extent 290 Not at All 188 650 1. 98 Total Mean Above table reveals that 26. 50% re spondents opted for maximum, 44. 61% for to some extent and 28. 92% for not at all, the mean score is 1. 98. This shows that supervisor did not visit the classes regularly. Table15. The supervisors often discuss the ongoing teaching practice with the school administration. Maximum Number of Responses Percentage 41. 69% 25. 84% 32. 46% 271 To Some Extent 168 Not at All 211 650 2. 09 Total Mean 351 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table reveals that 41. 69% respondents favoured for maximum, 25. 84% to some extent and 32. 46% not at all. The mean score is 2. 09, which show that supervisors often discuss the ongoing teaching practice with the school administration. Table16. Teaching practice scheduled is strictly followed. Maximum Number of Responses Percentage 50% 25. 23% 24. 76% 325 To Some Extent 164 Not at All 161 650 2. 25 Total Mean Above table shows that 53. 06% respondents opted for maximum, 32. 65% to some extent and 14. 29 not at all. The mean score is 2. 39, which supports that mostly teaching practice scheduled is strictly followed. Table17. I got enough experience and knowledge of delivering the lessons and organizing the classes. Maximum Number of Responses Percentage 35. 53% 40 % 24. 46% 231 To Some Extent 260 Not at All 159 650 1. 80 Total Mean Above table shows that 38. 3% respondents are in favour of maximum, 40% to some extent and 24. 46% to not at all. The mean score is 1. 80, which proves that mostly student teachers got enough experience and knowledge of delivering the lessons and organizing the classes. 352 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table18. There were enough chances for development of awareness as far as Teaching Skills are concern ed Maximum To Some Extent Not at All Total Mean Number of Responses Percentage 64. 92% 22% 13. 07% 422 143 85 650 2. 58 Above table reveals that 64. 2% respondents opted for maximum, 22% for to some extent and 13. 07% for not at all. The mean score is 2. 58, which proves that mostly there were enough chances for development of awareness as far as teaching skills are concerned. Table19. Performance Assessment should take place during Teaching Practice. Maximum Number of Responses Percentage 35. 23% 22. 30% 42. 46% 229 To Some Extent 145 Not at All 276 650 1. 92 Total Mean The above table reveals that 35. 23% respondents are in favour of maximum, 22. 30% in favour of to some extent and 32. 46% in favour of not at all. The mean score is 1. 2, which shows that the evaluation process for teaching practice is not satisfactory. Table 20. There was a possibility of shifting the Methods from one to the other during the classes Maximum Number of Responses Percentage 22% 50% 28% 353 To Some Ex tent 325 Not at All 182 Total Mean 143 650 2. 05 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table shows that 22% respondents are in favour of maximum, 50% to some extent and 28% not at all. The mean score is 2. 05; this shows that all the teaching methods and techniques studied theoretically were applied practically to some extent. Table 21. There is a need to improve the quality of teaching practice to meet the latest challenges. Maximum Number of Responses Percentage 62. 61% 18. 15% 19. 23% 407 To Some Extent 118 Not at All 125 650 2. 43 Total Mean Above table shows that 62. 61% respondents opted for maximum, 18. 15% for to some extent and 19. 23% for not at all. The mean score is 2. 43, which shows that there is a dire need to improve the quality of teaching practice to meet the latest challenges. Table 22. There was an opportunity after the teaching practice to discuss the problems with the teachers and give suggestions Maximum Number of Responses Percentage 19. 3% 18. 15% 62. 61% 125 To Some Extent 118 Not at All 407 650 1. 56 Total Mean Above table indicates that 19. 23% respondents are in favour of maximum, 18. 15% are in favour of to some extent and 62. 61% in favour of not at all. The mean score is 1. 56, this shows that there was not an opportunity after the teaching practice to discuss the problems with the te achers and give suggestions. 354 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table 23. Given the choice, I shall change the techniques and methods I had employed during teaching practice. Maximum Number of Responses Percentage 46. 15% 19. 23% 34. 61% 300 To Some Extent 125 Not at All 225 650 2. 11 Total Mean Above table indicates that 46. 15% respondents are in favour of maximum, 19. 23% are in favour of to some extent and 34. 61% in favour of not at all. The mean score is 2. 11, which shows that mostly students used different methods and techniques during teaching practice. Table 24. More time should be devoted to preparing teachers before teaching practice starts. Maximum Number of Responses Percentage 64. 61% 30. 76% 4. 61% 420 To Some Extent 200 Not at All 30 650 2. 0 Total Mean Above table indicates that 64. 61% respondents are in favour of maximum, 30. 76% are in favour of to some extent and 4. 61% in favour of not at all. The mean score is 2. 60, which shows that students are strongly of the view that more time should be devoted to preparing teachers before teaching practice starts. 355 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Ta ble 25. The student teachers should be allowed to sit in each other’s classes to observe strengths and weaknesses. Maximum Number of Responses Percentage 65. 53% 24. 92% 9. 3% 426 To Some Extent 162 Not at All 62 650 2. 56 Total Mean Above table indicates that 65. 53% respondents are in favour of maximum, 24. 92% are in favour of to some extent and 9. 53% in favour of not at all. The mean score is 2. 56, which shows that students are strongly of the view that student teachers should be allowed to sit in each other’s classes to observe strengths and weaknesses. Table 26. I had the availability of all the instructional material that I needed. Maximum Number of Responses Percentage 30. 