Analysis Of The Central Themes From Shakespeare s Henry Iv

What is honor? That question is one of the central themes from Shakespeare s Henry IV. Throughout the play Shakespeare provides many different views of honor, but never directly states what honor is. Which makes sense because honor is a rather abstract concept that seems to vary depending on who states their opinion. There are some universal ideas of honorable deeds but the word itself is rarely defined by individuals. Two of the characters within the play have very different ideas of honor and vary greatly in their desire for it. They are Hotspur and Falstaff, Hotspur appears to have a very clear idea of what honor is and he pursues honor with great fervor. However, Falstaff questions the very existence of honor and has little to no desire for it. The ideas of Falstaff and Hotspur about honor are vastly different. Falstaff and Hotspur differ significantly in their idea of honor. Hotspur believes honor is all about glory and being the center of attention. While Falstaff is only certain that the dead have honor but is unsure about what it is as described by this excerpt of his soliloquy, No. What is honour?. Hotspur believes that honor is derived from epic or heroic deeds, these deeds tends to be very physical in nature such as the honor gained from battle. Bravery and the acts associated with it is an additional font from which honor can flow freely. This is described by the line, O the blood more stirs To rouse a lion than to start a hare. It s clearly much moreShow MoreRelatedMacbeth9435 Words   |  38 Pages------------------------------------------------- Macbeth From Wikipedia, the free encyclopedia This article is about Shakespeare s play. For other uses, see  Macbeth (disambiguation). A poster for a  c.  1884 American production ofMacbeth, starring Thomas W. Keene. 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This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrievalRead MoreA Picatrix Miscellany52019 Words   |  209 PagesMiscellAny Underground Edition 2007 e.v. CONTENTS On the Picatrix I. Introduction to the Picatrix (The Aim of the Sage) of al-Majriti, Maslamati ibn Ahmad II. Summary of the Contents of the Picatrix III. Excerpt from a Lecture on Alchemy by Terence McKenna On the Moon and the Lunar Mansions IV. Extracts on the Moon V. The Mansions of the Moon: â€Å"On the Creation, Proportion and Composition of the Heavens for the Fashioning of Images† VI. The Picatrix: Lunar Mansions in Western Astrology VII. W. B. YeatsRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 PagesMerger/Acquisitions/Buyout Guide, Third Edition 10. Postmerger Integration 336 336 Text Hodgetts−Luthans−Doh †¢ International Management, Sixth Edition II. The Role of Culture 390 390 423 4. 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Gender Stereotypes And Attitudes On Gender Essay - 2037 Words

Gender stereotypes are perceptions and attitudes in which society utilizes to evaluate bias and negative characteristics, positions, roles, and capabilities of males or females. Gender stereotypes create pressure for both men and women. Expectations from society create limitations and often form a gap between men and women by the difference in perceptions, evaluations, and behaviors. In today’s supposedly civilized society, we are induced not to discriminate people. However, society has high expectations on people to act a certain type of behavior. The behavior is based on gender. For example, men are supposed to convey leadership and portray an active figure. On the other hand, women are supposed to be passive and are often valued for their physical appearance. There are numerous articles that discuss how society is able to manipulate the behaviors of others. Above all, it is not that people are obliged or forced into stereotyping females or males, people are just too infatua ted with generalizing and being judgmental about gender to make themselves feel superior. No matter where, when, what is the environment interact, we all encounter gender stereotypes. Gender stereotypes are present in all cultures, such that the most common distinction are between men and women and in a lot of cases are strictly applied to one gender only, often referring to women. Women are expected to be inferior to men and fragile. This expectation has dominated women s reputation, which limits theShow MoreRelatedGender Stereotypes And Attitudes On Gender Essay2043 Words   |  9 PagesGender stereotypes is perceptions and attitudes in which society utilizes to evaluate bias and negative characteristics, positions, roles, and capabilities of males or females. Gender stereotypes create pressure for both men and women. Expectations from society create limitations and often form a gap between men and women by the difference in perceptions, evaluations, and behaviors. In today’s supposedly civilized society, we are induced not to discriminate people. However, socie ty has high expectationsRead MoreGender Roles And Gender Role Essay784 Words   |  4 Pagesthis session, I will discuss the gender roles in my family. The definition of gender role is the degree to which a person adopts the gender-specific behaviors ascribed by his or her culture (Matsumoto, D. R., Juang 2013, 156). For example, traditional gender roles recommend that males are aggressive, angry, and unemotional. It goes further and explains that the male should leave the home every day to make a living and be the main wage earner. The traditional gender role for the female purpose isRead MoreGender Stereotypes And The Socialization Process1257 Words   |  6 PagesGender Stereotypes and the Socialization Process The pursuit of gender equality is a central element of a vision of sustainability in which every Member of Society respects others and plays a role that allows you to take advantage of their potential to the fullest. The broad goal of gender equality is a social goal that education and other social institutions should contribute. Gender discrimination is embed in the fabric of societies. In many societies, women bear the main burden of food