Traffic Monitoring Camera Systems Essay -- electronic monitoring devic

Theoretical With the noteworthy increment of traffic checking camera frameworks, the discussion on their security, viability and Constitutionality has expanded. The reason for this exploration is to introduce contentions from each side of the issue and afterward think about insights regarding the matter so as to make an assurance of whether these frameworks are increasingly useful or impeding to open security, and whether open intrigue or monetary benefit is the center part in the execution of the camera frameworks. Over the previous decade, American residents have seen an undeniably regular sight: the surge of electronic checking gadgets being put at traffic lights and convergences with the sole motivation behind account driver conduct to give references; all for the sake of security (Federal Highway Administration Safety, n.d.). The multiplication of these traffic wellbeing cameras, which has spread in exceptional numbers to ever-littler towns (Smile, you’re on camera, 2009), is without a doubt disputable, and has started a lot of discussion between residents, governing bodies, police divisions, government organizations, and social equality gatherings (Burnett, 1998). Other than the discussion on whether the cameras, and the references that are given to the enlisted vehicle proprietor dependent on the recorded data, are protected, (or whether they just establish an Orwellian attack of security), the generally acknowledged reason that the cameras decline the seriousness of or potentially forestall car crashes is additionally strongly challenged. Supporters for the execution of red light and speed cameras are unyielding that the utilization of such gadgets deflects petty criminal offenses and diminishes mishaps (City of Johnson City, TN, n.d.). Research bolsters these cases ... ...guson, S. An., and Farmer, C. M. (2007). Lessening red light going through longer yellow sign planning and red light camera authorization: Results of a field examination. Recovered from http://www.stopredlightrunning.com Ruby, D. E., and Hobeika, A. G. (2003, Summer). Evaluation of red light running cameras in Fairfax County, Virginia. Transportation Quarterly, 57(3), 33-48. Shifflett, G., and Owen, J. (2008, September 22). Red light cameras in the Volunteer State: Unsafe, illegal, and pointless (Tennessee Center for Policy Research Policy Brief 04-08). Recovered from The Newspaper: www.thenewspaper.com Grin, you’re on camera. (2009, November). State Legislatures, 35(2), 11. Recovered from http://find.galegroup.com.ezproxy.etsu.edu: The red-light camera never lies. (2009, November 13). The Hotline. Recovered from http://find.galegroup.com.ezproxy.etsu.edu.

KIAI Marketing Plan Essay Sample free essay sample

* Executive total upKiai Marketing Group ( Kiai ) . which is established by Roger Mills who are a student at the University of Western Ontario ( Western ) . London. Ontario. is a newly little house planned for providing propelled offering answers for London concern. With the improvement of the building. the college class presently has changed a group than before. PC supplanted paper and compose as to go a typical instrument for taking notes and looking for data during the college classification. Factories has established that a majority of Western’s 30. 000 students utilized workstations in the schoolroom and around grounds. In light of these conceivable commercial media. our firm’s stock is to exploit the perfect reinforcement of PC palpebras which were new notice endless by using a PC covering that is structured by Mills. Our firm’s end is making a total compensation of $ 5. 000 for the main twelvemonth. permit 80 % students know Kiai and 50 % understudies seti ng advertisements in their PC palpebras. * Current selling territory of affairsMarket descriptionAs the tenth biggest city in Canada and the sixth biggest city in Ontario. the populace in London is more than 430. 000. Furthermore. for the ground of its area and is other than a significant center point for health consideration in Southwestern Ontario and spot to both the University of Western Ontario ( Western ) and Fanshawe College. it pulled in a major aggregate of understudies around the universe. At the end of the day. the more understudies in London. the more PCs here. the greater notice we can set on the PC lips. Furthermore. the nearby little worry in London got the profoundly reassuring by the city and commonplace authoritiess. This will really benefit for our gathering which is immediate focusing of students at Western. Truth be told. our product is an originative product that is remarkable. The market is ever pulled in by the new things. other than. our product can do total compensations both for the advertizer and the understudies. Item reappraisalOur stock is entirely simple to deliver and got from our customers. We’ve as of now reached with a bit. small time activity in business region. London to deliver an overlay stuff. it can simple be applied and expelled from PC palpebras by using a white glue reinforcement. Not simply is it advantageous for understudies to set it on their PC palpebras. be that as it may, help the advertizer to rescue the expenses. CompetitionThere are a cluster of commercial media in London. some of them are outside of the college, for example, the London Free Press. It is the London’s significant everyday paper which pulled in around 226. 000 perusers every weekday. 250. 000 on Sabbatums and 140. 