Applying the Systems Development Life Cycle Essay

Procedure In a short paper (approximately one page), summarize how the work you have done in the previous project assignments can be integrated into the SDLC. Submission To submit this assignment, please go to the Grade Book. In the column in the Grade Book for this particular assignment, a â€Å"submit† button is available. Click on this button to be directed to your Personal Workspace where you will be able to upload and then submit this assignment. Please make sure you are submitting the final version of the assignment. The submit feature will be unavailable after submitting the assignment. Please do not post this assignment as an attachment in the Forum*. It must be submitted through the submit feature in the Grade Book. For more detailed directions and assistance for submitting assignments, please utilize the â€Å"help† feature located in the left hand navigation bar. Once at the â€Å"help† screen, choose the â€Å"How do I submit an assignment in the Grade Book† link from the â€Å"Courses† section. *Some assignments require the sharing and/or peer review of written work. In these cases, your instructor may also require you to post your assignment in a public message (i.e., to the entire class) in the Forum. Evaluation This assignment is worth 75 points. This assignment will be evaluated on the following criteria: †¢Completeness — Addresses each step/component/element required by project assignments with no obvious omissions. †¢Timeliness — Completed within specified timeframe. †¢Synthesis — Applies and/or synthesizes course content, required readings, independent research, and original thought into project as appropriate. †¢Clarity and Concision — Project composition isstructured logically, focused, well organized, and flows well. Conveys ideas clearly and concisely. †¢Language Conventions — Project consistently employs conventional English spelling, grammar, punctuation, syntax, and paragraph construction. †¢Application of Technology — Demonstrates application of technology to the project that is realistic and appropriate for the selected professional context.

My Ophidiophobia Essay

I don’t think that I’ve never had a time in my life when I was not afraid of snakes. To me there is nothing more freighting than this crawling, scaly, unblinking reptile that man has abhorred since the beginning of time. The subfield that is primarily connected with phobia is psychoanalytical psychology, behavioral psychology and neuropsychology. According to our text, Psychoanalysis is a method of therapy based on Freud’s theory of personality, in which the therapist attempts to bring repressed unconscious material into consciousness (Baron& Kalsher, 2008). Behavioral psychology is a school of psychology that clarifies all mental and bodily activity in terms of reaction by glands and muscles to external factors (stimuli). Neuropsychology studies the structure and purpose of the brain as they transmit to fixed emotional processes and behaviors. It is seen as a clinical and experimental field of psychology that aims to study, assess, understand and treat behaviors directly related to brain functioning. The purpose of this paper is to discuss how biological bases of behavior have contributed to this fear. I also will analyze my reactions when I came into contact with the physical presence of a fake reptile. And, finally, discuss the role that learning has had on the fact that I fear and hate snakes. Our text states that anxiety is an increased arousal accompanied by generalized feeling of fear or apprehension. When this fear becomes excessive or debilitating, this is known as a phobia. Findings by Ohman and Mineska have suggested that we may possess a biologically determined module in our brains for fear of snakes because this fear is beneficial for our survival (Ohman & Mineska, 2001). The question has been asked, what are the origins of phobias? One possibility involves the process of classical conditioning. A stimulus is introduced that was not supposed to elicit strong emotional reactions, in my case came to do so. I will discuss this in my physical reaction section. It could be surmised that humans learned to fear snakes early in their evolution and the ones who distinguished the existence of snakes very rapidly would have been more likely to pass on their genes. It is painful to analyze my reactions to snakes because, even thing about them make it very difficult to type. I really have a deep fear of them. The most frightening experience that I remember is a very cruel joke that my cousin played on me. He knew I was afraid of snakes but one day I was over his house and he called me into his room because he was hearing sounds. I walked in his room and he had a rattling devise hidden in his room and I heard it but did not associate it to a rattlesnake because there was no reason for one of them to be in the room. He reached under his bed a pulled out a realistic replica of a diamondback rattler and I immediately urinated all over myself while frozen in fear. When he saw what I had done, He profusely apologized he help me clean up the mess that I had made. Since this incident I feel that I have post-traumatic stress disorder because sometimes a dream about snakes for no reason. I refused to watch the move Anaconda and never have been in the snake house at the public zoo. The impact of foundational learning about my fear of snakes helps to give me an understanding of some of the reasons why I hate snakes so much without never really coming in contact with any deadly one in my whole existence. I have learned the origins of my phobia may come from some deeply rooted repressions deep in my brain and that snakes may represent something other than the physical creature that I detest and utterly dread. According to this theory, my phobia may be based in anxiety reactions of the id that have been repressed by the ego. The currently feared object is not the original subject of the fear. Also, according to learning theories, phobias develop when fear responses are reinforced or punished. My experience with my cousin reinforced the idea that snakes are to be terrified of. The medical models of psychology states that mental disorders are caused by physiological factors Neuropsychologists have acknowledged that certain genetic factors that may play a role in the advance of phobias. Although the investigation is still in its early stages, it is recognized that certain medicines that affect the brain’s interaction are helpful in treating phobias (Ohman, Flykt, & Estevez, 2001). In conclusion, there seems to be numerous options available for me to seek help if I decide to address my ophidiophobia. If one takes the psychoanalytical approach, if may take years of psychoanalysis to delve deep into the recesses of my brain and pull out repressed memories that were the foundation of my fear of snakes. Next, from a learned behavior approach, I may be re-programmed not to experience the triggers that lead to the debilitating feeling that I have when I come in close proximity of snakes. Finally, if neuropsychology holds the answer to my problem, I may take the route of taking experimental medication to determine it helps my fear. I think that I am more afraid of experimental drugs than I am of snakes, so, if I had the resources, I would probably choose the first two alternatives.

Belief, Doubt and Synthesis Essay Example | Topics and Well Written Essays - 1500 words - 1

Belief, Doubt and Synthesis - Essay Example Writing is one of the most significant professions in the US today. Based on this fact, numerous philosophies and principles apply in defining the ideal qualities and skills required of talented writers. These principles are subjective and mostly depend on the factors that determine the purpose of writing. In this regards, we have to acknowledge that not all writers possess the same qualities, as some of the American writers are better than others. Despite the fact that not all writers are equal in their skill sets, there should be a standard of differentiating smartest writers from poor ones. In this regard, I belief one should possess some of the fundamental qualities if he/she is to be considered as a professional writer (Starnino 42). The qualities of a writer fall into personal and technical skills. Possession of strong personal qualities entails the application of effective communication skills in presenting ones ideas and thoughts in written form. In America, every writer enjo ys freedom of speech and expression in his or her work. Writers are free to express their thoughts in whatever manner they wish, as long as their work falls within the scope of national rules and regulations. In this regard, writers face the predisposition of expressing their thoughts in an appropriate language as per the environment in subject. In trying to justify their thoughts and philosophies, writers can engage in persuasive, assertive or criticizing pieces of work (Lutovich and Fisher 67). One should integrate all these freedoms of thought and language in developing persuasive or even criticizing essays in order to accomplish writing goals. In this case, I belief a brilliant writer should be creative, vivid and imaginative. For example, a writer in a political arena speculating about the future of a nation’s politics should be imaginative and creative in persuading his followers and criticizing those opposing. Coherent development of political essays requires a writer to articulate the freedoms available with the communication skills in ensuring effective delivery of the intended message to the target audience (Lutovich and Fisher 72). In addition to personal skills, a talented writer should have a thorough understanding of the technical qualities of writing. I belief the first technical quality of expert writes is the ability to communicate fluently in written language. English writers must follow grammatical rules in every piece of their work. Efficient use of English will facilitate delivery of the message in an objective manner. Since the better part of writing entails collection of information from both the primary and secondary sources, a writer should also have strong research skills. He or she should carry out a research exercise from the problem definition stage to the results interpretation stage. Every writer should be conversant with the fundamental concepts of the topic of writing and should use relevant and appropriate vocabulary in expressing his or her ideas. Lastly, a talented writer should organize the essential parts of an essay in a logical pattern. Integration of these technical skills with the above mentioned communication qualities in an essay provide a criterion of defining a lovely piece of writing (Lutovich and Fisher 61). Human beings are in a continuous process or receiving new ideas and meeting new patterns of thoughts in their lives. When one meets a new idea,

Cultural Leadership Research Paper Example | Topics and Well Written Essays - 1750 words

Cultural Leadership - Research Paper Example Cultural leaders are more rooted in the society in which they operate and try to adapt fast to changes so that no kind of biasness is resulted because of cultural change. Such an aspect can be well depicted in this hypothetical situation where an individual from Pakistan is appointed as a leader in an organization in USA. There are certain distinct cultural behaviors as per the Hofstede’s model of cultural dimension that separates Pakistan from that of other countries across the globe. Firstly the power distance aspect of the model cannot be well stated as to what extent it affects the cultural behavior. Individualism aspect of the model states that the people of Pakistan follow more of collectivism that is they prefer to work together with their team (Hofstede, 2003). This aspect even highlights that people of this country possess a great amount of loyalty towards their community or any other organization they become a part. The cultural behavior is such that the relationship between the employer and employee consists of emotional and moral bonds. As per the uncertainty avoidance aspect of the model the culture of Pakistan is such that it encompasses high uncertainty avoidance. This states that people are more inclined towards following rules, avoids any form of innovations, prefers security, like to keep themselves busy at work and are very much punctual (Halverson, 2008). These factors of the model state that the cultural aspect of being hard working, preferring more of team work, being punctual, following rules, building strong bonds with other employees and being loyal towards the organization would facilitate as a leader to work well and more effectively in the new organization in USA. The Hofstede’s model of cultural dimension states there are certain characteristics of cultural dimensions of people in Pakistan that can disrupt the

The Ontological and Economic Trinity Essay Example | Topics and Well Written Essays - 3000 words