productionRead MoreVisual images Reinforce Traditional Gender and Sexuality Stereotypes948 Words   |  4 Pagesimages reinforce traditional gender and sexuality stereotypes through the manifestation of the masculine and feminine miens. An examination of print media advertisements highlights the social and cultural ideologies associated with traditional gender roles that are expected and imposed on by society. â€Å"Advertisements are deeply woven into the fabric of Western Culture, drawing on and reinforcing commonly held perceptions and beliefs† of gender and sexuality stereotypes. They have a strong role inRead MorePride Vs. Humanity : Jane And Mark840 Words   |  4 Pagesme portray some gender roles. We discussed some roles these past classes, we only cover chapter 1 through 6 but hoping to finish through chapter 17. Chapters 1 through 17 would be the only concern for this essay. There was a number of questions prepared for us to discuss in our essays. I’m going towards the genders roles, there are 4 questions that I will cover to help me interpret this novel. The questions are what is the attitude toward gender roles? , who represents which gender? , what symbolismRead MoreGirls And Girls Were Treated Differently896 Words   |  4 Pagesfamily. Boys and girls were treated differently. We were raised and learned the behaviors and gender role that were acceptable in o ur family and society. It was passing down from generation from generation; we learned what expectations from us as boys and girls are. We tend to get comfortable with the familiar and our routines. There were definitely things boys could do, but not girls. Most of all that gender equity was not for us. Not only inequality in social relationships, women and girls are beingRead MoreHow Women Are Portrayed On Advertising And The Second Looks At This Time1104 Words   |  5 Pagesrole of humor in gender stereotypes. 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I analyzed two different research studies, one quantitative and one qualitative, to compare and contrastRead MoreGender Roles Of Early Childhood Development932 Words   |  4 PagesGender Roles in Early Childhood Development In a society filled with gender stereotypes, children often adopt gender roles as they move from childhood to adolescence because of the many factors that influence their views to the point they will deny certain roles because it does not fit the gender bias. During the early years, boys and girls will usually be drawn towards gender specific activities. Playing house for example, they little boy will imitate going to work, while the little girl will imitateRead MoreEvaluation Of A Preschool Classroom During Play Time1238 Words   |  5 Pageswith gender. What accounts for accounts for this in children? Reading about gender typing in the book made me become more interested in what factors contribute to developing gender typing in children. The book, in my opinion, gives a very vague description of what really develops gender typing in children. My belief is that gender typing is a very complex concept and there are many factors that go into the different aspects of gender typing in children. In a multidimensional study in gender typing

Celta Pre-Course Task Free Essays

string(50) " so it cannot be used with the word â€Å"loving†\." CELTA – Pre-course Task Section 1: Learners and Teachers, and the Teaching and Learning Context Task 1 1. Lessons in groups, multilingual groups, open groups, full time or part-time courses, learners with little or no previous formal education, mixed or similar ability groups, mixed gender groups, large or smaller classes, day or evening classes, teachers with English-speaking or non English-speaking background. 2. We will write a custom essay sample on Celta Pre-Course Task or any similar topic only for you Order Now In any of the aforementioned in the pre-course task sheet contexts. Task 2 1. The main reason that I decided to teach adults is that adults have made a conscious decision to learn a new language and they are not forced, compared to young learners, to do so. Thus they really want to learn the new language, whatever their motivation or personal reasons are, and they are determined to do their best. 2. †¢My previous experience of teaching to adults. †¢My previous experience of learning as an adult (university studies). †¢Awareness that each individual has his/her own learning style. . Adult learners are self-disciplined, motivated and determined to do their best. They also have their own learning style as well as experience they bring with them from previous learning. Finally they have their own specific goals and reasons for learning. Task 3 1. I would want to find out the reason they want to learn English (their motivation), their language level, as well as their interests and hobbies. 2. By asking them or giving them a questionnaire that I had p repared to fill out. Task 4 I believe that the most challenging learners would be the ones that their motivations for learning English involve gaining access to employment, studying and researching in English, passing public exams in an English-speaking country, living in an English-speaking country, career, status or job prospects and gaining citizenship. Task 5 I think that learners most often rate in the top five the following qualities: †¢has a sense of humor †¢is patient †¢gives clear information and feedback †¢inspires confidence / is enthusiastic and inspires enthusiasm †¢paces lessons to match the learners Section 2: Language Analysis and Awareness Task 6 Associations with the word â€Å"Grammar†: system, language, every-day use, writing, speaking, analysis, complex, difficult, boring, essential, necessary, syntax, meaning. Task 7 1. Correct. 2. Incorrect. ? I went to the movies last night. 3. Incorrect. ? He often comes late. 4. Correct. 5. Incorrect. ? Can I have a black coffee, please? 