000 on Lords daies. In spite of the fact that it has army perusers and the estimating data of it is secret. the expense of posting notice on it is high to the point that is non appropriate for concern focusing on understudies. Since the intensity of college students’ ingestion is non truly elevated. the product that offered to them would non be so costly. so it is non cost-productive for a house that pointing college understudies by notice on London Free Press. A portion of the adversaries are around the college, for example, Western insight. The Gazette. Direction Week Packages and Immobile Poster Campaigns. The likeness of these media is they are simpler to make out the understudies. Be that as it may. the money related estimation of ad is non reasonable. The money related an incentive in the Western News is gone from $ 31. 64 for a two-inch-wide advertizement to $ 497. 20 for a full half page. Advertisement in the Gazatte for one hebdomad extended from $ 120. 40 for one sixteenth of a page to $ 1. 430 for a full page. An expense for â€Å"Welcome to Western† and set business’s logo on the 5. 000 wash packs given to first year recruit students is $ 3. 000. The expense of stationary posting runs in the Western is $ 110 every month because of the figure of casings and explicit areas. Contrasted with these customary ad media. non simply does our product is originative. in any case, we other than spare expenses. Overall. college students are attached to new things. this kind of ad would pull increasingly significant sentiments contrasted with the standard. Besides. Kiai is an organization which has a five star research of the Western students including segment of the Western. it will be a solid preferred position to those houses which experienced little toward the Western. DistributionThere are 5 distinct methods of dissemination for our company’s stock. First. a public expo called Bridge to Better Business would be held in London for two yearss in August. It gives nearby little concern owner to display their stocks to around 500 to 1500 chaperons. Plants would hold to fix our ain show. lighting and signage at an expected expense of $ 250. Second. the Small Business Center ( SBC ) in London. gives concern owners some worry exercises that we genuinely need. Yet, the expense of rank at the SBC is non economical and we need to distribute off instructive booklets and concern cards. So this could be the alternative. Notwithstanding. the SBC other than hold workshops. organizing occasions. courses and meet-and-welcome occasions for neighborhood concern owners to talk. Factories will go to a lower breaking point of 20 Sessionss to â€Å"get his name and the worry out there† . also, he would other than distribute off concern cards to forthcoming customers. At that point. we utilize the most conventional strategy which is immediate gross incomes. Plants would pass on at any rate 100 transcripts of educational booklet and 250 concern cards. fliping to neighborhood concern owners up close and personal or cold pitching them. Finally. we will build up an expert site for conceivable customer. on history of we are another organization proficient site would help us secure much-need believability for future turn of events. * Threat and chance analysisThe hazard would be the expense of running a gathering. The entirety of the prophase cost will be bought ourselves. In add-on. the crew is non so enormous that we don’t have satisfactory work power to actualize all pieces of our anxiety. The conventional ad media, for example, paper. TV. communicate medium station would be a huge test for us. For chance examination. on the one manus. the administration we give is distant from everyone else. no 1 does previously. it is an originative things which could pull additionally going to in college students. On the different manus. we got a top notch research of the Western understudies segment. We could reach and see more than different organizations outside of the Western. * Aims and situating schemeIn the accompanying 1 twelvemonth after get bringing down the Kiai concern. making a total compensation end of $ 5. 000 for the twelvemonth. be comfortable with at any rate 80 % Western understudies and permit them cognize Kiai’s administrations. at any rate 50 % students seting promotions in their PC palpebras. Our administrations is separated from everyone else. the college students would simpler to acknowledge this kind of advertizement. It is common and productive for both the understudies and the advertizer. * Marketing plan and tacticsAlthough it is difficult to mensurate the effectivity of another ad run. we are certain that Kiai’s signifier of notice would accomplish progressively important sentiments contrasted with the model. progressively customary advertizements offered by the opposition. For the ground those organizations experienced difficulty making the college segment. which Kiai has. We intend to cover more than 50 % fame at the Western. more than 30 % in London. pull in excess of 100 advertizers. inquire about new building that could utilize and take more helpful than now. * Action plan†Find advertizer fitting to the conveyance of the selling program. †Advertise in the Western including seting up postings. passing out concern cards. publicize on the facebook chirrup and university’s site. expressing companions and understudies at the Western. †Runing the worry with the advertizer and understudies. go about as a mediator man of issues. * BudgetsTrade shows $ 250Small Business Center Networking $ 360Websites $ 750Informational booklets $ 50Transcripts of posting ( 50 x 0. 5 + 50 ten 0. 25 ) $ 37. 5Business cards $ 50Hire workers ( 4 x 500 ) $ 2. 000Others $ 1. 000Entire $ 4497. 5 * ControlsFollowing halting point to the line of the spending that recorded previously. don’t abundance the financial plan. expanding the advantages.