The Ontological and Economic Trinity - Essay Example The three persons are said to be equal in nature and in their attributes. By saying that the three persons are equal in attributes, it means that they are omniscience, they are omnipresent and they are holy. It is acceptable among all Christians across the world that the three persons do not change, they are holy and that they are divine. This state of the three persons having equal attributes and being equal in nature is referred to as the Ontological Trinity2.The word Ontology refers to the study of essence. As a result, the Ontological Trinity can also be referred to as the Essential Trinity or the Immanent Trinity. On the other hand, these three persons are said to differ in the manner with which they work and also the way they associate with the world and with each other. Each of them has varying roles in how they relate to the world. Their roles within the Godhead are also different. Each of them has their own activities and they perform them independently. This difference in h ow these persons relate to each other and to the world is referred to as the Economic Trinity. The name economic has been derived from the Greek word oikonomikos which means management of activities3. Therefore, the three persons manage their activities differently. The Ontological Trinity and the Economic Trinity are usually confusing among many Christians This makes it difficult for Christians to understand the exact nature of God Himself. It is not easy for a typical Christian to distinguish between the Ontological Trinity and the Economic Trinity. In addition, it is not easy for Christians to figure out the relationship between the two. This makes the understanding of God and how He works to become a mystery to many. Understanding these two issues can be of much importance to Christians in that they will understand how God works Project Summary The purpose of this project is to conduct a research that will help Christians understand the three persons in Trinity. They will be abl e to distinguish between the Economic Trinity and the Ontological Trinity. Having understood this, Christians will be in a better position to understand the Existence of God and also understand how God works in through the three persons in trinity (i.e.) the Father, the Son and the Holy Spirit. In this project, I hope to bring out a clear distinction between Ontological Trinity and the Economic Trinity. I also hope to outline and evaluate how the three persons relate to each other and how they work together. Once I am able to achieve this, the project will have achieved its mission which is to enable Christians understand God in a better way. To accomplish this purpose, I will do extensive research from academic literature and compile a report at the end of the research that gives relevant answer to the research question. History of the Doctrine of the Trinity The root of the doctrine of the Trinity can be traced from as early as the first century. The doctrine has taken centuries t o develop leading to the modern definition that is the subject of this paper. The word "Trinity" is not seen in the New Testament and neither is the doctrine explicitly taught in the scriptures4. However, we can trace the foundations of the concept of the Trinity from the New Testament, particularly from the Gospel of John, which arguably is one of the latest and one of the most theologically developed books of the New Testament. Mentions of the Trinitarian beliefs also can be seen in the extra-biblical teachings of theological writers

Given the recent ethnic violence in Myanmar, how can ASEAN enhance its Essay

Given the recent ethnic violence in Myanmar, how can ASEAN enhance its cooperation with a view to avoiding or mediating ethnic tensions in its member states in the future - Essay Example This study attempts to take an in depth analysis of this issues so as to explain the root causes of such conflicts, reviews the policies available and generate the possible alternative policies which can address this issue. The prevailing policies do not address the issues of how the member governments of ASEAN should resolve or avoid conflicts within their states (MacQueen, 2012). The Burmese government has tried to curb these conflicts by coming up with â€Å"seven steps road map† but this has proved not to work since the ethnic clashes are still ongoing (Lall, 2009). The Myanmar’s government needs to come up with alternative policies which will enhance cohesion among the member communities. Some of these alternatives include steps like encouraging dialogue among all the stake holders in the Burma state. It may also involve power sharing among the ethnic communities, enhancing democracy and justice to all with absolute fairness. This can be achieved through a genuine devolved system of governance that enhances autonomy to all the ethnic communities in Myanmar (Bray, 1992) I recommend the policy of establishing a devolved government. Burma has been in the military rule for over two decades. All the ethnic communities need to feel included and accepted in the government, they need to feel part of the policy makers and patriotic in the way they relate among each other at a national level. These ethnic groups need an assurance that their autonomy and identity will be upheld by supporting the government rather than opposing it (Brown, 1999). Myanmar has just recovered from the military rule that has been in control for over two decades (Lall, 2009). The new president Thein Sein will help the country to grow economically at a great pace. However, the ethnic conflicts are posing a serious challenge to the nation’s economic growth (Smith, 1994). The most recent is where the government forces conflicted with

Explain the term structure of interest rates. What are the effects of Essay

Explain the term structure of interest rates. What are the effects of rise in risk and expectations on the formation of long term rates - Essay Example Change of short term interest rates by the central bank has an effect on domestic real economic conditions through its influence on the long-term interest rate and consequently on those of other countries should there be involved in trade. Investors are now more prone to foreign exchange and interest rate risks due to all these changes in the global market place. The term structure of interest rates represents the pattern for interest rates appropriate for discounting cash flows of various maturities. This is done through the use of a yield curve by plotting the interest rates against their terms so as to display the relationship between spot rates of zero-coupon securities and their term to maturity. The resulting curve allows an interest rate pattern to be determined, which can then be used to discount cash flows appropriately. Unfortunately, most bonds carry coupons, so the term structure must be determined using the prices of these securities. In the case of a zero-coupon bond, the yield to maturity is sometimes called the spot rate, as this rate is said to be the rate that The shape of the yield curve above is said to be a â€Å"normal yield curve† as it is thought to reflect the higher â€Å"inflation risk premium† that investors demand for longer term bonds especially as longer term interest rates are usually higher than shorter term interest rates. A â€Å"parallel shift† in the yield curve may occur provided the interest rates change by the same amount for bonds for all terms and when this occurs, the shape of the yield curve stays same although interest rates may appear to be higher or lower across the curve. But when interest rates for bonds of some terms change different than for other bonds, the yield curve may change and such a change is called the â€Å"twist†. But since term structures are continuously changing, the changes may result to the yield curve having its usual normal shape, or may even result to the curve to

Mark Steinberg's Voices of Revolution Essay Example | Topics and Well Written Essays - 1250 words

Mark Steinberg's Voices of Revolution - Essay Example Steinberg re-hashes the demonstrations of June and the days of July giving extra-special detail to top-level political decisions and machinations. In analyzing the activity of the lower class, he highlights looting and violence, that he refers to as protests of the lower class. He concludes that this â€Å"gave expression to a good deal of clearly directed anger and hatred† (Steinberg & Schwartz, 2003 p270). Steinberg points out in this section that moderate socialists, the far left, Kerensky and the re-energized right were of the opinion that only firm order would halt the further disintegration of Russia (Steinberg & Schwartz, 2003 p273). Steinberg continues to put emphasis on an effort, born of his own consciousness, to veer Bolshevism away from the center of this narrative. He does this by devoting more attention to the creation of Kerensky’s directory, for example, as well as the democratic conference and Moscow State Conference (Steinberg & Schwartz, 2003 p275). He does this instead of dwelling on the Bolshevik emergence in a majority of the soviets and the power seizure in October. Steinberg in this section explains the crisis and social breakdown that plagued Russia in this period by using the October revolution. The October revolution was about every-day people claiming power over their daily lives and the circumstances governing that life they held dear. Worth noting, however, is that Steinberg’s analysis, especially as laid down in this section, gives decreased attention to the rational approach of their efforts. The decreased attention to this is at the expense of their expressive and emotiona l intent, in particular the desire for retribution by the lower class on the social elites (Steinberg & Schwartz, 2003 p277). On July 1, there were demands of â€Å"all power to the soviets† by the second Gun regiment, as the third infantry regiment declined to send companies as a replacement to the front. Immediately after reception of orders to send help to the front, machine gunners in their thousands held an impromptu meeting to plan artillery backed insurrection. As the Bolsheviks attempted to calm things down, anarchists added more wood to the fire. The soldiers, fully armed took a decision to march while sending delegates from factories that, as workers, had to drop everything and join in the march. Soon, over 50,000 of them went marching all the while demanding All Power to the people (Steinberg & Schwartz, 2003 p279). The Bolsheviks at this point had no choice but to support the masses as long as they were peaceful in

Self-reflective report Assignment Example | Topics and Well Written Essays - 1500 words

Self-reflective report - Assignment Example The abundance of advice on management techniques, approaches to business and organizational leadership, and even instruction manuals for achieving personal and business success implies that there are no immediate, quick-fix solutions to ensure that the individual becomes a successful, effective manager. New, radical, exciting approaches are published on a regular basis, and it is difficult for the individual not to accept the latest theory as the ultimate answer. Some of these approaches are more appealing – the Japanese Management Philosophy is a personal favorite. The appeal of taking on a tried and tested approach, and subjecting oneself and an organization to the parameters of that theory is clear. There are, however, limitations to an approach which relies heavily on the suggestions of others in the field. The danger is that while the theory may seem appealing, the practical impossibility of transferring all the conditions under which the theory was developed to an organi zation remains. Each business will have its own unique set of challenges, its individual requirements for change, and its own human component. A personal management philosophy should be developed by each manager, dependent on the contexts he/she is in and the experience and knowledge he/she has built up. This approach will prevent the uncritical adoption of a particular philosophy as the basis from which to work within an organization. This essay will propose that the three most important aspects of effective management, and by implication, the three most important characteristics of a good manager are, firstly, high emotional intelligence – an awareness of the importance of people in organizations, a perceptive recognition of people’s strengths and weaknesses, and an ability to motivate and communicate effectively with people, as well as an honest and realistic level of self-knowledge; secondly, an openness to change, and a flexible, adaptable approach to business, an d the organization, so as to meet the challenges of an ever-changing global business and economic environment; and thirdly an ability to think and act rationally, based not only on emotional responses, but on the needs of people in an organization, and the organization itself. The additional characteristics of a good manager mentioned in this essay are all related to these three essential facets, and serve further to explore the proposal that a personal management style, evolving from a joining of management theory and philosophy, personal experience and capabilities, and the immediate context of the manager’s environment is essential for good management. In all organizations, the influence of humans is paramount. It is people who are able to drive any organization toward becoming effective, profitable or successful, and adaptable. It is thus essential that knowledge regarding the human interaction within an organization be part of the manager’s approach. The more trad itional aspects of the business – productivity, efficiency, marketability, and so on – are not to be neglected, but the structuring and management of interpersonal relationships, teamwork management, and personal management must be considered. A manager can only provide leadership when his/her own self-awareness is ongoing and