76% 11. 53% 57. 69% 200 To Some Extent 75 Not at All 375 650 1. 73 Total Mean Above table indicates that 30. 76% respondents are in favour of maximum, 11. 53% are in favour of to some extent and 57. 69% in favour of not at all. The mean score is 1. 73, which shows that students did not have the availability of all the instructional material that they needed. Table 27. Overall, I am satisfied with the quality of teaching practice as conducted in Pakistan. Maximum To Some Extent Not at All Total Mean Number of Responses Percentage 26. 92% 19. 23% 53. 84% 175 125 350 650 1. 73 356 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Above table indicates that 26. 2% respondents are in favour of maximum, 19. 23% are in favour of to some extent and 53. 84% in favour of not at all. The mean score is 1. 73, which shows that students are not satisfied with the quality of teaching practice as conducted in Pakistan. Discussion Teaching practice is a compulsory component in teacher training programme, but some respondents were denied to have it, one possible reason might be that their institution did not send them for the purpose. Government of Pakistan (2003) states that quality education requires motivated and competent teachers at all levels. Teaching practice is a segment, which provides opportunity to prospective teachers; apply theoretical knowledge practically in real situation. The importance of teaching practice is not recognized practically in the teacher training institutions of Pakistan. Government of Pakistan (1998) accepted that the existing teacher education programme as considered is not being adequately responsive to the demands for quality in the school system. Objective, manual, orientation, rules and regulation of teaching practice are neither prepared nor supplied properly. These are prepared in few institutions but not supplied to all concerned person of the teaching practice. Rashid (1999) quoted that an objective is more specific and describes definite activities. Application of all methods and techniques are very essential for quality training, developing confidence, competency and skills, which are helpful in transfer of learning and knowledge comprehensively. But in prevailing situation teaching practice is based on conventional style. There is no use of latest techniques; the departments/ institutions are also not providing A V aids and other helping material. The role of supervisors in the teaching practice is very rare. The supervisors do not provide proper guidance. Supervisors are seen over loaded and sufficient facilities and incentives are also not being provided by the departments/institutions. Issani and Virk (2004) describe that due to lack of adequate training facilities for university teachers the present position of teacher with proper professional competencies and training is alarming low. 357 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Evaluation and assessment criteria is also very formal like satisfactory, unsatisfactory, good, very good or marks % etc. during evaluation all the aspects of teaching skills are not being considered. The segment of teaching practice in teacher training institution is not considered seriously. Modern techniques are neither supplied nor applied. Rafaquat (2002) quoted that mostly the teacher training institution are following lecture methods. It is recommended to adopt modern and better teaching training methodology like demonstration, discovery or participation methods to attain qualitative improvement. The duration of teacher training should be lengthened to develop favourable attitudes of prospective teachers towards teaching profession. It is need of the new trends of education to improve the quality of teaching practice. New inventions demand that teachers must be well trained, having latest knowledge and be able to apply the new approaches with latest technology. Quality of education and implementation of all policies and plans are depended upon the motivated and quality based teachers. Duration of teaching practice is short. It is not up to the international standard. Farooq (1990) who has pointed out short duration of teacher training programme as compared with the developed countries. Rafaquat (2002) who reported that the duration of teaching practice of teaching may be increased according to the programme of training. The quality of teaching practice may be improved by providing adequate human: physical resources and special consideration must be given to the practical components of teacher training programme for producing quality teachers. Conclusions Teaching practice is an activity, which can play an important role in preparing teachers for future challenges in a classroom. Its effectiveness for the nation is beyond any doubt. It is a milestone for professional adolescence. It is a fuel for an endless journey and a combination of personality, professional skills, knowledge and training. Now it is the duty/responsibility of teacher educators and teachers of practicing schools to make this fuel endless. Brief conclusions on the basis of the findings are as follows. Most of the respondents agreed that manual of rules and regulations of teaching practice were not provided to the 358 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 rospective teachers before going to practicing schools. The supervisors neither indicated shortcomings in the lesson plan nor did they assess practically each lesson of the prospective teachers on daily basis. Objectives of teaching practice were not prepared properly and supplied to all the concerned in writing. Before commencing the teaching practice, orientation was not given to prospective teachers and the concerned staff, where they could be able to share the ambiguities regarding procedure, manual and evaluation process. Time table/schedule of the teaching practice was strictly followed by the departments/institutions but evaluation and supervision criteria were not up to the