Effects Of Noise In A Data Communication

Effects Of Noise In A Data Communication This report will look into different types of noise that are associated with Unshielded Twisted Pair and Radio Waves. The noise that affects these transmission mediums such as thermal noise, crosstalk, multipath interference, intermodulation noise and impulse noise will be explored and the damages that it can cause to data being transmitted will be explained. I will also discuss the different modulation techniques and technologies that can be used to try and reduce the effect of the noise and reduce the risk of data loss through transmission. Introduction In 1962 Computer Scientist Joseph Carl Robnett Licklider developed ARPANET, which connected 4 computers across America; these computers were located in University of California Los Angeles, Stanford Research Institute, University of California Santa Barbra and the University of Utah. This network was designed for the purpose of sharing sensitive military data between different locations securely. However the first attempt at sending data over the network was not successful, as the UCLA computer crashed as they attempted to log into the computer at Stanford [1]. The result of these connection problems was the creation of TCP/IP and since then networks have grown in size and data rates and transmission mediums have evolved and new technology has been introduced, Noise has also started to play a part in how networks are built, as specific techniques can be put in place to try and reduce noise. Guided Media In a communication system using guided media, the signal is sent in the form of electromagnetic waves along a physical path. This physical path is what guides the signal, and can come in the form of 4 main media types, Unshielded Twisted Pair; Shielded twisted Pair, Coaxial or Fibre-Optic cables. However each of these mediums has several different standards of cables associated with them. This report will cover Unshielded Twisted Pair and the noise that can affect it. UTP UTP first originated in the 1970s, it consists of 8 insulated copper wires, each of these copper wires has a diameter of 0.4mm to 0.8mm, and these copper wires are twisted together into pairs, so there ends up being 4 pairs of 2 wires, then all 4 pairs are wrapped in a protective plastic sheath. However UTP is susceptible to several different types of noise that can lead to signal impairment and even cause the loss of data. UTP uses Manchester Encoding UTP Noise When a data transmission is received, the received signal is often modified from the original signal that was transmitted; this modification is caused by noise. Noise is defined as additional unwanted signals that are inserted somewhere between transmission and reception [2]. There are 4 different types of noise that will be researched; these are Thermal Noise, Cross talk, and Intermodulation Noise. These sources of noise can be placed into one of two categories, internal noise or external noise. Internal Noise is caused by the used of electrical components found in all communication systems. This internal noise could be produced by changes in current or imperfections on conducting materials. External Noise can be caused by different factors, such as lighting storms, or the use of large electrical machinery. [3] Thermal Noise Thermal Noise also known as Johnston or white noise was first observed in 1926 by John B. Johnston in Bell Labs. Thermal Noise is caused by electrons that become agitated at any temperature above 0, at this stage they begin to move in random patterns and bounce off other electrons, however in theory it could be stopped completely if all the components were kept at a temperature of absolute zero which is 0 Kelvin or -273.15 °C as this would mean that all the electrons would move at their slowest meaning thermal noise would be as good as eliminated, however to try and achieve absolute zero and maintain it would be extremely difficult . [4] Thermal noise is found across all the bandwidths typically used in a communication system and currently there is no practical way to completely eliminate it, however you can use different types of modulation to lower the frequency of the signal which in turn will lower the thermal noise, so for example if you had an Ethernet system and used PAM-5 modulation which has a frequency of 125MHz and this would give you a thermal noise value of 4.801510-13 WHz-1 at room temperature, where as if MLT-3 was used, you would end up with a thermal value of 1.20037510-13WHz-1 under the same temperature conditions. [5] To work this out the equation Pn= k . T. Δ f was used, where k is Boltzmans constant, T is the temperature plus 273, in this case 18 degrees plus 273 which ends up as 291 for T, and Δ f is the frequency of 125106 Hz for PAM-5 and 31.25106 Hz for MLT-3. Cross Talk Cross talk is caused by the coupling of the copper cables magnetic and electric fields, which causes some of the signal to become lost or distorted. There are two main types of cross talk, NeXT (Near End Cross Talk) and FeXT (Far End Cross Talk), NeXT is when the coupling of magnetic and electric fields occurs near the source of the signal and FeXT is when it occurs near the receiver end. To try and prevent cross talk in UTP cables, the copper cables are twisted into pairs, the number of twists per foot/meter is defined as the twist ratio, so a cable with a higher twist ratio will be more efficient