Antigone and Euthyphro Essay Example | Topics and Well Written Essays - 1000 words

Antigone and Euthyphro - Essay Example The nature of piety was altercated in ancient literature through the characters of Antigone and Euthyphro. Antigone and Euthyphro’s individual’s beliefs and perception of how rules must be taken were the forces that influenced them to choosing decisions that shaped their recognition about the nature of piety. The life story of Antigone indeed began with a tragedy, which had provoked her to make a decision that changed the course of her life, or perhaps, has become the instrument to ending her life through unjust means. Antigone was trapped in a situation, where she had to choose between what is right based on her conscience, and on what is right based on the legal code of Thebes. Apparently, conflicts were brought by the opposing view of Antigone and Creon on the type of law that must be sustained, referring to the divine law and the human law. Despite this conflicting belief, Antigone was certain that the human law does not surpass the divine law, when it comes to what is morally right for people. For this reason, she stood by her conviction that religious piety supersedes whatever law is created by people, who claim as rulers or kings in this world. For Antigone, even the punishment of death will not defy her devotion to the divine law. Antigone’s views adhere to the idea that there is more to life than being devoted to an earthly government, whose doctrines do not agree with the authentic nature of piety. That is, decisions in life must not dwell on human laws that dishonor the essence of the divine law -- the laws, which are there to guide people of what is morally right and wrong. By and large, Sophocles’s Antigone encapsulates the weaknesses of an earthly government, where the elected military leaders reap the benefits of them having judicial authority. Antigone is being oppressed by the tyranny of an earthy government that is ruled by a male leader, whose interpretation of justice violates the divine law. Still, in spite of th eir oppression, Antigone was willing to sacrifice her life so that Polyneices may rest in eternal peace. No earthly law hindered here to fulfilling her duty to the corpse of her brother Polyneices. In the end, Antigone may have died, but her pious devotion became the instrument to amending the flaws of the justice system in a city that is oppressed by tyrants. The story of Euthyphro, on the one hand, narrates the experiences of Euthyphro as he pushes for the prosecution of his own father, who had murdered a servant. Similar to Antigone, Euthyphro’s desire to let his father bear the consequences of his actions was a result of him believing that what he was doing was a pious thing. However, the presence of Socrates in this story made the character of Euthyphro confused over the real meaning of piety, for Euthyphro has always believed that making his father liable for killing an individual is the right thing to do, and that his father has committed a wrongdoing, which is impious . Socrates was the key to letting Euthyphro realize that his own beliefs of what is pious do not justify the act of being pious itself. Euthyphro agrees to the nature of piety but he did not fully understand how it may apply in seeking for authentic justice not in the eyes of an earthly court, but in the eyes of the gods. He was adamant to defend not his own father, but the victim, who his own father has killed, and for Euthyphro this is deemed an act of piety. It is an act of piety not because it is

Medieval Europe - Papal Reformation Essay Example for Free

Medieval Europe Papal Reformation Essay Since the Council of Nicaea called in the fourth century by Constantine to the early eleventh century, the Church was never established as a free standing institution. For over eight hundred years the Church had been under the authority of secular powers. Charlemagne and the Carolingians emperors saw themselves as the ones to maintain the Church materially, organizationally, and spiritually, while the pope was only an example of ideal Christian living. Social deterioration led to the corruption of the Church and its offices; simony being the biggest problem. The papacy itself was corrupted by simony and Roman politics. While reform had been taking place in the local levels for some time, the papacy was the last part of the Church to be reformed. The papacy reformation came about through three major popes: Leo IX (1049-1054), Nicholas II (1059-1061), and Gregory VII (1073-1085). The actions by these popes in the eleventh century would root out the corruption within the church and cause conflict between the secular authorities and the papacy resulting in the separation and establishing of the Church as a power on its own. After numerous corrupt popes, Leo IX is considered to be the pope that started the papacy reformation. Ironically, he was appointed pope by his cousin Emperor Henry III. After being coroneted, Leo spent less than six months in Rome traveling through Italy, Germany, France, and as far as Hungary ( Blum, 485). According to Backman, â€Å"Leo recognized two things from the very start: first, the papacy could not be properly reformed so long as it remained mired in Roman factional politics; and second, the papacy needed to be seen by the faithful in order to secure the gains of the reform† (Backman, 268). Leo was literally the first pope to be seen by most Christians (Backman, 268), and he wanted to â€Å"project an image of the papacy in action† (Blum, 485). For a long time the title of pope was just a name without any meaning or power; however, Leo would change that with his travels. Leo’s great accomplishments were abolishing simony, help ending the practice of cl erical marriage, and improving the clergies training and education. Pope Leo IX, through his travels had plans of establishing his authority while also rooting out corruption still in local churches. â€Å"Leo staged large-scale Masses, pronounced Peace and Truce decrees, and offered all the faithful the opportunity to air grievances about their local church and ecclesiastical leaders† (Backman, 269). Clergy that had obtained their position by way of simony were given the chance to retain their office only if the confessed their faults and swore publicly to dedicate themselves to the reformed Church. According to Backman these acts were performed in public for two reasons: First, the people themselves got to hear the confession of their clergy, and second, the pope got the pleasure of having the faithful see the priest, bishops, and archbishops kneeling before Leo, in other words, used the reform-celebration itself as a means for establishing papal authority over the episcopacy. Henceforth, everyone understood that the bishops served as the legitimate leaders of the Church because the Holy Father himself had publically bestowed their office upon them. The papacy now stood at the head of a new hierarchy and determined its legitimacy. 269 The last major contributing act Leo had towards the reformation was the creation of the College of Cardinals. Leo saw that the Church was not intellectually able to deal with issue it was faced with. He created a body of advisors for the papacy that included theologians, lawyers, philosophers, historians, scientists, and diplomats. These handpicked advisors would lend expert council to the pope on settling and resolving doctrinal issues never really solved by the Church. One of the issues they dealt with was celibacy for the clergy; this would not be settled until Pope Nicholas II. The papacy was now the decision making center on doctrinal issues for the Church. Leo IX was a major turning point for the Church, but unfortunately he would not finish what he started. The next pope to further the papal reformation was Nicholas II. Pope Nicholas II built upon what Leo IX had already done. Nicholas and a council produced the Lateran synod of April 1059. The synod ended clerical marriage and established clergy celibacy. It also added to the strict prevention of simony. Also with the synod, Nicholas and the council made two major decisions that would shape the papacy up until today. The first of these decisions was to condemn the practice of lay investiture. â€Å"The ritual by which a lay prince â€Å"invested† a priest or bishop with the insignia of his office suggested that the ecclesiastical authority was subordinate to the secular† (Backman, 270). The papacy now condemned this seeing as the reforming popes were trying to establish the Church as an entity on its own. The Church wanted to control everything about itself and completely cut off any secular ties trying to control it. The second major decision Nicholas and the council made was mad in the Papal Election Decree of 1059. This was to ensure no pope could ever be placed in power by a secular ruler but only elected by the College of Cardinals. Backman describes it as this: †¦for all eternity the only way for any individual to become the legitimate pontiff of the Holy Catholic Church was to be freely elected to the position by the College of Cardinals. This decree removed the Holy See from the clutched of the Roman magnates, but it also declared the papacy’s independence from the imperial power. 270 These actions changed the state’s authority over the church that had been present since Constantine. When Henry IV came to power in 1056, he did not like the actions taken by the Church and trying to separate from his authority. The tension between the papacy and secular powers came to a high during the pontificate of Pope Gregory VII. Now Gregory VII had begun his career in Rome during the pontificate of Leo IX as Leo’s â€Å"‘secretary of state’ and author of his important papers† (Blum, 485). So Gregory had been around since the beginning of the papal reformation. His actions and policies would lead to the biggest conflict between the Church and State during this reformation. After dealing with carious rebellions, Henry IV’s resent meant lead him to prepare to attack Rome and deal with the papacy’s action. Henry wanted to show that he had supremacy and was the ruler of both Church and State. Before Henry could attack, Gregory responded with a declaration called the Dictatus Papae. This was a list of twenty-seven single sentence decrees about papal power. Gaudemet defines them as, â€Å"lapidary and unrestrained terms the universal power of the pope; his authority over bishops, clerics and councils, and his right to depose the emperor, to certify every canonical text, to make law and to deliver judgment from which there is no appeal† (Gaudemet, 470). Gregory was trying to establish that he alone, as the pope, had complete supremacy over both Church and the emperor. Henry took these Dictates as a direct attack on his royal rights and power. This led to both Gregory and Henry writing letters back and forth to each other with increasing t ensions with each letter. These letters led to both of them excommunicating and deposing the other from office at the end of 1076. The excommunicating of each other would lead to a major event in establishing supremacy to the pope. Gregory, being the pope, was still head of the Church, and Henry found himself still excommunicated. Henry and his advisor devised a plan to get him forgiven and restored into the Church. Being the pope meant that Gregory was a priest, and he would have to forgive a penitent sinner. Gregory was caught off guard at his castle in Canossa, Italy by Henry’s arrival and asking of forgiveness. This had made Gregory furious, but he had to forgive him. Gregory used this to his advantage, showing that he had supremacy over the emperor. Gregory made Henry stand outside his window barefoot wearing penitential rags for three days begging for forgiveness and pleading for restoration. While this move by Henry helped him with his enemies and restored him back into the Church, this move also hurt him. This move now shifted the supremacy towards the pope. The emperor was now seen as submissive to the pope and had to do what the pope said. While more conflicts happened between Gregory VII and Henry IV, the investiture struggle would not end with them. It was officially ended in 1122 with Henry IV’s son, Henry the V, and Pope Calixtus II (1119-1124) with the Concordat of Worms. This allowed ecclesiastical appointment to be made by the Church alone but also allowed secular rulers to participate with the lands and appurtenances supplementary to the positions. The issue of papal supremacy over imperial supremacy was circumvented, only to erupt again in centuries later. While Urban II (1088-1099) was able to finalize the reform of the Church during his pontificate, it wasn’t really until the end of the twelfth century that the Church reform came to a conclusion. Gregory VII and the popes following openly proclaimed the Church’s supremacy and sovereignty over the secular world. They had not only made the Church a standing institution on its own, but they had reversed the historical roles of the Church and State. Since the time of Gregory VII, the papacy had become a massive bureaucracy. The Church now had an ostentatious financial machinery, judicial system, bureaucratic structure, police network, and standing army. The Church was now its own free standing institution and would eventually become its own sovereign city-state.