mark. The interest and choices of the prospective teachers were not considered while assigning the period and timetable during the teaching practice. Feedback from the participating school, administration, supervisors and prospective teachers was not taken so the practice could not play an effective role to develop confidence, vision and competency in the prospective teachers. Recommendations Rules and regulations of teaching practice should be defined by the institutions before the student teachers go for teaching practice. It will not only help the student teachers but also the supervisors to achieve the predefined targets. Specific teachers should be appointed by the concerning departments to observe teaching of student teachers so that they may stay whole day in school to check the activities of the students and comment honestly. Orientations should be given to the student teachers before teaching practice so prepare them mentally for the challenges coming in their way during teaching practice. Teaching practice should be given proper weight age. Students should be informed before hand the process of evaluation of teaching practice so that the teacher students may try their best to improve their performance consciously. It seems that student teachers are not satisfied with their time table and periods during their teaching practice. Institutions should properly contact schools before starting teaching practice and set their time table according to students’ choice other wise students should be prepared accordingly. It would be a good practice if institutions develop permanent sort of links with some specific schools to adjust their students instead of selecting schools haphazardly to improve this 359 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa practice and to make it more effective. School administration can be cooperative if it finds some kind of incentive in it for their school otherwise it might think that student teachers are there only to disturb the school. Feedback from student teachers regarding the problems faced by them in schools should be considered important to improve the practice for next time. Institutions should try to fill the gap between theory and practice because some times the situation in schools is different to that taught to the students in theory so to save the student teachers from any sort of bewilderment. References Akbar, R. A. (2002). A study of Teaching practice of Prospective Secondary School Teachers and Development of a Teaching practice Model, Arid Agricultural University, Rawalpindi (Unpublished PhD Thesis). Ali Murtaza, (2005). Comparative Study of Practice Teaching in Formal and Non formal Systems and Development of a Model, Arid Agricultural University, Rawalpindi (Unpublished PhD Thesis). Brwn, P. D. Brown N. R. (1990). Effective Teaching Practice. Stanley Thornes, England Cohen, A. Carver, N. (1970). A Students’ Guide to Teaching Practice. University of London Press, London. Cohen, L. Manion, L. (1983). A Guide to Teaching Practice. Methuen, London. Government of Pakistan (1998). National Education Policy 1998-2010, Ministry of Education, Islamabad. Government of Pakistan (2003). Islamabad. Furlong, V. J. ; P. U. Hirst and K. Pocklington. (1988). Initial Teacher Training and The Role of the School. Open University Press, Philadelphia. Education for all 2001-2015, Ministry of Education, 360 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Govt. of Pakistan. (1997). Pakistan Vision 2010. Report; Seminar on Education. Planning and Development Division, Islamabad. Issani, C, U. A. G M, L, Virk (2004). Higher Education in Pakistan: A Historical and Futuristic Perspective, National Book Foundation, Islamabad. Malik, S. R. (1992). The System of education in Pakistan. National Book Foundation, Lahore. Muhammad Ashraf (1990). Dictionary of Primary Education. A. P. H. Publishing Corporation, New Delhi. R, A, Farooq (1994). Education System in Pakistan: Issues and Problems, Asia Society for Promotion of Innovation and Reforms in Education, Islamabad. Rashid, M (1999). Teaching Strategies, Allama Iqbal Open University, Islamabad. Shah, R. A. (1995). Education and Teacher education in Pakistan. Pakistan study Centre, University of Sindh, Jamshoro. Taneja, R. P. (2000). Encyclopaedia of Comparative Education, Vol. 4. Anmol Publications Pvt. Ltd. , New Delhi. 361

Direct and Indirect Speech

Direct and Indirect Speech Direct and Indirect Speech Cartoon Strip Eureka Phonica Eureka Phonica Eureka Do you know that what has been said can be stated in two ways direct speech and indirect speech? Direct speech means the exact words that have been spoken. Indirect speech means what is said is stated in our own words, so it differs somewhat from what was actually said. When the speech changes from direct to indirect, the tense, person and adverb may change. Indirect speech is presented in the form of an assertive sentence. Four kinds of sentences are presented in direct speech assertive, interrogative, commands and requests and exclamatory. The reporting verbs also change, depending on the kind of sentence. Launch Pad In this chapter, we shall learn how to interchange direct and indirect speech Taking Off Note to Teacher As direct and indirect speech has already been taught prepare flash cards with a sentence in direct speech on one side and the same sentence in indirect speech on the other side. Example : 1) Baiju said, I am going home. 2) Baiju said that he was going out. Divide the class into pairs and provide 2 flash cards to each group. Student A will read out the sentence in direct speech to student B. Student B will change the speech. Student A will turn the card over and check whether the sentence is correct. If it is correct, Student B will score one point. Each pair can exchange their cards with other pairs and score more points. Tell them that we can state what has been said in two ways direct speech and indirect speech. We can state what people have said in