How to Save Money on ADHD Medications

How to Save Money on ADHD Medications ADHD Treatment Print How Parents Can Save Money on ADHD Medications By Vincent Iannelli, MD facebook Vincent Iannelli, MD, is a board-certified pediatrician and fellow of the American Academy of Pediatrics. Dr. Iannelli has cared for children for more than 20 years. Learn about our editorial policy Vincent Iannelli, MD Medically reviewed by a board-certified physician Updated on February 04, 2020 ADHD Overview Symptoms Causes Diagnosis Treatment Living With In Children Paul Bradbury / Getty Images While they are very convenient and work well for most children, once-a-day ADHD medicines can be rather expensive. Many families without insurance and prescription drug benefits cannot afford these medicines, which include Adderall XR, Daytrana, Concerta, or Vyvanse. Even with insurance coverage, high prices can be very taxing on a family budget. Generic ADHD Medications Choosing a generic medicine over a name-brand one is often a good way to save money on prescription drugs. Unfortunately, there are few inexpensive versions of these ADHD medicines that can be taken just once a day. There are generic versions of both Adderall and Ritalin, but they are short-acting and typically have to be taken at least twice a day. If you or your child is able to take a generic version, you will likely pay (before insurance or any coupons): Amphetamine salt combo (generic Adderall) $85 to $120 for 60 tabletsMethylphenidate (generic Ritalin) $75 to $90 for 60 tabletsDexmethylphenidate (generic Focalin) $85 to $100 for 60 tabletsAmphetamine salt combo XR (generic Adderall XR) $180 to $200 for 30 capsulesMethylphenidate ER (generic Concerta) $250 for 30 tabletsDexmethylphenidate XR (generic Focalin XR) $200 for 30 capsules Still, these are all bargains when you consider that a month of Vyvanse can cost well over $300. Saving Money on ADHD Medication In addition to choosing generic ADHD medication when you can, there are other money-saving strategies that may help. Shop Around Prices at different pharmacies can vary by $25 to $40 or more depending on the medication. Use a drug pricing site, such as GoodRx, to look for the best prices on your medications. Ask Your Doctor for Help Ask your pediatrician for a 90 day supply, which is sometimes a little cheaper (and also allows you to lock in a good price for three months if you find one). Talk with your doctor about avoiding name-brand ADHD medications without generics, such as Strattera, Vyvanse, Daytrana, and Quillivant XR. And remember that in some cases, your doctor can give you free samples of medicines so you can try them and see if they work for your child. Look for Coupons or Patient Assistance Programs Coupons are available for many name brand ADHD medications that dont have generic versions. You can find coupons on GoodRx or by checking the manufacturers website. Manufacturers may have their own patient assistance programs, or you can check to see if you are eligible for a broader prescription assistance program, such as NeedyMeds. Get a Prescription Discount Card Prescription drug discount cards are similar to patient assistance programs in that they can help reduce the prices of many drugs you purchase. You can use them as a supplement to any insurance coverage you have and some, such as FamilyWize, are open to anyone, regardless of income. Use Caution Dont try to save money by ordering an ADHD medication from an illegal or foreign website, which will simply put your child at risk. In addition to getting scammed out of your money, you may receive a contaminated or counterfeit product, the wrong product, or an incorrect dose. Also avoid unproven or non-evidence based treatments, which will likely end up costing you more in the long run.