Europe One Of The Seven Continents History Essay

Europe One Of The Seven Continents History Essay Europe conventionally one of the seven continents of the world. Although referred to as a continent, Europe is actually just the western fifth of the Eurasian landmass, which is made up primarily of Asia. Modern geographers generally describe the Ural Mountains, the Ural River, part of the Caspian Sea, and the Caucasus Mountains as forming the main boundary between Europe and Asia. The name Europe is perhaps derived from that of Europa, the daughter of Phoenix in Greek mythology, or possibly from Ereb, a Phoenician word for sunset. The second smallest continent (Australia is the smallest), Europe has an area of 10,355,000 sq km (3,998,000 sq mi), but it has the third largest population of all the continents, 730 million in 2008. The northernmost point of the European mainland is Cape Nordkinn, in Norway; the southernmost, Punta de Tarifa, in southern Spain near Gibraltar. From west to east the mainland ranges from Cabo da Roca, in Portugal, to the north-eastern slopes of the Urals, in Russia. Europe has long been a centre of great cultural and economic achievement. The ancient Greeks and Romans produced major civilizations, famous for their contributions to philosophy, literature, fine art, and government. www.hezel.com/globalreport/IntrotoEurope.pdf   Romans had many minor influences on their food as food came in from various parts of the expanding empire and perhaps two major influences. Their own Roman agricultural roots, which continued to be seen as a noble ideal throughout the history of the Empire, and the Greek influence. The wealthier Romans had Greek slaves, who would cook for them. R.W. Davies in The Roman Military Diet, in 1971 writes that there is archaeological evidence that Roman soldiers in the Northern provinces would eat more meat than people back in Italy, and even acquired a taste for beer. And certainly as more Germans became Roman soldiers, they would have brought their preferences into the army and back to Rome. www.hezel.com/globalreport/IntrotoEurope.pdf   Much of Roman food was based on combining sweet, sour and savoury tastes all in one dish, just as Chinese food still does today. The taste for seasoning dishes in this way not only survived the fall of Rome, it remained the practice through the Dark Ages, the Middle Ages and right up until it was finally overthrown by the revolution in French cooking that was to occur in the 1600s. The Natural regions The geological underpinning of Europe includes, from north to south, an ancient mass of stable, crystalline rocks; a broad belt of relatively level sedimentary materials; a zone of mixed geological structures created by folding, faulting, and volcanism; and a region of comparatively recent mountain-building activity. This geological pattern has helped create the numerous natural regions that make up the landscape of Europe. One of the major criteria accessing the type of food people eat is geographical location and the climate i.e. People living in coastal areas eat more of sea food and people living in plains prefer food as per the availability in the region. http://books.google.co.uk/books Climate Although much of Europe lies in the northern latitudes, the relatively warm seas that border the continent give most of central and western Europe a moderate climate, with cool winters and mild summers. The prevailing westerly winds, warmed in part by passing over the North Atlantic Drift ocean current, bring precipitation throughout most of the year. In the Mediterranean climate area-Spain, Italy, and Greece-the summer months are usually hot and dry, with almost all rainfall occurring in winter. From approximately central Poland eastward, the moderating effects of the seas are reduced, and consequently cooler, drier conditions prevail. The northern parts of the continent also have this type of climate. Most of Europe receives 500 to 1,500 mm (20 to 60 in) of precipitation per year. Climate is one of the most important factors determining the consumption of food i.e. People living in cold places prefer hot foods and vice versa. www.climnet.org People Although it is not precisely known when humans first lived in Europe, they probably migrated there from the east in several waves, mostly via a no longer extant land bridge from Asia Minor into the Balkans and by way of grasslands north of the Black Sea. Parts of Europe had a substantial human population by about 4000 bc. Geographical barriers such as forests, mountains, and swamps helped divide the peoples into groups that remained largely separate for long periods. Some intermixing of peoples occurred as a result of migrations, however. europeanhistory.about.com Languages Europeans speak a wide variety of languages. The principal linguistic groups are the Slavic, which includes Russian, Ukrainian, Belarusian, Czech, Slovak, Bulgarian, Polish, Slovenian, Macedonian, and Serbo-Croatian; the Germanic, which includes English, German, Dutch, Danish, Norwegian, Swedish, and Icelandic; and the Romance, which includes Italian, French, Spanish, Portuguese, and Romanian. These languages have basically the same origins and are grouped as Indo-European languages. Other Indo-European languages include Greek, Albanian, and Celtic languages such as Gaelic, Welsh, and Breton. In addition to the Indo-European language speakers, the continent has groups of people who speak Finno-Ugric languages, such as Finnish, Hungarian, and Saami, as well as speakers of the Basque and Turkish languages. Many Europeans use English or French as a second language. europa.eu/languages/en/home Religion In the early 2000s the great majority of Europeans were Christians. The largest single religious group, Roman Catholics, lived mainly in France, Spain, Portugal, Italy, Ireland, Belgium, southern Germany, and Poland. Another large group was composed of followers of Protestant faiths, concentrated in countries of northern and central Europe such as England, Scotland, northern Germany, The Netherlands, and the Scandinavian nations. A third major Christian group was composed of members of an Orthodox church. They lived principally in Russia, Ukraine, Belarus, Greece, Bulgaria, Romania, Serbia, and Montenegro. In addition, there were Jewish communities in most European countries (the largest of them in Russia), and the inhabitants of Albania and Turkey were predominantly Muslim. www.geographia.com The British Isles British Cuisine: Over decades British cuisine have seen lots of changes because of trade, war, empire, immigration and inheritance of different cultures. (http://www.lonelyplanet.com/maps/europe/England/) Background: United Kingdom is located in Western Europe, islands including the northern one-sixth of the island of Ireland between the North Atlantic Ocean and the North Sea, northwest of France and North and west at this, the land tends to be higher and the climate colder and wetter. To the south and east hills are generally low and summers warmer and drier. The British cuisine is influenced by the British climate. Climate plays important role in formation of cuisine. Britain has a cold and beautiful climate which is suitable for growing apples and other fruit vegetables so there are more fresh vegetables. Ireland is popular for potatoes and because of cold climate lot of people are prefer to eat meat and beef so this strongly affects cuisine of great Britain . Britain food traditionally been based on fresh vegetables and meat with some sauces as well as beef lamb chicken and pork also famous in the United Kingdom. We can see British cuisine has been multicultural. In ancient times influenced by the Romans and in medieval times the French. When the Frankish Normans invaded, they brought with them the spices of the east: cinnamon, saffron, mace, nutmeg, pepper, and ginger. Sugar came to England at that time, and was considered a spice rare and expensive. Before the arrival of cane sugars, honey and fruit juices were the only sweeteners. Because the agriculture practices of the Roman and Norman periods of England greatly influenced the recipes and culinary atmosphere in early kitchens long after those areas were through. Stewing and stuffing various farm and game meats originated from those periods, as well as roasting and spicing. Wales was famous for raising sheep, so lamb with mint sauce was a staple Welsh dish. In England, dishes such as steak and kidney pie, bangers and mash and Yorkshire pudding have embedded themselves in the food history of the country. Some of these traditions carried over to continental Europe and beyond, especially during the height of trading and colonization in the 17th and 18th centuries. British Empire got a lot of benefits from different countries cousins such as from East Asia adopted tea and that was exported to India. Then Indian curry style also adopted in Britain and some famous sauces such as ketchup , mint sauce , Worcestershire sauce and Controversy has raged throughout the whole of Britain though after former foreign secretary Robin Cooke hailed Chicken Tikka masala as Britains true national dish.(http://britishfood.about.com/od/introtobritishfood/f/questions.htm). During two world war Britain faces lot of problem to transport goods from one country to another so that also effected to British as well as worldwide cuisine because many of goods and commodities become short. Because of that reason Britain cuisine got lot of changes such as they only based on the regional food and meat which they used to produce. UK divided in to 4 main parts England Scotland Wales North Ireland The Food We may have a several ideas about proper British Food. But the most popular dish in England at the moment is à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Curry?   