two ways. We can state the exact words that were spoken. This is known as direct speech Example : Happy birthday, Ronita ! said the children. Why do you wish to consult me? asked the lawyer. Give me an explanation right now, demanded her father. I will have to set out tomorrow, said Marco Polo. Or We can state what was said in our own words. This is known as indirect speech or reported speech. Example: The children greeted Ronita on her birthday. The lawyer wanted to know why I wished to consult him. Her father demanded an explanation right then. Marco Polo said that he would have to set out the next day. Direct Speech Points to Note The exact words of the speaker are placed within double inverted commas. A comma is placed immediately before the quoted words. Depending on the kind of sentence the end mark is a full stop, a question mark or a mark of exclamation. The first word within quotation marks begins with a capital letter. Assertive Sentences Read the following sentences: Ram said, I am reading this book. Ram said that he was reading that book. Changes take place in the person ( I changes to he), tense (am reading changes to was reading) and adverb (this changes to that) when the speech changes from direct to indirect. said to changes to told. Example: He said to his sister, You can buy the gift. He told his sister that she could buy the gift. If a universal truth is stated in direct speech, the tense does not change in reported speech. Example: She said, Honey is sweet. She said that honey is sweet. If the reporting verb is in the present tense in indirect speech, the reported speech is also in the present tense. Example: He says, The old house seems to be haunted. He says that the old house seems to be haunted. If the verb in direct speech is in the simple past tense, the verb in reported speech also remains in the simple past tense. Example: She said, I went home. She said that she went home. If the verb in direct speech is in the past tense and the time of action is mentioned, the verb changes to past perfect tense in reported speech. Example: She said, I went home at midnight. She said that she had gone home at midnight. Changes in adverbs are as follows: Direct speech Indirect speech now then here there this that these those ago before thus so today that day yesterday the day before/ the previous day tomorrow the next/ following day tonight that night last week the previous week/ the week before here there next week the following week Info Orbit When an assertive sentence changes from direct to indirect there are changes in the person, tense and adverb. The comma after said is replaced with that. said to changes to told. If a universal truth is stated in reported speech the tense does not change If the reporting verb is in the present tense, the tense in reported speech does not change. If the past tense is used in the reported speech in direct speech, it will remain unchanged in indirect speech. If the past tense is used in reported speech in direct speech and the time of the action is mentioned, the simple past tense will change to past perfect tense Practice Pulsars I. Change from direct to indirect speech: There is no need to leave tonight, she said to her friend. He said, The sun is shining brightly. She said to her father, I know you are angry with me.† The scientist said, They will conduct experiments in this laboratory. The princess said to the minister, We have to reach a decision tomorrow. The teacher said to the class, All of you are aware that the earth moves round the sun. Every morning my father says, It is a new day and I am thankful to be alive. Mother said , Today may be a very hot day . He said to me, I am reminding you that time and tide wait for none. The coach said, At this time, next week, the result of the match will be declared. II. Change from indirect to direct The captain told his men that they must not underestimate the enemy. Taruna said that she had no idea how the accident had taken place the previous evening. Usri told the children that all that glitters is not gold. Ginny said that long, long ago there was a continent called Atlantis. Raman said that the following day he would sit down with them and make a plan. The milkman told the lady that the milk was watery as the cow had drunk a lot of water that morning. She says that fifteen minutes of meditation every morning keeps her calm for the rest of the day. Mrs Das told her neighbour that she had gone to Kolkata two years before. Vinita said that those photographs were more precious than gold to her. Old Mrs Vincent was of the opinion that a house was better than a flat. Interrogative sentences When questions are changed to reported speech, the word order becomes the same as that of an assertive sentence. Example: Karan said, When will the match begin? Karan asked when the match would begin. The reporting verb in reported speech is asked, inquired or inquired of, wanted to know etc. Example: Savita said, Where is Peter? Savita asked where Peter was. or Savita inquired where Peter was. Damien said to Rahul, Are you absolutely sure? Damien wanted to know if Rahul was absolutely sure. or Damien inquired of Rahul if he was absolutely sure. Flash tip :1. said changes to asked or inquired. said to changes to asked or inquired of. 2. enquired/ enquired of may be used instead of inquired/inquired of. If the question can be answered with yes or no, if or whether follows the reporting verb. Example: Rama said, Can I use that pen? Rama asked if she could use that pen. If the question cannot be answered with yes or no, the reporting verb is followed by question words like when, what, which, where and how. Example: Rama said, When did this happen? Rama asked when it happened. There are changes in the person, tense and adverbs just like in the assertive sentences. Info Orbit When questions are changed to reported speech, the word order becomes the same as that of an assertive sentence. The reporting verb in reported speech