Noble Gases List

The elements in the last column or group of the periodic table share special properties. These elements are noble gases, sometimes called inert gases. Atoms belonging to the noble gas group have completely filled their outer electron shells. Each element is non-reactive, has high ionization energy, electronegativity near zero, and a low boiling point. Moving down the group in the periodic table from top to bottom, the elements become more reactive. While helium and neon are practically inert and are gases, the elements further down the periodic table more readily form compounds which are more easily liquefied. Except for helium, all of the names of the noble gas elements end with -on. Elements in the Noble Gas Group Helium  (He, atomic number 2) is an extremely light, inert gas at room temperature and pressure. The liquid form of the element is the only liquid known to man that cannot be solidified, no matter how low the temperature drops. Helium is so light it can escape the atmosphere and bleed away into space.Neon  (Ne, atomic number 10) consists of a mix of three stable isotopes. The element is used to make signs and gas lasers and as a refrigerant. Neon, like helium, is inert under most conditions. However, neon ions and unstable clathrates are known. Like all noble gases, neon glows a distinctive color when excited. The characteristic reddish-orange glow of signs comes from excited neon.Argon  (Ar, atomic number 18) in nature is a mixture of three stable isotopes. Argon is used in lasers and to provide an inert atmosphere for welding and chemicals, but it can form clathrates and has been known to form ions. Argon is heavy enough that it doesnt readily escape Earths gravity, so it is present in appreciable concentrations in the atmosphere.Krypton  (Kr, atomic number 36) is a dense, colorless, inert gas. Its used in lasers and lamps.Xenon  (Xe, atomic number 54) in nature consists of a mix of stable isotopes. The pure element is inert and non-toxic, but it forms compounds that may be colored and are toxic because they display strong oxidizing tendencies. Xenon is encountered in everyday life in xenon lamps such as strobe lamps and some vehicle headlamps.Radon  (Rn, atomic number 86) is a heavy noble gas. All of its isotopes are radioactive. Although colorless under ordinary conditions, radon is phosphorescent as a liquid, glowing yellow and then red.Oganesson (Og, atomic number 118) presumably would behave like a noble gas but would be more reactive than the other elements in the group. Only a few atoms of oganesson have been produced, but it is believed that it will be a liquid or solid at room temperature. Oganesson is the element with the highest atomic number (mostly protons) on the periodic table. It is extremely radioactive.

Charles Dickens A Great Writer - 1105 Words

Alex Broussard Broussard 1 Coach Masson English 2/ hour 3 8 October 2015 Remembering Charles Dickens Charles Dickens is a famous author who wrote numerous books which were enjoyed by many throughout the years. His books are known xquisite characters and real-life settings. Charles experienced difficult times as a young boy (â€Å"Charles Dickens† par. 7). These difficult times followed him throughout his life. He uses ideas from these struggles to express his feelings through the books he writes. The many struggles of Charles Dickens’ early childhood greatly influenced his writing, making him a great novelist from the Victorian times. Charles Dickens had many early life struggles. His father was†¦show more content†¦8). When his father was released from prison, Charles went to Wellington House Academy where he Broussard 2 attended school from 1824 to 1827 until his dad was imprisoned again for debt. He expresses these feelings of despair and loneliness in his novels and short stories. Many of these pieces, like â€Å"Great Expecta tions† and â€Å"Oliver Twist†, reference the poor and the oppressed (Merriman par. 5). Charles Dickens’ novel â€Å"A Christmas Carol† displays his feelings about being poor during Christmas time. Charles references Scrooge’s nephew as a poor child, and Scrooge asks his nephew what he has to be merry about when he doesn’t have any money (Dickens, â€Å"A Christmas Carol† 4). â€Å"The forces that inspired Dickens to create a powerful, impressive and enduring tale were the profoundly humiliating experiences of his childhood, the plight of the poor, and their children during the boom decades of the 1830s and 1840s† (A Christmas Carol par. 5). Charles’ family grew up poor and Christmas time is typically not a good time for people who do not have money. Dickens used his story â€Å"A Christmas Carol† to voice his feelings about the poor during Christmas time while he was growing up (â€Å"A Christmas Carol† par . 4). Charles Dickens uses people from his life as character references for his books. For example, Charles uses his childhood memories of his father as one of the character references in â€Å"A Christmas Carol†. â€Å"While Dickens’

Audio Lingual Method Free Essays