6. Correct. Task 8 Teachers need to be able to help learners with their language and having explicit knowledge of language is necessary to do so. Knowing English Grammar is somehow a must. Through English Grammar, we can understand and be understood when speaking. Using English correctly means that you can help the others understand you in a better way. If a learner produces an incorrect utterance, a teacher not only needs to give a correct model, but should also be able to say why the learner’s version was incorrect. So a teacher who does not know grammar would not be able to answer most of his students’ questions. Task 9 (1)? pronoun (2)? indefinite article (3)? conjunction/linker (4)? adverb (5)? adjective (6)? (modal) verb (7)? pronoun (8)? preposition (9)? verb (10)? noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. Lexical 2. Auxiliary 3. Auxiliary 4. Lexical 5. Lexical 6. Lexical 7. Auxiliary 8. Lexical Task 12 1.? C. 2.? E. 3.? B. 4.? A. 5.? D. Task 13 1. worked ? past tense form 2. seeing ? -ing form 3. lives ? 3rd person – present simple tense 4. try ? base form 5. handed ? past participle form Task 14 1. hear (heard – heard) ? irregular 2. think (thought – thought) ? irregular 3. go (went – gone) ? irregular 4. do (did – done) ? irregular 5. take (took – taken) ? irregular 6. drink (drank – drunk) ? irregular 7. help (helped – helped) ? regular 8. steal (stole – stolen) ? rregular 9. arrive (arrived – arrived) ? regular Task 15 1. past, progressive 2. modal, perfect 3. present, perfect 4. past, progressive, passive 5. past 6. future/(modal), progressive Task 16 1. Present Progressive 2. Past Simple 3. Present Simple 4. Past Perfect Simple 5. Present Simple, Passive Voice 6. Future Perfect 7. Past Simpl e / Past Progressive 8. Present Perfect Progressive Task 17 1. Time reference: past 2. Time reference: future (something that will be complete before a specific time in the future) 3. Time reference: past (emphasise the duration of an action, not the results) 4. Time reference: present (emphasise the idea of hyposthesis) 5. Time reference: present (state) Task 18 †¢The auxiliary verb that is used to create the Present Progressive is the verb â€Å"be† (am, is, are). †¢The form of the lexical verb is the base form of the lexical verb plus the suffix –ing (lexical verb + -ing). Task 19 †¢Dialogue 1: future arrangement. †¢Dialogue 2: annoying action that happens very often. †¢Dialogue 3: although it is past, the present progressive is used as if the action is happening around the time of speaking (as part of a narration of a story). Task 20 The verbs in the examples are all (or have the meaning of) Stative Verbs. These verbs are not used in the continuous/progressive form because they describe states, not actions. So, all the examples are not correct. Task 21 Dictionaries can provide us with a lot of useful information such as: †¢Pronunciation †¢Stressing †¢Word Class †¢Regular or Irregular Verbs †¢Countable or Uncountable nouns †¢Examples of how the word is used in a sentence (context) †¢Derivatives Task 22 In the first sentence the error is the word â€Å"highest†. We do not use â€Å"high† to describe people, animals or plants. So, the word â€Å"highest† must be replaced with the word â€Å"tallest†. In the second sentence the error is the word â€Å"enervated†. The register of the word â€Å"enervated† is highly elevated (formal) and cannot be used in an every-day, casual talk as the one in the example. Instead a more informal word such as â€Å"tired† should be used. In the third sentence the error is the word â€Å"pretentious†. The word â€Å"pretentious† has a negative connotation, so, it should not be used when we want to praise someone. Instead a more possitive word such as â€Å"impressive† should be used. In the fourth sentence the error is the word â€Å"slap†. The word â€Å"slap† is not used in the correct context. It has a negative meaning so it cannot be used with the word â€Å"loving†. You read "Celta Pre-Course Task" in category "Essay examples" It should be replaced with the word â€Å"touch†. In the fifth sentence the error is the word â€Å"footing†. The semantic meaning is wrong. It should be replaced with any of the words: â€Å"walking†, â€Å"jogging†, â€Å"running†. Task 23 1. Not only was he nice, but he was also strikingly handsome. (Adverb – Adjective Collocation) 2. After he got up, he made his bed (Verb – Noun Collocation) and did some housework. (Verb – Noun Collocation) 3. It was absolutely fabulous! (Adverb – Adjective Collocation) 4. They both really depend on each other. (Verb – Preposition Collocation) 5. Their farewell at the airport was highly emotional. (Adverb – Adjective Collocation) 6. She was caught in a vicious circle. (Adjective – Noun Collocation) Task 24 1. Stress ? B. giving emphasis to one syllable 2. Phoneme ? C. an individual sound 3. Intonation ? A. the music of our voices Task 25 1.? B. 2.? C. 3.? A. Task 26 1. There 2. South 3. Language 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. Guarantee 2. cavalry 3. Mechanisation 4. Language 5. Retreat 6. Speculative 7. Success 8. Balance 9. Identity 10. Articulate Task 28 1. Photograph, photography, photographer, photographic Non-native speakers may experience problems with this â€Å"word family† because the stress changes syllable depending on the word and so the meaning of the word changes. 2. to record / a record to present / a present to increase / an increase to import / an import The verbs are stressed on the last syllable while the nouns are stressed on the first syllable. Task 29 Mother forget announce tonight notable mention patrol indicative Section 3: Language Skills: Reading, Listening, Speaking and Writing A. READING Task 30 Bus timetable: Read for specific information (bus stoppings) ? Scan Reading. Literature book: Intensive/detailed reading. Reading to infer. Newspaper: I read some articles to get the overall idea of the text (skim/gist reading) while some other articles that seemed more interesting I read them in detail (intensive/detailed reading). Task 31 1. An academic article we need to read for an essay we are writing. ? Reading to infer / Intensive/detailed reading 2. A telephone directory. ? Scan reading 3. The editorial of a newspaper on a topic we really care about a lot. ? intensive/detailed reading 4. An advertisement for a job that might be