is asked, inquired or inquired of, wanted to know etc. If the question can be answered with yes or no, if or whether follows the reporting verb. If the question cannot be answered with yes or no, the reporting verb is followed by question words like when, what, which, where and how. Practice Pulsar III. Change the speech Damini said, Can you explain the sum now? Rajiv asked Poonam, What are these stacks of paper for? Have you enjoyed yourselves today? said the instructor. Minu inquired, Tom, why are you packing your bag? The children said, Will you take us to the zoo next week? He said, How much further do we have to travel? She asked whether they were ready to go for a walk that evening. Shyam asked me why I was laughing so much. Fanny wanted to know who lived in the old house on the hill. The headman asked if anyone had worked for that company a year back. The detective enquired of the witness if he had seen the man in the photograph. Akhilesh wished to know how many of his classmates would go for a picnic. Commands and Requests Read the given sentences: 1.She said, Please tie your seat belt. She requested me to tie my seatbelt. 2. She said, Buy the necessities before the sun sets. She ordered him to buy the necessities before the sun set. 3. She said, Let us organise a party. She suggested that they should organise a party. The reporting verb is requested, told, asked, suggested etc. The main verb in direct speech changes to an infinitive in indirect speech. tie in sentence 1 changes to to tie, and buy in sentence 2 changes to to buy. Even when the person who is being addressed is not mentioned in direct speech, we have to mention the person in indirect speech. Example : He said, Please sit down. He requested her to sit down. When the direct speech begins with let, the reporting verb changes to suggested and the main verb is preceded by should in reported speech. In sentence 3 organise changes to should organise. Info Orbit The reporting verb is requested, told, asked, suggested etc. The main verb in direct speech changes to an infinitive in indirect speech. Even when the person who is being addressed is not mentioned in direct speech, we have to mention the person in indirect speech. When the direct speech begins with let, the reporting verb changes to suggested and the main verb is preceded by should in reported speech. Practice Pulsar IV. Change the speech: Keep the vase on the table, Sima, she said. Make sure that you have enough water, the guide said. Please do not make so much noise, said the official to the visitors. Let us clean the compound, said the monitor. Switch off the fans and lights before you leave, he said. Kindly contribute generously, said the child at the door. She ordered the children to cross the road cautiously. They requested us to wait for a few hours before lodging a complaint. The man told us to take a right turn to reach the bakery. We suggested to the old people that they should visit the orphanage once a week. The officer ordered the men to take up their positions. He requested her to take off her shoes outside the temple. Exclamations and Exclamatory Sentences Read the given sentences: He said, Alas! I have lost everything. He exclaimed in sorrow that he had lost everything. The reporting verb said in direct speech changes to exclaimed in reported speech. The emotion that is expressed by the exclamation in direct speech is stated in reported speech. So Alas! is replaced by exclaimed in sorrow. She said, How hot the day is! She exclaimed that the day was very hot. When an exclamatory sentence in direct speech begins with How or What, it is usually replaced with very in reported speech. Info Orbit The reporting verb said in direct speech changes to exclaimed in reported speech. The emotion that is expressed by the exclamation in direct speech is stated in reported speech. Practice Pulsar V. Change the speech He said, Hurrah! I have won the lottery. She said, What a pretty little girl you are! The lady said, What a fool I have been! He said, Oh! This is the best car I have seen. He said, O God! Forgive me for what I have done. The teacher congratulated him, saying that he had done very well. Wendy exclaimed that the bed was very comfortable. Madan exclaimed in joy that he was free at last. The jackal exclaimed that the crow had a very sweet voice. Ms Parekh exclaimed in grief that her brother was responsible for his own downfall. Ellen exclaimed that the weather was very chilly. Brendan exclaimed that it was a great pity that they had missed the show. Word Zoomer Reported Speech : Indirect speech is also known as reported speech. When direct speech changes to reported speech usually the first and second person change to the third person, the present tense changes to the past tense and the adverbs showing nearness in time and position are replaced by adverbs that show distance in time and position. Direct Speech : The words that are actually said. These are placed within quotation marks. Reporting verb : The verb that introduces direct speech or reported speech. For e.g. said, exclaimed, asked, whispered, requested and commanded. Touch Down When assertive sentences in direct speech are changed to indirect speech there are changes in the person, tense and adverb. the comma after said is replaced with that. said to changes to told. if a universal truth is stated in reported speech the tense does not change if the reporting verb is in the present tense, the tense in reported speech does not change. if the past tense is used in the reported speech in direct speech, it will remain unchanged in indirect speech. if the past tense is used in reported speech in direct speech and the time of the action is mentioned, the simple past tense will change to past perfect tense When interrogative sentences in direct speech are changed to indirect speech the word order becomes the same as that of an assertive sentence. the reporting verb in reported speech is asked, inquired or inquired