string(153) " particular structure of sentence is spoken and learners repeat the sentence, mimicking its sound patterns and intonation, and aiming for identicalness\." 1 GGGV 2044 METHODS IN TEACHING ENGLISH AS A SECOND LANGUAGE Semester 2 2009/2010 AUDIO-LINGUAL METHOD: A DISCUSSION (INDIVIDUAL ASSIGNMENT) LECTURER: DR. HAMIDAH BT. YAMAT @ AHMAD LISA KWAN SU LI A123040 TESL/2 2 1. We will write a custom essay sample on Audio Lingual Method or any similar topic only for you Order Now 1 INTRODUCTION The Audio-lingual Method (ALM), by its very name – â€Å"audio† and â€Å"lingual† – refers to a language teaching approach that focuses on two aspects of language, namely listening and speaking. Unlike its predecessor, the Grammar Translation Method, which focuses on reading and writing skills, this approach chooses to emphasize on the first two stages in the natural order of language learning (listening, speaking, reading followed by writing) with the belief that learners who are better speakers and listeners consequently make better readers and writers. The ALM has a firm foundation in the theories of both structural linguistics and behavioural psychology, and thus incorporates techniques and strategies that advocate the concepts and assumptions of language learning from both schools of thought. The structural linguistics view of language learning says that language is learned through awareness and specific attention to the patterns and structure of the language. One of the ALM’s main characteristics is its use of repetition and drills that draw learners’ attention to the patterns of the target language which are subsequently memorized and repeated to automaticity. Language learning from the view of behavioural psychology on the other hand, occurs by conditioning and habit formation of accurate responses to stimuli. The right response for a stimulus is modelled by the teacher beforehand and then drilled into the learners repeatedly until such responses become a â€Å"habit† that enables learners to successfully produce accurate responses without clues or prompting by the teacher. This discussion aims to further understand the Audio-lingual Method and explore the advantages and disadvantages of employing it in the second language classroom. The author als o puts out her recommendations for the use of the ALM in the second language classroom. 2. 1 HISTORY By the first half of the twentieth century, the Direct Method had lost its popularity in the U. S. However, it is believed that the decline of the Direct Method brought about the emergence of the ALM. As Brown (2001) puts it: â€Å"†¦ by the middle of the twentieth century, the Direct Method was revived and redirected into what was probably the most visible of all language teaching â€Å"revolutions† in the modern era, the Audio-lingual Method. † The U. S. educational institutions at the time still believed that a reading approach like the Grammar Translation Method was more practical than an oral one. Therefore the 1930s and 1940s saw the Grammar Translation Method going strong in all schools across the U. S. However, after World War II, the U. S. saw an urgent need for her to be orally proficient in the language of her allies as well as foes. This led to a drastic change in 4 the current view of language teaching from a mere reading approach to one with a heavier emphasis on aural and oral skills. Special intensive language programs were developed by the U. S. army which came to be known as the Army Specialized Training Program (ASTP), or more simply, the Army Method. In the 1950s, the Army Method was renamed the Audiolingual Method. 3. 1 PRINCIPLES OF ALM Some of the main principles of language learning in the ALM are stated by Alkhuli 2005 (as cited by Abdel-Rahman Abu-Melhim in the International Forum of Teaching and Studies). One of these principles is that the second language learning process should be similar to that of first language acquisition. This complies with the natural order of language learning which is listening, speaking, reading and finally, writing. It is believed that the learner first learns to speak what he has listened to, then read what he has spoken, and write what he has read. Therefore, the ALM emphasizes on listening and speaking skills in order to facilitate the progress of reading and writing skills besides increasing communicative competency. Another principle is that the second language is best acquired by habit formation. A habit is created when an action is repeated and is subsequently produced 5 in response to certain stimuli almost without conscious activity. This is achieved via the repetitive pattern practices that are part and parcel of the ALM. Translation of the target language into the native language is considered harmful and will hinder acquisition of the second language. Such translations are believed to impede the mastery or control of the second language. When the target language is used in all circumstances in the classroom, learners learn to make direct connections between the vocabulary and its semantics in the target language itself, which is ideal for effective second language learning. However, these principles are merely assumptions. Counter-arguments include: second language learning is completely different from native language acquisition in many different aspects. In addition, the natural order of language learning that the ALM stresses on is irrelevant because the four language skills can be developed simultaneously rather than sequentially. The learning of a second language is not necessarily a process of habit formation where responses are elicited by stimuli, but also involves the cognitive. Finally, translation into the native language has proven a useful technique indeed in learning a second language, demonstrated in methods such as the Grammar Translation Method. 