The national dish of England is not a chicken Tikka masala; it is a well known fact. Honestly, unless you are from England yourself, you really wont get it properly. Its just a good example of how England takes on other cultural elements and makes them part of their own heritage. Or something less cheesy to that effect. The other thing is that those who have worked in the curry houses before, have got better jobs, or gone to university. Englands immigration policy has become very aggressive recently, and while I think such a policy should be based on food, if it has such a significant effect on the restaurant and hospitality industry, www.greatbritishkitchen.co.uk/ British food has traditionally been based on beef, lamb pork, chicken and fish in other words we can say is based on meat and meat products. The most common typical foods eaten in Britain include Sandwich, Fish Chips, and Pies curries. www.greatbritishkitchen.co.uk/ England: British cuisine is based with their geographical background and their temperature. Originally England has natural traditional cooking ingredients i.e. meat fresh herbs and green leafy vegetables with honest flavour because of that they got strong flavour traditional dishes such as roast beef , pork chop, mash potatoes , steamed vegetables and sauces. Being an island, Britain has always a fresh supply of sea food from sea, salmon, Dover sole, mackerel. As well as after some time, it includes different European and Asian cuisines interaction thats started from British Empire during time of post war. Some of the best pudding comes from England such as sticky pudding. As well as some black pudding also popular in England. Looks like a black sausage. It is made from dried pigs blood and fat. Eaten at breakfast time Traditionally England has been known as a country of beefeaters and beef because the United Kingdom is largest beef producer in the Europe and third largest beef producer in the world. British beef is finest in the world it is based on the breeds, the grass, and climate and farming skills. Kent is a garden of cattles. Yorkshire pudding is most popular in England. Its made with the mixture of flour, egg and milk. Yorkshire pudding always goes with beef because it absorbs all the juice from meat and taste great with beef. England is famous for onion gravy and mash this mostly serves as accompaniment of beef, meat and chicken and some vegetable dish. In England many restaurant serve typical breakfast and that is really healthy because its includes bacon, pork sausages, fried scrambled egg fried smelt smoked haddock, tomato, fried green tomatoes, grilled whole mushroom baked beans, oven roasted potatoes fresh fruits and juices. A sandwich has always been a very popular snack, but the first to eat one was the earl of sandwich 1718 1792. He was a dedicated gambler and refused to leave the gambling tables to eat. During the marathon gambling sessions he asked a waiter to bring him a piece of ham between two pieces of bread, and so invented the sandwich. Thats got really famous in England and sandwich also got included into the high tea. High tea is a basically meal and tea which is served between four and five o clock in afternoon. Afternoon tea includes cake, pastries, sandwich, clotted cream and tea. England is traditionally famous for its traditional classic dessert such as from pies to fruit crumbles and summer puddings made with berries as well as cakes flavoured with spices and dried fruits, filled with jam. Plum pudding with brandy sauce is considered English traditions. International cuisine.www.wiley.com Scotland Scottish food is simple, with a heavy emphasis on meat. Roast lamb, roast beef steaks. From the past few centuries Scottish cuisine centered on making use of every scrap of food available. This attitude is seen in the Scottish national dish called haggis. It is made up of chop heart, liver, and lungs of sheep put these ingredients in a bag made up of sheep stomach. Scotland is famous for their oatcakes which made with pinhead oat and its really healthy and nutritious One of the famous stocks served in the Scotland which is made with mutton, beef, chicken and some diced vegetables is known as Scotch broth. It should be thick and served piping hot. Scotland is famous for sea food for example Oysters, Mussels, Prawns, Scallops, Crabs and Lobster. Because Scotland is surrounded with water and have good climatic condition to produce a good quality sea food. Example of Scottish sea food dishes Glasgow Oyster Shot Oysters, with horseradish dressing, lemon, Tabasco and a shot of Vodka. Seared Tuna Steak Cous and red onion, sesame seed soya dressing Pan Fried Bream With beetroot rosti and beurre blanc Baked Halibut Black pudding crust Scotland is known specially for its shortbread which is made with traditional way and black bun it is rich fruit cake made with raisins almonds brown sugar, cinnamon and ginger. Scottish game food is also famous. Such as grouse, Wild Scottish Pheasant, Wild Scottish Pheasant is very lean, with a rich game flavour found only in truly wild.   Wales: Wales is famous for its traditional laver bread which is made with boiled seaweed and served with fine Welsh oatmeal into little cakes and fried into crisp patties with eggs, bacon and cockles for a traditional Welsh breakfast. The components of a  Welsh  breakfast. Some common features are bacon, sausages, cockles, laver bread, eggs, fried mushrooms, tomatoes, and smoked fish. It is also possible to see some cold ingredients, like fresh fruit and cereals, although these may not always be of  Welsh  origin. The bacon and sausages in a  Welsh  breakfast  are ideally made in Wales, with traditionally  Welsh  ingredients. The  Welsh  tend to like their bacon thick, and it may also be heavily marbled with Fat, depending on what part of the pig it comes from. Cockles are small shellfish which are harvested from the rocky coastline of Wales; cockles are said to be particularly fine. Only two vegetables cultivated in Waless i.e. leeks and cabbage. The national dish of Wales is cawl a word for broth or soup that is a classic one pot meal. Cooked in an iron pot. Is made up of bacon lamb, cabbage, new potatoes and leeks. Welsh cakes breads include Bara brith the famous bread with raisins and orange peel. Northern Ireland In Irish history there are three major periods they are before potato arrived, after potato arrived and after the potato failed. Potato came to Ireland by way of South America and then staple over there. All the population of ire land was depended on potato because it was more profitable than other crop after 1844 all crop regularly failed nationwide about 20 years and there many people start getting weak and starved to death. Then there was big change in diet they start importing a cheap cornmeal and eating pork but that doesnt work so they again moved to oatcakes carrots turnips and local vegetable. Irish stew is a classic example made from mutton, potatoes, onion with flavoured parsley and thyme. Traditional food include soda bread originally made in the huge black cooking pot and leavened with baking powder and soured milk. In old days is made up of milk left from previous day. Colcannon is a dish made up of potato, cabbage and garlic. Carrageen moss is another Irish delicacy, seaweed that is collected and dried International cuisine.www.wiley.com Seasonal availability of British Ingredients: January: Cornish cauliflower, Sprouts, forced rhubarb. February: spring shallots, purple sprout sprouts, celeriac, and leeks March: garlic shoots, new-seasons garlic, nettles, sea kale. April: razors clams, guinea fowl and pheasant eggs, Jersey Royal potatoes, wild sorrel, St. Georges mushrooms. May: asparagus, peas, broad beans, watercress. June: new seasons carrots, sprouting broccoli, wild salmon, sea trout, radishes, sea beet, wild fennel, horseradish, strawberries, apples, chamomile. July: tomatoes, runner beans, lettuce, gooseberries, strawberries, raspberries, cherries, thyme, sweet corn. August: gooseberries, pears, Dorset blueberries, sloes. September: pumpkins, beetroot, chard, pears, field mushrooms, crab apples, blackberries. October: mussels, turbot, chanterelles, oysters, oyster mushrooms, puff balls, Coxs orange pippins, walnuts, Kentish cob nuts. November: Swede, parsnips, Jerusalem Artichokes December: quince, goose. Type of cooking in United Kingdom Top of Form Cooking in water Crabs example crab bisque. Pulses and legumes (lentils, chickpeas),  fish seafood chowder. Meat and  poultry poached chicken breast. Steaming Meat, fish steamed sea bass Poultry smoked duck breast, vegetables,  potatoes  and pasta. Roasting   Meat.  Example roast turkey with chipolata and Yorkshire puddings served with cranberry sauce. Roast leg of lamb served with mint sauce   Grilling   Meat and fish.  Example rib eye steak, pork chop, fillet mignon   Frying   Vegetables, meat and fish.     Stewing   Meat example Irish stew Cooking equipments used in British cuisine Deep fryer- This method involves frying food by submerging it completely in fat. It used as a commercial means of cooking fast food. This process is carried out at a higher temperature so that the food is sealed, becomes crisp and brown. Stock pot: stock pot is very popular in United Kingdom. Stock pot is type of slow and long cooking and stock pot is a cylindrical, deep pan with a heavy lid. (http://yowspot.com/Buy_Sell2/Image/smc3/35351.jpg) Salamander: When the heat source is above the grill bars, it is called as a salamander. Grill: Grill is traditional British equipment were food is cook in grills may be charcoal or gas. Braising pan: braising pan is a specially designed for braising a beef meat etc. it is two handled oval or rectangular pan with perfect lid. It braising pan are used on stovetop or in the oven. Jelly moulds: Jelly mould is very popular in the Britain. Jelly moulds used to come in different shapes and sizes. It made up of copper or tin (http://www.istockphoto.com/file_thumbview_approve/1591325/2/istockphoto_1591325-metal-jelly-moulds.jpg) Pie dish: pie dish used for baking fish, for different traditional pie such as chicken pie, mushroom pie and pork pie. It is made up of earthenware or metal dish. (http://www.phantomcanyonranch.com/pottery/oval-4-baking-dishes.jpg) Tart moulds: Tart mould is used for making different sweet and savoury tart. Tart mould is made up of still or metal. Yorkshire pudding moulds: Yorkshire pudding mould is specially made with non-stick metal and its available in different shapes like round and rectangular Frying pan: frying pan is basically made for shallow frying or some time deep also it is made up of metal with one handle. Brat pans A brat pan gets its name from the German word to fry, though in German they are called tilting pan, do far more than fry.  