of, wanted to know etc. if the question can be answered with yes or no, if or whether follows the reporting verb. if the question cannot be answered with yes or no, the reporting verb is followed by question words like when, what, which, where and how. When requests and commands in direct speech are changed to indirect speech the reporting verb is requested, told, asked, suggested etc. the main verb in direct speech changes to an infinitive in indirect speech. even when the person who is being addressed is not mentioned in direct speech, we have to mention the person in indirect speech. when the direct speech begins with let, the reporting verb changes to suggested and the main verb is preceded by should in reported speech. When exclamations and exclamatory sentences are changed to indirect speech the reporting verb said in direct speech changes to exclaimed in reported speech. the emotion that is expressed by the exclamation in direct speech is stated in reported speech. Flash tip : The shortest letters are said to have been exchanged between Victor Hugo and his publisher. When Les Miserables was released Victor Hugo wanted to know if it was well-received or not, so he sent a letter to his publisher with only ? written on it. The publishers response also consisted of a single punctuation mark ! Star Exercise I. Each of the following sentences contains an error. Correct the sentences. Rani said to Praveen that she would go over to his house that day. Brinda said that it was almost ten o clock now. She asked that if the bakers boy had delivered the bread. Sandeep said that the earth was round. Mohan said, Sandeep you are absolutely right. Deepa said, How cute the puppies look. Anand said You can leave the room now. Do not look so sad, said my friend. II. Read the dialogue given below and fill in the blanks: Akram Nibha Akram Nibha Akram Nibha Why are you looking so worried? My father has been transferred to a new place. Dont you want to go with him? I do, but I shall miss all my friends. What a lucky girl you are ! You will be seeing a new place and making new friends. I am feeling much better. Thank you. Akram asked Nibha (1) .. Nibha replied that her father (2).. Akram then inquired if (3) . with him. Nibha said that she did, but (4) Akram exclaimed that (5) . because she would be seeing (6) Nibha thanked him because (7) .. Comet Exercise Choose the correct alternative Shalini and Malini were twins. One day, while taking a walk Shalini said, I dont think (1. we have taken the right path / we had taking the right path/ we had taken the right path). Malini looked around and found nothing wrong. Why had Shalini made such a comment? She felt that her sister (2. has made a mistake /had made a mistake /is making a mistake.) Shalini pointed to a tree. (3.What do you have to say about it? / What did she have to say about it?/ What did you have to say about it? ) Malini (4.asked/exclaimed/ told) that it was (5. a very huge tree/ very huge trees/ a huge tree). Shalini sighed, You lack observation powers. We walk here every day. Have you seen it before? Malini answered, No, I have not. ( 6.I think we took a wrong turning / I am thinking we took a wrong turning/ I have thought we took a wrong turning) near the bazaar. Shalini (7.asked/ requested/ exclaimed) an old man (8. if he can help them / if he could help them / whether he could helps them). The old man guided them back and (9. advised/ commanded/ requested) them to be careful in future. Shalini and Malini assured him that (10. yes/ they would be more careful/ they will be more careful).

Boy-Actresses and the Character of Rosalind in As You Like It :: Shakespeare As You Like It Essays

Boy-Actresses and the Character of Rosalind in As You Like It      Ã‚  Ã‚  Ã‚   When Shakespeare wrote his plays, women were not permitted to perform on stage, so boys played all of the female characters.   Unlike many apprenticeships, a boy learning to become an actor had no set age at which to begin and no set length of how long to study, but they usually began around the age of ten and continued playing women or adolescent roles for about seven years.   These boys were apprenticed to a specific actor within an acting group, and were not attached to the organization as a whole.   There was a very strong teacher-pupil relationship between the adult actor and the boy, but there was also very often a father-son relationship.   The boys usually lived in the adult actors home with his family.   The idea of an apprentice is not difficult to imagine, but for many modern audiences, a boy playing the role of a women is very difficult to picture.   This picture is even more difficult to see when examining the plays of Shakespeare and the str ong female characters that he often depicts.   (Bentley 117)    In Shakespeare's As You Like It, Rosalind has many layers and acts as a character taking on many different roles.   The idea that there is a boy playing a woman disguised as a man pretending to be a woman for wooing, is one that is confusing and yet makes sense.   What adds to this is the idea that Rosalind, disguised as Ganymede, is pretending to be Rosalind, not another woman, but herself.   One can see that she occasionally slips from the role of Ganymede pretending, to being Rosalind, with comments such as "And I am your Rosalind" (Norton 4.1-56) and "By my life, she will do as I do" (Norton 4.1-135).   In these instances it is as though Rosalind forgets that she is disguised as a man, but what does this mean for the actor playing her character?   For one it shows that he must be clear as to which role of the character he was playing.   As one can imagine    "An audience would be confused unless the performer, regardless of gender, made it clear when Rosalind herself was speaking, when the character was speaking as Ganymede, and when Ganymede was the stereotyped 'Rosalind'"   (Shapiro 122).    This idea brings up the versatility that the boy must have had in order to play such a role.