suitable. ? Skim/gist reading Task 32 When people read in a language that is not their native they don’t feel confident and are afraid that they might miss a lot of important information if they don’t understand every single word in a text. The problem with this way of reading is first of all that it is tiring and time consuming. Secondly they don’t read in context but they just read words, so, the reading process and concentration is constantly interrupted since the urge of finding the unkown word overcomes the need of understanding the text as a whole. It is also known that in a learning process there must be at least two unknown words every two sentences. Learners must try to understand the meaning of the unkown words from the context and use bilingual dictionaries only when the meaning of the unkown word is not obvious from the context. B. LISTENING Task 33 Non-native speakers might find listening more challenging than reading because: †¢They have problems with different accents, speech rhythm and the fast pace of native speakers’ talking †¢They try to understand every single word They get left behind trying to work out what a previous word meant †¢They don’t know important or key words †¢They don’t regognise the words they know †¢They are distracted by background noise Task 34 1. I was on a bus listening to two people talking about their flatmate. At first I tuned in and out of the conversation because it was funny but then I ignored it all together. 2. I listened to a talk show on T V. It was Stephen Fry’s show and because he is one of my favourite comedians I listened intensively. 3. I listened to a weather forecast. I wanted to find out what the weather would be in London. I didn’t pay attention to most of it, I just concentrated and listened intensively when London weather came up. Task 35 1. A lecture for a course you are taking at university. ? Intensive Listening 2. A sales pitch for a computer that doesn’t really interest you. However, you are at work and you can’t just walk out. ? Skim/gist Listening 3. Announcements at a train station when you are waiting to to hear the time of the next train to your destination. ?Scan Listening 4. Instructions from your boss for a new task that is critical for your job. ? Intensive Listening 5. An interview with someone who is famous and whose political opinion you would like to find out about. ? Listening to infer meaning 6. A radio programme on a topic that is mildly interesting for you. ? Skim/gist Listening. C. SPEAKING Task 36 I believe that this happens because learners are not exposed to an English-speaking environment. They only speak English at their foreign language schools and the rest of the time they speak at all occasions in their mother tongue. The more exposed learners are to the foreign language â€Å"input†, the more likely they are to produce the foreign language â€Å"output†. Task 37 1. Could I please have a†¦? ? The student has not managed to communicate successfully. 2. You come my house tonight? ? The student has managed to communicate successfully. 3. Yesterday good time. Next week we see, no? ? The student has managed to communicate successfully. 4. A: How long have you been in New Zealand? B: I stay here 5 weeks. ? The student has not managed to communicate successfully. Task 38 1. You ask a colleague if s/he would mind helping you with something. ? Transactional 2. You offer to collect your neighbour’s mail while s/he is away on holiday. ? Transactional 3. You comment on the weather on an acquaintance at a bus stop. ? Interactional 4. You visit a friend and spend time admiring and talking about his/her garden. ? Interactional 5. You participate in a university group tutorial that is useful for an essay you are writing. ? Transactional 6. You go out with your boss and other colleagues for a drink and a chat after work. ? Interactional Task 39 Speaking fluency practice could help learners’ language development. People should practise what they have learnt and not be afraid of making mistakes because mistakes is an integral part of the learning process. . Learning language items from other participants. Students learn through making mistakes. Some of the mistakes (the most important ones) must be monitored by the teacher and given as a later feedback. These mistakes should be initially corrected by the learners themselves and then by the teacher when/if needed. 2. The more students practise, the more fluent they get. 3. The more st udents practise and learn how to use new communication strategies, the better they can communicate and express their ideas. 4. Through speaking fluency practice students use grammar rules and new vocabulary. D. WRITING Task 40 1. Includes gesture and facial expression to back up the message. (S) 2. Uses punctuation to make the content easier to understand. (W) 3. Includes hesitation devicesand fillers such as â€Å"yeah†, â€Å"umm†, â€Å"ah†, etc. (S) 4. The communicator usually gets immediate feedback from the person they are communicating eith. (S) 5. Is usually pre-prepared, although e-mailand text messages often are not. (W) 6. Uses pauses, stress and intonation to show where ideas begin and end. (S) 7. Is spontaneous and planning usually takes place in the moment of communicating. (S) 8. Suggests that meaning is static in the communication, although open to interpretation. 9. The communicator may never find out what the person he is communicating with thinks of his message. (W) 10. Includes headlines, different type sizes and colours to enhance the content. (W) 11. Is usually smooth-flowing. (W) 12. Involves negotiation of meaning between the communicator and the person they are communicating with. (S) Task 41 1. She through the ball hard so it hurt when I court it. ? Spelling errors because of similar sounding words (threw – through). ? She threw the ball hard so it hurt when I caught it. . My brther livs in Swedn. ? The student has omitted the vowels. S/He has written the words as s/he hears them. Confusion about vowel sounds (maybe missing in L1). ? My brother lives in Sweden. 