These large, rectangular tilting pans still have a place in larger kitchens for mass catering, with built-in heating (gas or electric) and are a versatile cooking device.  The tilt feature can be electrically operated or a manual hand driven mechanism.  Ã‚  They can boil, braise, steam, poach, stew and fry either deep or shallow frying. Ovens There are few meals as quintessentially British as the  Sunday Roast. Even if you dont bother with other British classics like steak and kidney pie, or Cornish pasties there is hardly anyone (except vegetarians of course) who doesnt enjoy some variation of the good old Sunday lunch. It could be roast beef with Yorkshire pudding, or roast lamb with mint sauce, roast chicken with stuffing or roast pork with crackling and apple sauce, but whichever meat you choose there should be some wonderful crisp roast potatoes to eat with the gravy or pan juices. These are the equipment are most popular in United Kingdom Spanish Cuisine Map of Spain http://www.google.co.uk/imgres?imgurl=http://www.historiae.org/images/Spain Spain Introduction Spain is situated in southwest Europe. It borders Portugal in the west and in the northeast Spain borders France and the Principality of Andorra. In the south, the region of Andalusia borders the British territory of Gibraltar. There are several languages used in Spain but the official language is Castilian Spanish, which is often thought of as just Spanish. Spain and Portugal are surrounded by water; the Iberian Peninsula is comprised of these two countries. Spains northern coast is washed by the Atlantic Ocean. The north east coast looks onto the Bay of Biscay. The Atlantic Ocean also surrounds the west of the Iberian Peninsula, which is largely Portuguese territory: the exception being Galicia in the northwest of Spain. Some parts of the southern Spanish coast also face the Atlantic, but moving eastwards through the Strait of Gibraltar; the Spanish coast meets the Mediterranean Sea. http://www.appliedlanguage.com/ HISTORY OF SPAIN Many cuisines are influenced with the other cultures and this happens even with the SPAINISH Cuisine, but that was long time back and as other influences incorporated, Spain has developed the cuisine which is uniquely its own. Most of the Spain is surrounded with water and shares the border with northeast France and Morocco which is just short distance where the Mediterranean meets the Atlantic. So it is very obvious for Spain to get exposed to the cultures and cuisines to the neighbouring countries. Every region of Spain has added own variations to these different cultures. Seafood is largely added into the cuisine as it is largest coastal area in the Europe. Spain got many things from different countries and cultures .Phoenicians brought sauces by sailing through Mediterranean, Roman gave the ingredients of spices and knowledge of understanding it, and the Greek gifted them with the olives and olive oil and the cultures who influenced Spain are Jews, Carthaginians, but the moors who influenced the Spanish cuisine very strongly. Ref International cuisine. www.wiley.com Moors ruled Spain for more than five hundred years and left their mark on the Spanish cuisine, they brought fruits such as almonds, figs, bananas, oranges. Which Spanish people eat even now a days. The spices brought by the moors included cinnamon, cumin and nutmeg, served with chicken they way they are now, and the magnificent golden saffron. Paella and Gazpacho the world famous rice dish and cold soup is a gift from moors to the Spanish cuisine. Without moors Spanish cuisine would never be the astronomical pleasure. While Christians taught the Spanish to eat pork. While Columbus sailed in late 14th century Introduced tomatoes to Europe which is now the base to the Spanish cuisine. So we can imagine as Spanish cuisine is influenced with many other cultures of other countries which makes the cuisine more and more popular day by day. Ref: http://www.spanish-fiestas.com Food cultures in Spain In general, in Spain the food culture, the way that a meal is planned and eaten is more relaxed than in the UK, people seem to be in less of a hurry to get through their food. The cuisine of Spain is amazingly varied. The gastronomy the art and science of good eating, varies by region dramatically. The gastronomy in Spain is heavily influenced by the different cultures which have passed through the Iberian Peninsula: Roman, Visigoth, and Arabic. Other major influences are the Phoenicians, the Greeks and important events such as the discovery of the Americas. For this, Spanish cooking is rich in flavour and aromas. spanishfood.about.com/ Of all the mentioned events, the ones that have had the most influence on Spanish gastronomy are: à ¢Ã¢â€š ¬Ã‚ ¢ The Roman Invasion. They developed wine, oil and wheat production. Part of this production was exported to other areas of the Roman Empire. à ¢Ã¢â€š ¬Ã‚ ¢ The Invasion of the Moors. They contributed their knowledge of water management for agriculture to what the Romans had left. They also introduced oranges, lemons, rice and aubergines to Spain. à ¢Ã¢â€š ¬Ã‚ ¢ The discovery of the Americas. The Spanish brought from the Americas: potatoes, maize, cocoa, tomatoes, and peppers. All of these products form a part of our current gastronomy. spanishfood.about.com/ Eating out in Spain is relatively cheap and meals are usually substantial instead of gourmet. The Spanish tradition of tapas is a good way to sample the local food. Tapas are small dishes of snacks which are served anytime especially in small bars. They cover all types of foods from seafood to vegetables. Many Spanish people make an evening in bar to trying different tapas. Another of Spains favourites is Serrano Ham. Spain is famous for its fish delicacies and simply must be sampled, especially if you get to coastal areas. Paella has long been a Spanish favourite, based on either meat or seafood. Every region in Spain has its own specialities. spanishfood.about.com CLIMATE OF SPAIN Spanish cuisine is made of very different kinds of dishes due to the differences in geography, culture and climate. It is heavily influenced by the variety of seafood available from the waters that surround the country, Spain being the second largest (after Japan) consumer of fish. As Spain has had a history with many different cultural influences, the richness and variety of its cuisine is overwhelming, but all these ingredients have made up a unique cuisine with thousands of recipes and flavours. The international influences are perhaps most obvious in Barcelona. spanishfood.about.com Regions of Spain The Spanish regions are divided by many mountain ranges. This separates them geographically, but has also led to cultural differences as well. The climate too varies enormously, both across the regions and from winter to summer. Both these factors have contributed to the creation of distinctive local food traditions. The South Typical images of Spain are of the south Andalusia The region comprises the whole of the south coast, looking east on the Mediterranean from Almeria province, south to malanga and out on to the Atlantic beyond Gibraltar. Attracts the tourist beaches and another of fishing farming. A wide variety of shellfish are found in the warm Mediterranean, and from the Atlantic come big fish such as shark and tuna. Wonderful crops of asparagus and strawberries grow in the Guadalquivir Delta. Almeria, with the help of irrigation supplies tomatoes Peppers to all of Europe. The grey green olives grow where nothing else will, and orange and lemon trees loaded with fruit, surrounded the hamlets. Andalusia is said to be zone of frying. But in villages old fashioned stews of beans or chickpeas are common. Gazpacho is traditional Spanish soup made up of tomatoes and green peppers. Ref International cuisine. www.wiley.com Sangria the chilled mixture of wine and citrus juice made in a big jug is another summer cooler. It belongs to a world of siesta afternoon of pure peace. Murcia To the east of Andalusia lies Murcia, another Moorish province, indeed they ruled here until 1609. This is another garden area with the Huerta de Murcia Growing bright green parsley and broad beans. They cook the beans in slow fire when its tender mix with tomato sauce and served in a breakfast. Stuffed peppers with aubergines and cous cous flavoured with parsley are popular in this region. Ref International cuisine. www.wiley.com Central Spain At 700m/22300ft the Meseta is the high heart of Spain and comprise nearly half the country. This is Castilla a great plain with Madrid in the middle, which divided in to two rather different halves. Ref International cuisine. www.wiley.com Northern Castile and Leon Tierra de pan y vino (land of bread and wine) is one description of the Duero Valley. Bread has mystical significance in the great grain plains of Old Castile. Because In the Middle Ages there were a number of Jewish converts to the Church who had become convinced Christians by studying and practicing the Jewish Mystical Tradition The bread basket of Spain produces round hogazas, big close grained loaves, and houses retain their circular ovens, even when they are no longer work. Legumes are dairy fare, well flavoured garlic. Chickpeas and lentils grow here. In the north east region sheeps milk is used to make cheese- soft, white Burgos and the celebrated manchego. Ref International cuisine. www.wiley.com Madrid The city dish is cocido, is probably one of Spains national dishes. Cocido is based on a, which simmers away all day, hardly bubbling. In the old days households made it every day, for poached meat used to be the hallmark of the middle-class kitchen. From this pot comes a series of magnificent things. But callos (tripe) is so popular that it has moved from the home to become bar fare. Caldo  This is clear stock, rich with many meat juices. Famous as clear soup with sherry in it, it is drunk world-w