eliminating cross talk, as the twisting of the copper wires makes it harder for the coupling of cables as the loop area between the wires is reduced. However if you have a cable with a high twist ratio that means that you will be using more copper cable and the signal will have to travel a further distance to the receiver, meaning attenuation could become a factor. [6] Intermodulation Noise Intermodulation noise may be present in any communications system that sends signals at different frequencies across the same medium. Intermodulation noise produces signals that are the difference, sum or multiple of the two original frequencies. Intermodulation noise is caused by the transmission medium, transmitter and receiver not being linear systems, meaning that instead of the output matching the input, the output is different from the input. It can be caused by signal strength being too excessive for the device to handle or a problem with one of the components. An example of intermodulation Noise would be if there were two signals, 10Hz and 15Hz sharing the same transmission medium and there was intermodulation noise present, these two signals could become one signal at 35Hz. This would mean that not only have the two original signals been disrupted it could potentially disrupt a third signal if there was another 35Hz signal sent out on the medium. To overcome intermodulation noise, you can use Orthogonal Frequency-Division Multiplexing, which is explained more in the multipath interference section under unguided media. [2] Unguided Media When using Unguided Media in a communications system, the signal is sent through the air via an antenna in the form of electromagnetic waves, these waves have no specific path to follow. Unguided media used for several different communications systems like wireless, Bluetooth, infrared and satellite. Each of these systems use different types of unguided media for example satellite uses microwaves, but this report will focus on wireless and the noise that can affect the radio waves wireless uses. Wireless The first radio waves were sent by Guglielmo Marconi in Italy in 1895 and in 1899 he sent the first wireless radio signal across the English Channel [7]. Wireless works by an Omni directional antenna sending out a broadcast of radio waves, these radio waves are sent at a specific frequency depending on which standard they comply to, for example if the standard being used is 802.11n then they will be sent at 2.4GHz or 5GHz. Wireless Noise Wireless can be affected by many different things. This is because radio waves travel through air meaning it can be affected by different types of weather, like rain or snow causing scattering, or obstacles such as trees or buildings causing reflections. However it can also be affected by other devices transmitting at the same frequency causing signal loss. Multi Path Interference Multi Path interference is where a receiver receives multiple copies of the same signal, at delayed times, this mainly affects radio, as satellite or microwaves generally are line of sight so there would be no obstacles present for reflection to take place. However with radio waves it is caused by the antenna sending out broadcast signals, and these signals are then reflected between obstacles, and if these reflections arrive at the receiver it means that it will end up with several different copies of the same signal arriving at varying times, and depending on the different path lengths of the original direct signal and the reflected signals it could create a larger or smaller signal that is eventually received. Multipath Interference can cause a number of problems like data corruption, which occurs if there receiver picks up multiple different reflected signals and is unable to determine the transmission information, it can also cause signal nulling, where the reflected signals are received exactly out of phase with the original signal causing the original signal to be cancelled out. Not only can it cause data loss it can change the amplitude of the signal up or down, so if the reflected signals arrive out of phase with the original signal it will cause a drop in the signal amplitude but if they arrive in phase with the main signal the amplitude will increase. To try and reduce multipath interference a diversity solution can be used. This works by using two antennas with the same gain, that are separated from one another but within the range of the same transmitter, this means that one of the antenna receive most of the multipath interference allowing the other antenna to receive a normal signal. [8] Another way to reduce Multi Path Interference is to modulate the signal with Orthogonal Frequency-Division Multiplexing, OFDM works by splitting the signal up into 48 subcarrier signals. These 48 channels each carry a different portion of the data being sent and transmit them in parallel channels. [9] These subcarrier signals are modulated with BPSK, QPSK, 16-QAM or 64 QAM, and they have a convolution code rate of  ½, 2/3 or  ¾. The data rate of the signals is determined by the modulation used and the convolution code rate. Also there is 0.3125MHz frequency spacing between each of the subcarriers. [10] [11] OFDM also has a guard interval which means that any data arriving at the receiver will only be sampled once the signal has become stable and no more reflected signals are picked up that would cause changes to the phase or timing of the