3. However, hard I try it never works. ? Wrong punctuation. The student confused however (adverb of manner) with however (conjunction/linker). ? However hard I try, it never works. 4. first of all he invited me to sit down after that he offered me a coffee I was very surprised by his politeness ? Lack of punctuation and use of capital letters. ? First of all, he invited me to sit down. After that, he offered me a coffee. I was very surprised by his politeness. Task 42 1. The learners face difficulties such as : write from left to right, punctuation, capital-small letters, writing on the line, paragraphing. 2. I would organise writing workshops once a week for learners with writing difficulties, where we would concentrate on the practical issues of writing, such as: spelling, punctuation, paragraphing, etc, as well as on the creative part of writing. There would also be time for learners to receive responses to their writing from the teacher and their classmates. Section 4: Planning and Resources A. Planning and Preparation Task 43 a. I’d like to smile more and create a btter rapport today. ? Personal aim b. Students _ Students in pairs. ? Interaction pattern c. By the end of the lesson students will be able to use a range of adjectives to describe someone’s personality. ? Lesson aims/learning outcomes d. Teacher hands out text and gives a different set of questions to each group. ? Procedure e. Some students may find the pronunciation of several words quite difficult. I must make sure I use a lot of repetition. Anticipated problems and solutions f. To get students interested in the topic of the listening text. ? Stage aim Task 44 Resource Can be used for 1. ? f. 2. ? g. 3. ? b. 4. ? e. 5. ? i. 6. ? h. 7. ? d. 8. ? c. 9. ? a. Section 5: Developing Teaching Skills and Professionalism A. Developing Teaching Skills Task 45 1. Jot that down. ? I believe that the difficulty occurred from the word â€Å"jot†. It is a word that may be unknown or cofusing. â€Å"Write that/it down† would be more appropriate. 2. I wonder if you’d mind just looking at question number 4 and then if you could just answer it. ? Too â€Å"wordy†. Classroom language when giving instructions must be simple and accurate. â€Å"Look at question number 4 and answer it† or â€Å"Answer question number 4† would be more appropriate. 3. I’d like you to read the text on page 4 and answer the first three, then compare your answers with the persons next to you. After that, write a short summary of the story and discuss this with your partner. ? Too complicated and confusing. Learners must have had great difficulty in remembering what they had to do. The instructions should be given one by one: Step 1: â€Å"Read the text on page 4 and answer the first three questions† (wait until they finish), Step 2: â€Å"Now compare your answers with the persons next to you† (wait until they finish), Step 3: â€Å"Write a short summary of the story†, (wait until they finish) Step 4: â€Å"Now, discuss the story/summary with your partner†. 4. Look at the question at the bottom of the page and think about an answer. ? Should the learners just â€Å"think† about the answer or actually answer the question? Task 46 1. â€Å"I don’t want to work in a group because I will only learn mistakes from other students. Group work is very important when you are learning a foreign language. You are using all the things you have learnt throughout the lesson and you are forced to speak in the language you are learning, even if you make mistakes. Mistakes are very important. We all make mistakes and we learn through th em. The important thing is to be able to identify your mistakes or your classmates’ mistakes and correct them. How are you going to learn if you don’t make mistakes, identify mistakes, be exposed to group work and cooperate in the language learning? 2. â€Å"I wish you could translate more words into my language. I wish I could translate more words into your language too. But since I don’t speak your language you can look up the words you don’t know in the dictionary. 3. â€Å"Please don’t ask me to work with that student. I don’t like people from her country. † That’s not a nice thing to say. There are good and bad people from every county in the world. You should not judge people by their race or their colour or their cultural background. You should only judge people by the content of their character. Go talk to her, try to get to know her better and you may find that you sympathise with her and have some things in common. If you don’t like her character, that’s another thing. We don’t have to like all the people we meet. But at least you would have made an effort to cooperate with her and that’s really important because we are working as a group here, we have to help each other and work with each other. 4. â€Å"Could we just talk in class and not use any books? † Of course we will talk in class and we will discuss lots of important and interesting things, but books are equally important. Books give us guidance of what we will learn, provide you with vocabulary and grammar rules and allow you to review at home. Without books learning would be impossible. Task 47 First of all the students must have eye-contact, so, half of the chairs should be in front of the desks (for the students that want to ask information) and the rest should be behind the desks (for the students that play the role of the assistants). This way the arrangement of the chairs and desks would be just like in a real-life situation. Then each student that plays the role of the assistant will be given a photocopy with information about the computer courses, prices, hours and times and each of the students that wants to ask information will be given a photocopy with a different character and his/her needs. Both will have a pad where they can write down anything that will help them agree a transaction. Additionally, the â€Å"assistants† will have a â€Å"form† where they will fill in their â€Å"clients† personal details if they agree a transaction. Problems that I could anticipate: Some students may come to an agreement and finish the gap role play too soon. Task 48 †¢Different Meanings 1. Slim/Thin ? Slim means well-figured while thin means not fat. I would also use flashcards or any other visual effects possible like photos from the internet or magazines. 