4. 1 MAIN FEATURES As aforementioned, the ALM follows the natural order of language learning. The use of repetitive drills is justified in shaping a new â€Å"habit† for learning the second 6 language. Stimuli-responses are expected and correct ones are immediately reinforced as conditioning, concurrent with the views of behavioural psychology. The native language also plays a minimal role in the ALM. Only the target language is used within the classroom by both teacher and learners. New material in the target language is also introduced in dialogue form, closest to a natural situational context for learners to gain communicative competence and skills. Modeling is done by the teacher whereby a particular structure of sentence is spoken and learners repeat the sentence, mimicking its sound patterns and intonation, and aiming for identicalness. You read "Audio Lingual Method" in category "Papers" Slips in learners’ pronunciation of words in the sentence are immediately corrected by the teacher to avoid formation of â€Å"bad habits†. Grammar rules are not taught explicitly but are expected to be induced by the learners through the various examples and patterns that are exposed to them during the lesson. Contrastive analyses are also done between the native language and the target language in order to draw learner’s attention to differences in pattern, structure and sound system of both languages. 5. 1 TECHNIQUES There are many techniques employed in the classroom that advocate the underlying principles (or assumptions) of the ALM, and are also based on the aforementioned two main schools of thought for the said method. 7 One of the main techniques used is of introducing new learning material in the form of a dialogue. A model conversation is analyzed, broken down and memorized through mimicry. Dialogues are seen as a natural conversational ontext that will aid learners in applying learned structures and vocabulary. Many drills are used in the ALM. The backward build-up drill (expansion drill) breaks down a difficult sentence into smaller parts. Usually the last phrase of the sentence is repeated by the learners and then parts are added on, or expanded, until learners are able to repeat the complete sentence without further trouble. Single-slot substitution drills require the learners to substitute in cues given by the teacher into a particular slot in the sentence. Multiple-slot substitution drills on the other hand, require a higher level of competence from the learners. Learners must recognize particular slots within the sentence to substitute the cues given by the teacher, occasionally having to alter subject-verb agreements as well. Other drills include the repetition drill, chain drill, transformation drill and question-and-answer drill. (Refer to Appendix A) 6. 1 ADVANTAGES As compared to an extreme method like the Grammar Translation Method, where reading and writing are so stressed on that speaking and listening skills are neglected, ALM does develop the aural/oral skills of learners. Learners through the ALM are able to participate in situational contexts competently. 8 In addition, learners are more aware of the phonetic aspects of the language. Through modeling and mimicry, learners pay more attention to proper pronunciation and intonation. Errors in pronunciation are immediately dealt with, while correct responses are positively reinforced. Learners are sensitive to the intonation and are aware of their different functions of questioning, requesting, pleading etc. Through substitution drills, learners also learn to recognize the borders between the phrases that make up the sentence. They are also exposed to a variety of different sentences that have similar structures through repetition drills as well. Transformational drills help learners familiarize with question tags and their corresponding answers, affirmative and negative sentences and even active and passive ones. Such a wide variety of sentence and question structures serve to enhance learners’ communicative ability. 7. 1 DISADVANTAGES Although the drills that are the ALM’s distinguishing feature may be considered one of its strengths, they are also its weakness. Such drills leave no room for creativity, causing learners to lose interest or feel bored in the classroom. When learners lose their motivation, it negatively affects their progress in second language learning. New vocabulary learned is also limited in context. Instead, the sound system and grammatical patterns are emphasized on more. Learners are taught set phrases in gruel repetition in response to certain questions, where the form and structure are 9 highlighted. Consequently, learners are only drilled to respond correctly with answers that are expected of them without caring much for its meaning. For example, the set phrase, â€Å"Fine, thank you,† is taught as a response to the question â€Å"How are you? † which learners use even when they feel otherwise. This phenomenon is comparable to robots that have no cognition and only give particular responses to particular stimuli! There is rarely any variation in learners’ responses other than the ones that have been taught. Therefore, interaction and dialogue is very schematic and unnatural. In short, communicative competence is still called to question. Learners of the ALM may be able to participate in conversations, but they are rarely spontaneous and it is observed to be rather a case of regurgitating the â€Å"right† responses in a certain situational context from memory. Should they not be able to recall the set phrases that have been learned, they are at a loss as to how to respond to the questions and conversational prompts of the other speaker. 