Performance Practice in a World Music Ensemble Essay -- Timbre Music E

Performance Practice in a World Music Ensemble INTRODUCTION One of the objectives of the Indiana University International Vocal Ensemble (IVE) is to sing music of non-western cultures in the native language, and to the degree possible, sing with integrity of vocal and musical style. A subsequent objective is to imitate music accurately when presented with an aural model. With these objectives in mind I am interested in semantic perception and computer analysis cues of vocal timbre and the degree, if any, to which vocal timbre can be imitated between cultures, and how this information can be added to a transcription to aid the singer. For this particular project I focused on the production of Ghanaian vocal timbre by three native Ghanaians, individuals in IVE, and non-IVE members of a Ghanaian children's song. This paper will focus on the data of one of the Ghanaian female informants (Gf1) and one American female IVE member (Af1). There is no conclusive theory of timbre perception. Part of the difficulty is that timbre is difficult to perceive as an isolated phenomenon since it is based on perception. Timbre is connected with the source as opposed to individual and measurable attributes such as frequency or amplitude. With regards to vocal timbre the vocal tract transforms the airflow spectrum into recognizable acoustical patterns which we know as vowels. Vowels are a musical element of singing aside from their information carrying function. (Benade, 1990) Three areas of vowel production that are typically studied in computer analysis when researching timbre are the harmonic spectra, formants, and attack and decay transients. Another approach to investigating timbre along with computer analysis is the investigation of... ...oice differs in choral singing and solo singing, and in Western trained singing a different timbre is desired for choral singing compared with solo singing. Another difference is that "...choral singers strive to tune their voice timbre in order to mesh with the timbre of the rest of the choir, while a solo singer would try to develop his or her own individual timbre." (Sundberg, 1987) How do people's perceptions of timbre translate from the individual to a group sound? What adjustments do one's ears make? These issues are open for further research on the timbre of singing. The song Kofi has since been performed at numerous concerts, and many people in the choir will continue humming the song when it pops into their head for one reason or another. Next semester there will be new pieces and new timbres to begin to model, with new research ready to be investigated. Performance Practice in a World Music Ensemble Essay -- Timbre Music E Performance Practice in a World Music Ensemble INTRODUCTION One of the objectives of the Indiana University International Vocal Ensemble (IVE) is to sing music of non-western cultures in the native language, and to the degree possible, sing with integrity of vocal and musical style. A subsequent objective is to imitate music accurately when presented with an aural model. With these objectives in mind I am interested in semantic perception and computer analysis cues of vocal timbre and the degree, if any, to which vocal timbre can be imitated between cultures, and how this information can be added to a transcription to aid the singer. For this particular project I focused on the production of Ghanaian vocal timbre by three native Ghanaians, individuals in IVE, and non-IVE members of a Ghanaian children's song. This paper will focus on the data of one of the Ghanaian female informants (Gf1) and one American female IVE member (Af1). There is no conclusive theory of timbre perception. Part of the difficulty is that timbre is difficult to perceive as an isolated phenomenon since it is based on perception. Timbre is connected with the source as opposed to individual and measurable attributes such as frequency or amplitude. With regards to vocal timbre the vocal tract transforms the airflow spectrum into recognizable acoustical patterns which we know as vowels. Vowels are a musical element of singing aside from their information carrying function. (Benade, 1990) Three areas of vowel production that are typically studied in computer analysis when researching timbre are the harmonic spectra, formants, and attack and decay transients. Another approach to investigating timbre along with computer analysis is the investigation of... ...oice differs in choral singing and solo singing, and in Western trained singing a different timbre is desired for choral singing compared with solo singing. Another difference is that "...choral singers strive to tune their voice timbre in order to mesh with the timbre of the rest of the choir, while a solo singer would try to develop his or her own individual timbre." (Sundberg, 1987) How do people's perceptions of timbre translate from the individual to a group sound? What adjustments do one's ears make? These issues are open for further research on the timbre of singing. The song Kofi has since been performed at numerous concerts, and many people in the choir will continue humming the song when it pops into their head for one reason or another. Next semester there will be new pieces and new timbres to begin to model, with new research ready to be investigated.