Interview With A Language Learner English Language Essay

Interview With A Language Learner English Language Essay To begin with, I read my assignment to interview an English Language Learner. This seemed like it was going to be a challenge since I did not know an ELL. I shared this assignment with my husband. He told me there was a parent on my sons wrestling team who spoke Spanish. This seemed like a great idea so I went to the wrestling practice on Wednesday with my son. When I arrived I seen the lady talking, but was nervous about approaching her since I had never met her. Finally after about 10 minutes I walked over to her and introduced myself. Then I told her I needed to interview an English Language Learner for my college class. She told me she would be happy answer any of my questions. The person I interviewed was Marietta. Marietta was born in San Juan, Puerto Rico on May 21, 1968 to Maritza Suarez and Angel Benero. She has two brothers and one sister. Spanish was the main language spoken in her home as a child. As a child she began learning English in the private preschool she attended. There she learned to read and write English. While I school learning came slow to Marietta since she was dyslexic and didnt learn to read or write until she was 13 years old. Textbooks were written in English in Puerto Rico. English is taught different in Puerto Rico than in Spain since it is close to America. Marietta married November 29, 1997 to Juan Navarro. They have three children. Two sons Jorge and Luis and a daughter Paola. Juan is in the United States Coast Guard. Jorge is the oldest. He is in the 12th grade. Academics are difficult for him while he is in ESE classes. Their son Luis is in the 3rd grade and suffers from Attention Deficit Disorder. Paola is a 6th grade and she is on the A/B honor roll. Only Jorge and Paola are able to speak Spanish and understand it. Luis can understand Spanish, but isnt able to speak it. Both English and Spanish are spoken in their home. As a family they watch both English and Spanish television shows. I have to declare this was a wonderful interview. Even though, I was nervous about interviewing someone I didnt know it was a pleasant experience. Marietta was very eager to share with about her family. She advised me when I teach ELL students it is helpful to use graphics with Spanish to English vocabulary. It was exciting to hear Marietta mention that she was attending Florida State College of Jacksonville to get a degree to be a Chef. For the summer term she was taking English Composition I. After she told me about her attending college I told her I would be happy to help her with the English if need me to. Questions In what country were born? When is your birthday? At what age did you learn to speak English? Was English spoken in your home as a child? Do you have trouble speaking the English Language? When did you learn to write English? Was English difficult for you to learn? Do you have any children? Does your husband speak English? What is the primary language spoken in your home? Can your children speak your native language and English? Is there any advice you would give teachers who are teaching English Language Learners? Multicultural Activity Title: Winter Holidays around the World Grade level 2nd grade Topic: Winter holidays are not celebrated the same everywhere. Summary: These 3 day lessons are designed to teach students about the culture of Mexico, Israel and China; and the winter holidays celebrated by their cultures. Students will learn about Las Posadas, Hanukkah and Chinese New Year. Materials required: Mexico: a balloon, newspaper, glue, candy, recipe for Mexican hot chocolate. Israel: Dreidel pattern, dreidel game rules, bag of dry beans, recipe and ingredients for potato latkes China: black construction paper, paint, drinking straws, glue, glitter, 18X12 pieces of colored construction paper, stapler, yellow tissue paper, crepe paper streamers World globe, individual coloring sheets of the flag for each country. Books needed: Mexico; The People by Bobbie Kalman Nine Days to Christmas by Maria Hall Israel: Hanukkah, Oh Hanukkah by Susan Roth The Miracle of the Potato Latkes, A Hanukkah Story by M. Penn China: Chinese New Year by Tricia Brown Lion Dancer: Ernie Wans Chinese New Year by Kate Waters and Madeline Slovenz-Low Objectives: Students will recognize how three different countries and their winter celebrations. Students will be able to locate each country on the globe. Day 1 I will tell the students we are going to pretend to be world travelers for the next three days. We are going travel to Mexico, Israel, and China to learn about their Winter celebrations. Today we are going to visit Mexico. Does anyone know where Mexico is located? Lets find it on our globe. I want to tell you about Mexico before we read our books. We will learn that in Mexico their winter celebration is called Las Posadas. They start celebrating nine days before Christmas. They celebrate every night from December 16th to December 24th. Each night children and their families reenact the story of Mary and Joseph trying to find a place to stay for the night. Then finally they went to a home and were welcomed by the innkeeper. At this place there is a celebration on the final night of Las Posadas. The families and friends celebrate with special food and Mexican hot chocolate. There is a pià ±ata for the children. Now I will read some books about Mexico before we go to our centers. Read books to the class. The People by Bobbie Kalman Nine Days to Christmas by Maria Hall I would have three centers set up for the students. Role play center, pià ±ata center, and flag center. Role play center students would pretend they were Mary and Joseph looking for a place to stay. The students would take turns being Mary, Joseph and the innkeeper. Pià ±ata Center- Students would take turns adding newspaper dipped in glue to a balloon which has already been blown up. Flag Center- Students would color and label their flag of Mexico. Teacher would write on the board the colors and their meaning. Green=independence, white=purity, red=blood, eagle with snake=fight for independence. At the end of the day we will have a special drink Mexican hot chocolate which will have already been made using the recipe below Mexican Hot Chocolate 3 (1 ounce) squares unsweetened chocolate 6 cups milk 1/4 cup granulated sugar 2 teaspoons ground Mexican cinnamon 1/4 teaspoon salt 1 1/2 teaspoons Mexican vanilla extract Using a sharp knife, break up chocolate squares into smaller pieces. In a medium saucepan, combine chocolate, milk, sugar, cinnamon and salt. Heat and stir until chocolate melts and milk is very hot.  Ã‚   Do not allow to boil. Add vanilla extract and beat until frothy with a rotary beater, or with an electric mixer on low speed. Pour Styrofoam cups. Makes 48 ounces. http://www.authenticmexicanfoodrecipes.com/mexican_hot_chocolate_recipe/ The students will take turns hitting the Pià ±ata which will have candy in it. When the Pià ±ata is busted students can get the candy and put it I their backpacks to be eaten at home. Assessment Have students write an informative paragraph about Mexico and Las Posadas. Collect and grade paragraphs. Day 2 Today we are going to pretend to visit Israel. Does anyone know where Israel is located? Give students time to answer. Lets locate it on our globe. Would you like to know what winter celebration happens in Israel? I would be happy to tell you. In Israel they celebrate Hanukkah. This is a Jewish holiday. It is also called The Festival of Lights. We will find that this holiday is celebrated for eight days during the month of December. The eight day celebration is significant because when it was time to light the temple lamp a long time ago there was only enough oil to keep it lit for one day. Amazingly, the oil burned for eight days which gave them time to find more oil. For this reason, Jews celebrate Hanukkah for eight days by lighting candles in a menorah every night to honor the eight day miracle. A menorah is a candle holder which holds nine candles on of them is called the servant candle because the other are lit by it. After the candles are all lit there is a party to celebrate. Children play with dreidel while enjoying a favorite treat called potato latkes. A dreidel is a four sided tops. Potato Latkes are like potato pancakes. Now I want to read some books to you about Hanukkah. Hanukkah, Oh Hanukkah by Susan Roth The Miracle of the Potato Latkes, A Hanukkah Story by M. Penn I would have three centers set up. The centers would be a game center, map center, and cooking center. Students would take turns going to each center. Game center -Students would make a dreidel from a pattern. A dreidel has four sides marked with Hebrew letters: Nun, Gimel, Hei, and Shin. These letters stand for the Hebrew phrase Nes Gadol Hayah Sham which means a great miracle happened there, referring to the miracle of the oil. Students would play the game after making their dreidel. The letters on the dreidel man Nit (nothing), gantz (all), halb (half) and shtell (put). Everyone puts in a bean. A person spins the dreidel. If it lands on Nun, nothing happens; on Gimel person gets all the beans; on Hei gets half the beans; and on Shin, you put a bean in. Game ends until someone has all the beans. Map center- Color and label map of Israel. Blue and white are the colors on the Jewish prayer shawl and the Star of David is the traditional symbol of the Jewish people. Cooking center will be manned by a parent volunteer. Recipe for Potato Latkes 3 cups Simply Potato hash browns 1 cup frozen chopped onions (thawed and drained)  ½ cup egg whites  ½ cup flour 1 tsp baking powder 1 tsp each salt and black pepper Vegetable oil Directions: Mix hash browns with eggs, mix well. Add flour gradually while mixing until batter is doughy, not too dry. Add baking powder, salt and pepper. Mix well again. Then heat about  ½ inch of oil to medium high heat. Form the batter into thin patties about the size of the palm of your hand. Fry batter in oil. Flip when the bottom is golden brown. Place finished potato latkes on paper towels to drain. Students can enjoy this treat when it is warm enough to eat. Assessment Students will answer the following questions. Where did this holiday originate? ______________________ When is this holiday? ______________ How many days is Hannukah celebrated? _________________ Why is it celebrated? ______________ What is name for the candle holder?_________________ Answer key Jerusalem December 8 8 days oil burned Menorah Day 3 Wow, we are about to travel to another country. Lets pretend we are going to visit China. Does anyone know the location of China? We will locate it together. In China they have a celebration called Chinese New Year or Spring Festive. This important holiday celebration begins about mid-January or mid-February and last about 15 days. It begins with New Years Eve and ends with the Lantern Festival at the full moon. Chinese New Years is celebrated with fireworks. It is believed that the Chinese invented fireworks thousands of years ago. We will now read some books about the Chinese New Year Chinese New Year by Tricia Brown Lion Dancer: Ernie Wans Chinese New Year by Kate Waters and Madeline Slovenz-Low There will be three centers set up painting, map center and creative center. Paint Center Students will each have a black piece of construction paper. They will put small drops of paint on to their paper and then blow the drops with a straw. Before the paint dries, they will sprinkle glitter on the picture. This will represent fireworks. Map Center Students will color and label map of China. Teachers will write on board. The red color of the flag symbolizes revolution. The large star symbolizes the Communist Party which rules China and the smaller represent the people of China. Creative Center Students will make a lantern. They will color a picture on their piece of 18 X 12 colored construction paper. Fold the paper lengthwise with the decoration out. Starting at the fold, make evenly spaced cuts about 1 apart, ending where you began. Teacher will draw ending lines for students. Open the paper and staple together the short edges. Stuff middle with yellow crumpled tissue paper. Staple a strip 1 X 6 construction paper to make handle. Add crepe paper streamers to bottom. Hang lanterns in the classroom. Assessment Give students a Venn Diagram to complete. They will compare Chinese New Year to New Years in America. www.enchangedlearning.com/asia/china/flag.shtml www.iupui.edu/~geni/lsort/a_mcultural_stude_cny.hmtl http://teacherslink.ed.usu.edu/tlresurces/units/Byrnes-celebrations/Chinese.html www.lessonplanspage.com/SSChristmasAroundtheWorldK1.htm http://teacherlink.ed.usu.edu/tlresources/units/byrnes-celebrations/light.html http://www.uen.org/Lessonplan/preview.cgi?LPid=22510 www.jewfaq.org/holiday7.htm 3) Planning Article Summary and Reflection: Classroom Planning with ESL in Mind This article Classroom Planning with ESL in Mind had some strategies, instructional tips, use of language, and information about ESL students with special needs. Also there was information on assessing, evaluating and reporting student progress. First, the strategies and instructional tips discussed the challenges which English Second Language students face. They have three challenges: trying to gain the knowledge need for various subjects, learning the English Language while developing the ability to interact with their peers. Teachers should remember that they are always role modeling the English language while teaching. In doing so they need to make sure their lessons are presented using various formats in order to encourage students to reflect on their knowledge so the can respond effectively in class. Next, a teachers use of language is important in the classroom. They should be cautious of their vocabulary they use since students might have trouble comprehending what is spoken. Idioms can especially present a problem with English Language Learners. A teacher should rephrase idioms or teach their meanings. ELLs would take the idiom literally instead of way its intended meaning. For example, If you tell the students to hit their books They might hit their books with their hands. Instead the meanings you want to convey is start studying or do your work. If idioms are going to be used in the classroom then as a teacher it would be good to have an idiom wall which gave the meanings for each. It would also be a good idea to clearly mark transition times during classroom activities which can prevent confusion to your ESL students to clearly indicate changes. Third, when a question is asked the English as a Second Language students needs to have time to process the question asked before responding. Usually they need to translate it into their first language, formulate the answer in their first language and then translate an approximate answer into English. It is also mentioned how as a teacher I need to teach the vocabulary words and their meaning for subjects such as biology which has words that are not regularly used in everyday communication. A great exercise to help with learning new vocabulary