8. 1 RECOMMENDATIONS From the discussion above, it is evident that although communicative competence is insufficient, the ALM drills provide learners with a multitude of structures and grammatical patterns that form the basic foundation for communication. The challenge is to help learners apply the knowledge they have gained to communicating effectively and in a natural manner. 10 However, this cannot be done if drills are continuously insisted upon in the classroom. A degree of flexibility is needed on the part of the teacher to allow spontaneous and natural conversation to take place after drilling them as well. Unguided dialogue practice forces the learners to apply what they have been drilled with into a communicative setting, taking into consideration the meaning of the phrases learnt with relevance to the given situation. Model conversations can still be provided, but spontaneous ones allow for creativity and variety in responding according to the individual learner. Communication becomes more natural. With regards to learner motivation, the responsibility is shouldered by both the teacher and the learners themselves. The teacher needs to, again, be flexible and allow for elements not necessarily ALM-like to be incorporated into the lesson, if only for the sake of breaking the monotone. Drills can still be employed of course, but in more interesting ways like role play and physical activities. In essence, the teacher should be creative in her strategies with the aim of increasing the communicative competency of the learners rather than teach by the book. Learners as well, play a major role in their own learning progress. They should maintain a high level of self-motivation by actively participating in tasks and activities and being attentive at all times. 9. 1 CONCLUSION The ALM definitely has its pros and cons in a second language classroom. However, the disadvantages and negative implications can be overcome if a slightly more eclectic approach to second language teaching is taken. Some teachers may stubbornly hold fast to the rules of the ALM and refuse to stray from it. In such a case, the 11 objective of second language teaching should be questioned. Is one’s loyalty to the method or to the goal of aiding learners in achieving communicative competence? If it is the latter, it does not matter what method is used in the classroom as long as ultimately, learners gain valuable communicative skills. As Celce-Murcia illustrates (as cited by Abdel-Rahman Abu-Melhim in the International Forum of Teaching and Studies): â€Å"Today, language students are considered successful if they can communicate effectively in their second or foreign language, whereas two decades ago the accuracy of the language produced would most likely be the major criterion contributing to the judgment of a student’s success or lack of success. † (1991, p. 125) One single method should never be used exclusively in the classroom because it shall always remain flawed. It is the teacher’s responsibility to determine her teaching goals and appropriate methods to be used; where an eclectic one might better achieve those goals. Therefore, the teacher of a second language must be prepared to modify and adjust her methods to suit the different learning needs of the learners. 12 APPENDIX A Here are examples of the different drills used in the Audio-lingual Method: Repetition drill Repetition drill is the normal drill, usually used to teach the lines of the dialogue. Students are required to repeat after the teacher’s model until they are almost identical. Chain drill The Chain drill uses maybe the first few lines of a simple dialogue. The teacher begins by addressing a student, or asking him a question. The student responds, then turns to the student beside him and asks him a similar question. The second student responds and the chain goes on until each student has participated. This allows for the teacher to check learner’s speech. Transformation drill The teacher may give learners a question, and the learners are then required to formulate an answer from the form of the question given, and vice versa. Or, an affirmative sentence is given and learners need to transform it into the negative. This can be used for teaching active and passive sentences, as well as direct and reported speech. Question-and-answer drill This drill allows for learners to practice answering questions accurately and rapidly. It can also be done the other way round, where the learners form the questions on cue. 13 REFERENCES Abdel-Rahman Abu-Melhim. 2009. Re-evaluating the Effectiveness of the Audiolingual Method in Teaching English to Speakers of Other Languages. International Forum of Teaching and Studies 5(2): 1-9. Britto, Rory. 2009. The Dissipation of Methods in ESL: Expanding to Fill the Void. The Journal of Education p. 75-84. Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy, p. 13-37. Second edition. New York: Addison Wesley Longman, Inc. Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. Second edition. New York: Oxford University Press. Savignon, Sandra J. 2001. Communicative Language Teaching. Theory Into Practice 26(4): 235. How to cite Audio Lingual Method, Papers