2. To wink/ To blink ? I would mime winking and blinking. I would also use any other videos found on the internet with people blinking and winking. 3. I used to get up early / I am used to getting up early. ? I used to get up early refers to the past, a habbit I had and don’t have any more. Now, I don’t get up early but as a child I used to get up early to go to school. I am used to getting up early refers to the present. I have the habbit of getting up early. I wake up early every day to go to work so, I am used to getting up early. 4. Nervous/upset. ? Nervous means anxious about something. Upset means sad. e. g. Crossing the street against traffic makes me nervous. She was upset about her friend’s actions. I would also mime nervous and upset or ask my students to mime. 5. 4 weeks ago / 4 weeks before. ? â€Å"Ago† is used when talking about past times from the present moment (NOW). â€Å"Before† is used when talking about past timesfrom a time which is NOT the present moment (NOT NOW). e. g. We went to Spain 4 weeks ago. We went to Spain in June and my friend Bob went there 4 weeks before. †¢Different Pronounciation 6. I do it/ I’ll do it. ? First I would say the words slowly one by one and then I would say them faster and faster stressing the [l] sound in â€Å"I’ll do it† and ask my students to do the same. First all together and then one by one to make sure they are pronouncing the expressions correctly. 7. Read (present tense)/ read (past tense). ? I would explain that we pronounce â€Å"read† in the present tense as [ri:d] and in the past tense [red] like the colour â€Å"red†, but we write them in the same way. Then, I would ask the students to repeat the sounds first all together, then one by one. 8. Put / putt. ? I would explain that â€Å"put† (with one â€Å"t†) is pronounced [put] while â€Å"putt† (with double â€Å"t†) is pronounced [pat]. I would highlight the pronounciation on the board and ask them to repeat the sounds first all together, then one by one. . Record (noun)/record(verb). ? I would write the words on the board and put a stress on the syllable where the word should be stressed if it is a noun or a verb. Then I would read the words beating out stress by clapping. After that I would ask my students to do the same thing fi rst all together and the one by one. 10. Live (verb)/ live (something happening now). ? I would explain and highlight on board that â€Å"live† (verb) is pronounced [liv] while â€Å"live† (something happening now) is pronounced [laiv]. Then I would ask my students to tell me examples with â€Å"live†(verb) and â€Å"live†(something happening now). Task 49 1. Reading I believe that in this activity the pre-reading activity was missing. The teacher merely explained that the text was about looking after the environment and then asked the students to read it out loud. I would add a pre-reading activity. Firstly, I would write all the unkown words on the board or I would make a list with any unknown words, hand it out to the students and briefly study all these words together. Then, I would ask them some questions about looking out the environment (what can we do, what do they do, what society/government should do) and then I would hand out the text and proceed to the rest of the activity. . Speaking Again the pre-speaking activity was missing. The students were not given any ideas beforehand in order to be able to discuss the topic. So, I would add a pre-speaking activity. I would write the topic on the board and then seprate the board in half with a marker and on the one half I would write â€Å"prons† and on the other half I would write â⠂¬Å"cons†. Then I would ask my students to tell me the â€Å"prons† and the â€Å"cons† of living in the city and I would write them down for all to see. Alternally, I could bring them a photocopy with all the â€Å"prons† and â€Å"cons† of â€Å"living in the city†, hand it out to them, ask them to study it for a minute and the proceed to the rest of the activity. Task 50 I believe that all of the qualities mentioned in the pre-course task sheet are really important to form a teacher’s professionalism. Teachers work as role models for learners no matter their age, so every single detail matters. On the other hand I heartily believe that teachers should not be â€Å"homogenised† and lose themselves in this uniformity that is promoted. They have to be authentic and reflective. How to cite Celta Pre-Course Task, Essay examples

Impact of IT in Deloitte Business Operation

Question: Discuss about the Impact of IT in Deloitte Business Operation. Answer: Introduction The major purpose of this study is to demonstrate and research the impact of Information Technology on a business based a real life business example of Deloitte. This study also explores few important points in regard to the topic. This study explores the necessity of IT and the importance of IT for the business survival. Moreover, the requirements for applying IT into businesses are also aimed to be discussed in this study. In addition, this study also portrays the business utilization of IT along with its advantages over businesses. Furthermore, this study also analyzes the risks associated with IT systems and provides the approach through which business can monitor and maintain IT. Real Life Business Example The professionals of Deloitte Technology all over the globe generally help their clients for resolving their most critical business challenges through the proper incorporation and implementation of the Information and Technology operations. Deloitte is the UK incorporated multinational professional services enterprise which has the operational headquarters in New York in the United States. It is one of the big four accounting enterprises as well as the biggest network for professional services (Deloitte, 2017). Deloitte has implemented several significant IT systems in order to execute all the financial services, which are aimed to be provided by this organization to its