is to use a cloze exercise with the lesson since it will leave out important key word for students to fill in from the passage. A Cloze exercise can reinforce ESL students grasp of the content and new vocabulary. Students will also benefit from written instructions since they might have difficult processing oral information quickly enough to understand. When giving student homework those written notes or directions would be useful. Fourth, ESL students have the same range of abilities as others in the same population. However, some many require extra assistance in other areas. Some may demand consideration for disabilities such as visual impairments, hearing deficiency, lack of psychomotor skills, or certain talents or gifts. There could be ESL students with other requirements that may affect their learning. If a student was a refugee and has been traumatized in the past she might have the need for additional support and counseling. Fifth, you will find information about assessing, evaluating and reporting on student progress in this article. These are important and can be done in the students classroom to make it more comfortable. The evidence of how an ESL student is developing his language proficiency can be determined using short in class test. Avoid multiple choice assessments with ESL students because they involve excessive reading and usually depend on comprehension of slight meanings. ESL students also will need extra time for the test because as with most questions they need to process it into their first language, formulate the answer and translate it back to English before putting it on paper. If you want to check a students comprehension or to clarify a problem speak in their native language. Provide a translation of key words which might be difficult to explain in English. There is a need to find out what the students may know but, have difficult expressing in English. This additional support for th e ESL student is generally for a limited time. Lastly, teachers who have previously taught students with English as a second language have a list of helpful instructional materials. Some of these materials are dictionaries designed for learners of English, bilingual dictionaries, alphabet letters in print in cursive, and games to name a few. These items in a classroom will help students with English as a second language feel more comfortable and independent. There are five points which I found most interesting. The first one is that research states the more highly developed as students first language; the more successful they will be learning a second language. It has been proven; bilingual students who continue to improve their first language are more successful than those how focus entirely on acquiring English. These students also have higher self esteem when they know their first language is valued. Second, it is important how a teacher responds to students language errors. If a teacher is critical a student might be less eager to attempt to speak in English. Instead this article advises teachers to rephrase a students incorrect grammar in a way to provide positive feedback and to model correct usage without drawing attention to their error. For example if a students says Pig are dirty animal. You can respond, Yes, pigs are dirty animals Can you name another dirty animal? If a student continues with this same error then maybe you can work with him on correct subject verb usage. Third, the use of peer tutoring is a great method for teaching. A more advanced ESL student can help new ESL students. They know how hard it is to learn English as a second language. Many times students enjoy learning from their peers. Students also seem to be more open to share their frustrations with each other than with their teachers. The more advanced student can be the translator between the student and teacher when necessary. Forth, I liked the reminder that it can be exhausting and demanding performing all day in a second language. This is helpful to know because as a teacher I would not think of this since I am not bilingual. In addition, the fact that homework can take ESL students two to three times longer to complete because they need to first translate it into their first language, formulate it and then translate it back. Homework might also be frustrating to ESL students since they might not understand the directions. They might feel they had done enough work during the day. Also their parents would probably not be able to help them because they dont know English. Fifth, I like the list of instructional materials from teachers who have previously taught ESL students. This list will help make sure I have these resources available in my classroom for the students to use. More resources a student has to help translate words to English the less they will feel dependent on you the teacher or their classmates. I enjoyed reading this article which had a wealth of useful information for teachers of ESL students planning their classroom. As a new teacher I can benefit from the information in this article. This is an article I will place with other information which I will refer to frequently when I become a teacher. It would also be good for me to share this with other future teachers who are not in this class. 4) Article of My Choice: Language Use by Bilingual Special Educators of English Language Learners with Disabilities Paneque, O. M., Rodriguez, D. (2009). Language Use by Bilingual Special Educators of English Language Learners with Disabilities. International Journal of Special Education , 63-69. http://www.internationalsped.com/documents/2009%20No3%20Paneque%20Rodriguez%20Language%20use%206.doc After reading chapter 9 in our textbook I decided to research an article about Bilingual Education of English Language Learners. I went to the University of West Florida library database. The article I found was Language Use by Bilingual Special Educators of English Language Learners with Disabilities which was from the International Journal of Special Education. My reason for choosing this topic is that I presently work in a special education classroom. My degree which I am seeking is a Bachelors with a dual major in Exceptional Education (k-12th), Elementary Education (k-6th). This article is about examining the language use of five bilingual special education teachers of English language learners with disabilities which was done as an exploratory case. The data on the language used by the bilingual teachers was received from audio tapes, classroom observation and teacher interviews. Also included in this data was the frequency of the use of English and the other languages in the classroom. The teacher faces challenges when working with students at risk of academic failure. This is particularly difficult when the student has disabilities and is not a fluent English speaker. A teacher must be able to address students language and cultural differences along with their cognitive, emotional, and /or physical disabilities to set them up for maximum success. There is an increasing demand for special education teachers due to the increase of students indentified with disabilities and low retention these teachers. Consequently, this demand for teachers who prepared to work with students with different backgrounds with disabilities stresses the need to provide teachers preparation programs for preservice teachers and professional development opportunities for in-service teachers. This study was conducted in a large, urban school district which offered a vast range of educational programs to include those needed for students with disabilities and who speak English as a second language. Two schools were indentified because of their student population. At the first school, eighty-seven percent of the student body was Hispanic and eighteen percent of the students received special education. At the second school, ninety-five percent of the student body was Hispanic with fourteen percent receiving special education services. Tow teachers from the first school and three from the second school volunteered to be part of the case study. All five teachers were female Hispanics who were employed fulltime as special education teachers. Three of the five teachers had ESOL endorsement but, only two of the five had both special education and ESOL certification. The results from the data collection revealed that the teachers were both using English and Spanish for instruction with their English Language Learners with disabilities. However, further analysis of the data indicated overall that teachers were using English ninety percent of the time while teaching. Spanish was primarily used to clarify instructions with those who did not have fluent English. It was also used to redirect students to their given task as well as to praise and reprimand them. Each of the five teachers felt the use of Spanish for instruction was positive. They planned on using Spanish when the need arose. Furthermore, these teachers expressed they had an advantage when communicating with parents since they were bilingual. Many of the parents were not fluent in English. The teachers ability to speak the native language of the parents helped form better communication. If the students native languages are used for teaching strategies and instruction it can encourage language development because it builds on what they already know. Clearly, when the students native language is used to introduce new concepts and give explanation this will facilitate learning. Therefore, the result of this exploratory case study is the beginning attempt to lend information about the issue of using native language for instruction for children with disabilities. Research explains how special education teachers can use bilingual skills while working with English Language Learners and how their learning is affected by language based differentiated instruction. The findings from this case study indicates that teacher preparation programs should include how teachers can incorporate students native language along with English to accommodated their cognitive, emotional and /or physical needs. In my opinion, this article mentions some important findings from its exploratory case study. To begin with are the qualifications of the five teachers. Only two of the five teachers had both special education certification and ESOL endorsement. These are important certifications when your student population consists of students with disabilities and English Language Learners. Next, teachers using English for instruction with limited use of the students native languages while in the classroom. Their native language is needed as the article states at the end to summarize complex concepts. Lastly, it would be difficult for teachers to accommodate students with disabilities and limited English proficiency without proper training. Certifications are important but, training is imperative for teachers to be equipped to instruct their students. Someone once said a quote I feel applies to everyone including English Language Learners and those with or without disabilities. Everyone deserves an education despite their ability or disability 5) Language Modes Activities Reading- Partner reading- Students take turns reading to each other. Chose a short story to read from http://www.eslfast.com/. This website has 365 short stories for students to choose from. This is good for reading practice. Student can use http://www.starfall.com/. This website has stories that are read to you. You can read along as you listen. Writing- Daily writing in a journal. Write a story about a picture from a book. Have students write down the directions needed to do an activity. Examples: walk to the library, cook something, play a game. The teacher will give students a writing prompt. My favorite birthday memory wasà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. Students will finish the sentence and add to it. They will write a detailed paragraph answering why, when, where, how, who questions. Speaking- Role playing- Students pretend with another student that they are discussion their day with their mom or dad. Show and tell- students bring in an item from home. They get in front of the classroom and talk about their item. Other classmates can ask questions. Example a child brings in a sharks tooth to share with the class. Be the teacher for 15 minutes- Have the students take turns during the week being the teacher for 15 minutes each. They will teach the class about something they know how to do. For example, a student from China could give a lesson about using chopsticks. Another student could give a lesson about braiding hair. Listening- Play a game of Simon Says- students need to hear the person say Simon says, Touch your head. If they touch their head when someone says ;Touch your head. They are out because Simon didnt say it. The game continues until only one person is left. They are declared the winner and now they are Simon. Listen to books that have been recorded on a compact disc. Teacher can have questions for students to answer while they listen. Students will listen to songs which are used in the classroom. They can also sing along. 6) Graphic Organizers: Venn Diagrams I could use this when comparing two different items. For example, I could compare the traditions of families in Mexico and America. The right circle would be Mexico, left circle America. Traditions for each country would be listed in their circle except for the traditions they both share which would be place in the overlapping circle in the middle. http://www.superteacherworksheets.com/graphic-organizers/venn-lines.pdf KWL Chart This is a great chart to list K-what the student knows, W-wants to know, L-what they learned. They can use this before investigating about the Civil War http://www.edhelper.com/ read new book teachers/graphic_organizers_kwl.htm Event map This will help students to organize who, what, where, when, why, and how of an event. They can use this when they are reading an article about Hurricane Hugo. http://www.teachervision.fen.com/graphic-organizers/reading-comprehension/2279.html Timeline organizer- Students can use this to sequence the dates of the Journey of Columbus. This will help them remember the dates if they have the information on the timeline. The timeline can be used as a study guide. http://www.teachervision.fen.com/graphic-organizers/printable/6301.html Story map This story map will help you organizer information from a story. You can list the outcome, problem, events, character, action, and setting. This will help them with their reading comprehension. If they dont remember the information they should go back and scan the story. http://www.educationworld.com/tools_templates/index.shtml StoryMap Persuasive Letter Graphic Organizer This is a great organizer to use when writing a persuasive letter. Students can chart who their audience will be and why they want to persuade them. They can also brainstorm their reasons and then list them from least to most important. This will help them organize their thoughts before writing their letter. The student might want to persuade their parents to let them buy a new video game. P