Amistad: Natural Law vs. Positive Law Essay

Throughout the movie Amistad, directed by Steven Spielberg, conflict between Natural Law and Positive Law appears to be an underlying theme. The story is of a group of African slaves that effected a mutiny on their slave ship. After killing many Spaniards, the African slaves were then captured and put on trial. The story is based on a historical trial which took place in the United States during the years of 1939-1940. This trial ultimately became a very tricky political game between the North and South of the United States over the case of slavery, as well as an international issue between the U.S and Spain. The main question being posed throughout the movie is, were the slaves justified in their actions, and should they have been rewarded or punished for their actions? When referring to the two philosophers Thomas Hobbes and Plato, it is evident to see that both believed the slaves actions were in fact justified, however, and both believed they should not have been rewarded. Philosopher Thomas Hobbes, born April 5th 1588, was a strong believer in positive law. The definition of positive law is the theory that law is a body of rules formulated by the state, and that citizens are obligated to obey the law for the good of the state as a whole. (Alexandrowicz et al., 617) Thomas Hobbes believed people were naturally war-like and evil, (77) and also believed that all men were created equally; it is because of this equality that conflict would constantly occur because of the human properties of competition, diffidence, and glory. (Stanford University) These three factors are evidently found throughout the primary actions of the slaves in Amistad. Initially, Cinque, the main character of the movie, breaks lose from his slave chains and initiates fighting and chaos between the Africans and Spaniards. In Thomas Hobbes mind, he would justify Cinques actions as a man in competition with the men around him, which is one of his described war-like qualities. An example of diffidence can be seen when Cinques face reveals a sense of shock and anguish after he steps back and looks at what he had done to the Spanish man. And finally, a sense of glory is seen when Cinque slowly raises the sword out of the mans chest, leaving him with his last breath. Although Hobbes would believe that the slaves actions were in fact justified, he would also believe that they should be punished for what they have done. Again, it all goes back to positive law  Hobbes believed that since people are war-like and evil, law should be set in order to rule over evil and maintain law and order in society. Since Cinque and the slaves acted on their war-like, evil qualities, in Thomas Hobbes mind, they should be punished. Opposite to the beliefs of Thomas Hobbes, another philosopher named Plato believed very strongly in the philosophy of Natural law. Natural law is the theory that human laws are derived from eternal and unchangeable principles that regulate the natural world and that people can become aware of these laws through the use of reason. (Alexandrowicz et al., 617) Opposing Hobbes, Plato believed that people are naturally born as good people. He believed that God gave us the ability to make good decisions and gave us instincts to live our life with. All men are by nature equal, made of all the same earth by one working man (www.publicquotes.com) This famous quote by Plato is a perfect example to describe why Cinque and the slaves acted in violence, and why they are in fact justified in their actions. Cinque and the slaves recognized that all individuals are equal and therefore, no one person has control over anothers life. Once the slaves saw the treacherous pain their fellow friends were going through, they resorted to their God-given survival instincts. Although Plato, like Hobbes, would agree that what Cinque and the slaves did was in fact justified, Plato would ultimately believe the slaves should be punished for their actions. Plato, who was a student of Socrates, believed that each person is to do what is right and avoid what is wrong. Even though the slaves were in a life threatening situation, the law is still the law, and should be followed inevitably. When comparing and contrasting Thomas Hobbes and Plato, it is evident to see that both would in fact feel the slaves had a justifiable reason for their actions, however, the motives as to why are contradictory to one another. Thomas Hobbes believed that since all humans are born evil, it is simply in their nature to act out in such violence. Whereas Plato believed that all humans are born good and have God-given instincts; the slaves defended themselves using their survival instincts. On the other hand, a comparison between the two is also evident. The reasoning as to why both believed the slaves should be punished has the same underlying principle; the law. Both  believed that laws are created to maintain order in society, and refusal to obey the law would both ultimately end with consequence. Steven Spielbergs Amistad is an excellent representation of the many ways the law can be interpreted. Thomas Hobbes believed all law and justice is based on the fact that people are born evil, while Plato believed that humans are born naturally good and laws are created by the use of reason. Natural law and Positive law are two very diverse views, which in the case of Amistad contain one crucial similarity; the importance of following the law. Both philosophers Thomas Hobbes and Plato evidently believe Cinque and the slaves actions were in fact justified, however, deserved punishment. Works Cited 1) Alexandrowicz, George et al.. Dimensions of Law. Toronto: Emond Montgomery Publications Ltd., 2004. 2) Stanford University. Hobbes Moral and Political Philosophy Feb 12, 2002. http://plato.stanford.edu/entries/hobbes-moral (march 29,2008). 3) Public Quotes. Quote: God is truth and light his shadow http://publicquotes.com/quote/7118/god-is-truth-and-light-his-shadow.html (March 29, 2008).