clients. Deloitte has incorporated big data tools as the digitization, scale as well as pace of this business has yielded more complex and larger data sets than ever before. Deloitte has also incorporated the oracle services with 14500 oracle practitioners (Deloitte, 2017). Moreover, the member firms of Deloitte Touc h Tohmatsu Limited or DTTL have experienced extensively the implementation of the Oracle solutions over the organizational and geographic boundaries. Most importantly, the practitioners network of Deloitte has created a n unmatched offerings of market for solving the toughest business issues of their clients with the incorporation of technology advisory, oracle, SAP, award winning business transformation capabilities and application management services. Necessity of IT in Business Innovation is the path to enhance business success and innovation is driven by the perfect incorporation of the information technology in business operations. Business organizations needs to execute IT technologies as they should always have the focus on the implementation of effective business operations by maintaining accuracy as well as time efficiency (Jameel et al., 2017). Therefore, incorporation of Information and Technology should be accomplished in order to maintain both the business success factors such as accuracy and time efficiency. In order to achieve long term business growth, instant customer support, real time monitoring, systematic management, and global sales, effective marketing and accurate business planning at the optimum level, Information and Technology is needed to be implemented within the business operations. Figure 1: Necessity of IT in Business (Source: Limbu et al., 2014) IT is required in every possible area of business such as resource management and globalization, customer support and satisfaction, business growth and marketing and decision making as well. In recent days, security has become a major concern for any kind of business including financial services (Francis Willard, 2016). Numerous businesses such as Deloitte are the subject to security vandalism and threats. Therefore, Information Technology can be utilized for protecting the confidential executive decisions, financial data and other proprietary information that results in competitive advantage. Importance of IT for Business Survival The success of each business mainly depends on few specific factors and few of which are accurate analysis, selecting the future vision and right technology. In this digital age, the organizations that have done the investment in technology and select the path for innovation enhance their overall competitiveness, financial figures and market share (Jones et al., 2014). Technologies can make the processes, more effective, quicker as well as easier for documenting the future review in the fast-paced environment of business operations. Therefore, it can be considered that information technology is important for the businesses for not only surviving but for thriving. As per the real life example of Deloitte, IT has simplified the communication process, whether the employees are trying to keep in touch with their clients or to catch up on the news regarding their business operations (Referred to Appendix 1). Moreover, IT is the major avenue for accomplishing the external and internal comm unications. A potential IT team can become imperative towards the success of any digital marketing plan as digital marketing needs the teams of technology support for troubleshooting and implementing different types of software (Hilty Aebischer, 2015). All the successful enterprises such as Deloitte have to perform a comprehensive process of market research that enables the management for making the right decision. Market research can be conducted in several ways like through group discussions, blogs, forums and surveys by utilizing World Wide Web. Currently, Microsoft CRM dynamics, Analytics as well as Big Data are the significant tools for extracting the useful information that can influence on decision making. Requirement of Applying IT into Business It is very important for the business organizations to analyze the requirements to apply IT into the business operations. Therefore, there are few elements those should be incorporated while applying IT functions into a certain business such as training, installation, equipment, designing, planning as well as cost. All of these parameters should be assessed and then incorporated properly while implementing IT functions (Yunis et al., 2017). The IT systems should effectively be planned as well as designed in a proper way. On the other hand, before the incorporation and the installation of the IT operations, it is essential for doing a cost-benefit analysis so that the organizations do not have bare much expense. In addition, the organizations should arrange proper training to the employees so that they can be able to know the process of utilizing the IT systems. IT Utilization Process The IT operations of a particular organization cannot be used by everyone except few significant stakeholders of that specific business enterprise. Businesses can utilize the IT systems in mainly two ways such as internally and externally (Limbu et al., 2014). In order to accomplish the internal operations of the IT functions in association with the business process, the staffs as well as employees from executive level and management level generally have the access for utilizing the IT functionalities (Referred to Appendix 2). On the other hand, the customers, suppliers and the other external stakeholders usually have the direct access over the external operations of IT systems incorporated in the business operations. Benefits of IT over Business IT can benefit the business world by permitting the companies for working more efficiently and for maximizing productivity (Ghezzi et al., 2015). The protection of records, electronic storage as well as faster communication is advantageous that IT can have on the business enterprises. Figure 2: Benefits of IT over Business (Source: Mack, 2014) Revenue generation, Flexibility