Similarities and differences of seeing a movie in a movie theater versus watching a movie on a television set in your home Essay Example

Similarities and differences of seeing a movie in a movie theater versus watching a movie on a television set in your home Essay Movies are part of our lives. Watching movies has different impact to different kinds of people, which entails many significant and insignificant contributions to one’s lifestyle. According to â€Å"The American Heritage ® Dictionary of the English Language† (http://www.thefreedictionary.com/movie), â€Å"movie is a form of entertainment that enacts a story by a sequence of images giving the illusion of continuous movement†. Watching it leaves something in the mind of the viewers, may it be information, facts, or any other ideas. Movies have different themes that cater to different viewers. Watching movies can be done using two different medium, in movie theaters or on television. These different media has different impacts due to difference in environment. Movie theaters are designed for viewers who want to see the movie in a larger than life-size picture. Watching it in theaters enables you to experience the impact and quality of the technical aspects of the movie in full blast. It is like being part of the movie while watching it in big screen, which makes the viewing more entertaining. The purpose of a movie is to entertain, that is why theaters exist for viewers to maximize the viewing experience. Watching a movie in theater gives you access to scenes that are possible of deletion on television due to sensitive issues that it entail. In other words, it is left uncut for us to view the whole story unedited. Sometimes, obscene scenes are essential parts of that movie, thus making it less appealing to the viewers when left edited. People who watch movies in theaters h ave the advantage of viewing the movie for the first time or when it became available to the public. We will write a custom essay sample on Similarities and differences of seeing a movie in a movie theater versus watching a movie on a television set in your home specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Similarities and differences of seeing a movie in a movie theater versus watching a movie on a television set in your home specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Similarities and differences of seeing a movie in a movie theater versus watching a movie on a television set in your home specifically for you FOR ONLY $16.38 $13.9/page Hire Writer But there are also disadvantages. Due to costs incurred by producers in coming up with a movie, some of the burden of costs is passed to the viewers in theaters in the form of entrance fees set by the owners of movie theaters; thus, increasing the expenses of an individual who watched movies, which is deducted from his financial budget. In order to watch a certain movie, you need to spend some money for you to make it possible. The inconvenience it brought due to traveling aspects and the notion that strangers are watching with you on the same place gives you an uneasy feeling when planning to watch on a movie theater. The unfamiliar environment of people gives you a feeling of depriving your privacy due to the fact that you shared that place with other people. The other medium of the viewing experience is through television. Viewers can still watch movies in televisions without costing any amount. Watching the movie of your choice at the comfort of your home is really a good benefit to someone who practically wants to be entertained. You don’t need to get dressed or be presentable due to the fact that you are at your own territory. Not only it saves you money, but it also saves you time and energy because home is where you find yourself relaxed and at peace. Watching movies on television gives you freedom to do whatever you want while watching, leaving you unbothered by other people. Aside from that, you maybe able to watch old movies that you are not practically able to watch when they are publicly released like the classical movies years ago. Movies on television usually are interrupted by commercial gaps, for they are sponsors of particular networks; thus, making the viewing experience boring and time-consuming. Sometimes, some parts of the movies are edited out of the story due to some sensitive issues like pornography and extreme violence. As a result, it became less intense because that deleted parts have some significance to the movie’s totality. Movies are edited to make it viewer-friendly because most television viewers are minors not allowed to watch such thing. Watching movies gives us entertainment and satisfaction that only the particular viewers can explain. It gives lessons and guides to our living. Practically, it adds color to our mind and soul. 693 words