and cost minimization IT systems can play significant role in generating revenue by enhancing flexibility of the business operations and increasing accuracy as well as time efficiency (Gatautis et al., 2015). The incorporation of the IT functionalities usually very cost effective which can enhance the rate of revenue generation of the organizations Protecting and Storing Information IT can create the electronic storage systems for protecting the valuable records of the business organizations. The secure maintenance of the customer and client files is important towards the business integrity (Roztocki Weistroffer, 2015). Storage Systems of Deloitte like virtual vaults generally keep information safe by permitting only specific users within that organization for changing, adding, withdrawing or accessing the documents. Automated Processes In the business organizations, people should look for the approaches with the help of which more work can be done in a shorter amount of time. IT has improved the efficiency of business operations of Deloitte by establishing the automated processes for taking burden off their staffs. Work Remotely IT systems can provide an organization for accessing remotely the electronic network of the organization (Mack, 2014). This kind of accessibility permits the organization for increasing productivity of that business enterprise. Communication It is very important for the business world and IT provides a particular organization the resources it requires for communicating effectively and quickly. IT risks Along with numerous advantages, the incorporation of the IT systems has few severe risks associated with it. The risks can be encountered associated with the confidentiality, privacy and security. All the three terms are associated with each other (Kowalkowski et al., 2013). The IT system incorporation can often lead to severe issues in regards to the three mentioned terms. Due to these issues, the organizations can face problems in terms of maintaining the data security related to their business operations. Therefore, their business activities can be affected and reliability cannot be served to the clients, which ultimately results in decrease in their productivity. IT Maintenance In order to maintaining and monitoring IT systems, organizations need to do follow few processes such as: Security IT monitoring The engineers of the organizations would be involved in mitigating the security issues before the intruders can exploit any vulnerabilities (Baesens et al., 2014). Automated System IT Monitoring the organizations have to provide 24/7 monitoring service of the IT system activities to ensure the hardware is optimally functioning Backup IT monitoring Data is the most important asset for an organization and the data protection is also crucial (Loukis et al., 2013). Organizations should monitor the back-up systems on a daily basis and address the issues that occur. Conclusion After conducting the entire study, it can easily be stated that the organizations like Deloitte, who have incorporated IT system in their business operations have succeeded in achieving huge competitive advantage and enhancing their productivity. Moreover, it can also been seen from this discussion that besides the advantages of IT functionalities, organizations can face few risks while incorporating IT within the business operations. However, this study has also provided significant recommendations through which the risks can be resolved and overcome by the organizations. Recommendations Organizations should follow few significant recommendations in order to build an effective IT system within the companies. These are as follows: Properly Maintaining and Monitoring IT system IT systems should be maintained and monitored as well by monitoring back-up IT, security patch management, monitoring automated IT system and monitoring IT security. Malware protection Organizations should maintain as well as install an industry-standard malware policy on the company network. Spam Protection most of the emails received and sent are considered as the spam. The users of the IT systems should be prevented from having to deal with problematic task to sort through spam that can result in loss productivity. Wireless network security the organizations should implement and assess the required security on their wireless networks for making them inaccessible and invisible towards the outside world. References Baesens, B., Bapna, R., Marsden, J. R., Vanthienen, J., Zhao, J. L. (2014). Transformational issues of big data and analytics in networked business.MIS quarterly,38(2), 629-631. Deloitte | Audit, Consulting, Financial, Risk Management, Tax Services. (2017).Deloitte. Retrieved 31 January 2017, from https://www2.deloitte.com/global/en.html Francis, M. M., Willard, M. (2016). Unlocking the Potential Of Information And Communication Technology For Business Sustainability By Small, Micro And Medium Enterprises In Vhembe District, South Africa.IADIS International Journal on Computer Science Information Systems,11(2). 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ICT as a catalyst for service business orientation.Journal of Business Industrial Marketing,28(6), 506-513. Limbu, Y. B., Jayachandran, C., Babin, B. J. (2014). Does information and communication technology improve job satisfaction? The moderating role of sales technology orientation.Industrial Marketing Management,43(7), 1236-1245. Loukis, E., Soto-Acosta, P., Pazalos, K. (2013). Using structural equation modelling for investigating the impact of e-business on ICT and non-ICT assets, processes and business performance.Operational Research,13(1), 89-111. Mack, E. A. (2014). Businesses and the need for speed: The impact of broadband speed on business presence.Telematics and Informatics,31(4), 617-627. Roztocki, N., Weistroffer, H. R. (2015). Information and communication technology in transition economies: an assessment of research trends.Information Technology for Development,21(3), 330-364. Yunis, M., El-Kassar, A. N., Tarhini, A. (2017). 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