signal. Also because each subcarrier is on a different frequency any interference caused by reflected signals only affects a small percentage of the subcarriers meaning that the rest are received correctly. [9] Impulse Noise Impulse Noise is an unpredictable problem. It consists of short spikes of high amplitude or short irregular pulses, these spikes and pulses are generated from a variety of different unpredictable causes usually however they relate to some sort of electromagnetic instability for example a lighting storm or any faults present in the communications devices. Impulse noise generally affects digital signals worse than it does analogue signals, for example if voice data was sent as an analogue signal and there was occurrences of impulse noise, the voice data would still be understandable as the impulse noise would create short crackles in the data, however with a digital signal the result of impulse noise could mean that all the bits sent through the duration of the impulse noise could be lost, it can however be recovered by sampling the received digital waveform once per bit time, but it can still result in a few bits being in error. As impulse noise is unpredictable, there is no way to el iminate it, however to reduce the effects of it, Coded OFDM can be used, this is very similar to OFDM, in the way that it splits the signal into multiple subcarriers, however Coded OFDM also has forward error correction that is included with the data. Because this error correction is included with the data it means that any data lost by impulse noise can be corrected at the receiver. [12] Conclusion After researching different types of noise and how it effects data communications, it became clear that it is a factor present in all systems and cannot be completely eradicated, as it can be caused by several different external sources made my man and internal sources caused by the data communication equipment. However, different strategies, techniques and error correction systems have enabled us to limit the effect that noise can have on a system and this has enabled technology to advance, meaning the chance of losing any crucial data due to the effects of noise is sufficiently lower now that what it was years ago. Reflection Throughout this report I have gained a better grasp of different aspects of data communications, for example, noise is present in all systems as any electronic device creates noise through the movement of electrons, imperfections in conductive surfaces and fluctuations of current. I also increased my knowledge of different types of modulation, and how they work regarding changing the frequencies or sending additional data to help with error correction. I have also gained knowledge on how noise can be caused by different types of weather and how they can affect the electromagnetic field and cause detrimental effects on data communication systems. Not only did this report help me gain more knowledge on data communications, it also increased my knowledge on different aspects of physics, and how closely the two subjects are connected. I feel I completed this report to a reasonably high standard and found plenty of information available on the subject, however understanding this information was more difficult than expected as maths features highly in several of the sources I found, however this did not put me off, it simply lead me to try and comprehend the more complex maths side of the topic. Once I had completed the report I had to try and remove some parts as I had overshot the word count, this proved difficult as I felt I would be missing parts out if I removed some. Overall I would say I learned a great deal more about the complexity of noise and data communication systems.

Anne Conway’s Critique of Cartesian Dualism :: Dualism Essays

Anne Conway’s Critique of Cartesian Dualism ABSTRACT: I describe and analyze Anne Conway’s critique of Cartesian dualism. After a brief biographical introduction to Conway, I sketch some of the influences on her philosophy. I then describe her non-Cartesian view of substance. According to Conway, there is only one substance in created reality. This substance contains both matter and spirit. A purely material or spiritual substance is, she argues, an impossibility. Next, I discuss several of Conway’s arguments against Cartesian dualism. Firstly, dualism is inconsistent because dualists, while denying that concepts such as divisibility and extension are applicable to spiritual substance, nevertheless use such terms when describing the soul or spirit. They assume that soul or spirit is something particular which can be located somewhere. Secondly, she argues that dualism results in mechanism because it makes too sharp a distinction between body and soul, thus regarding the body as a mechanical machine and the soul a s something which is not integrally related to the body. Thirdly, dualism cannot account for the interaction between mind and body. The two substances of which a dualist speaks are defined on the basis of the exclusion of characteristics. But the two things which have nothing in common cannot influence each other causally. 1. Introduction During his lifetime and in the centuries following, the dualism and mechanism of Descartes' philosophy gave rise to a great number of objections and discussions. In this article, I would like to consider a response to Descartes' views which is somewhat less well-known than others, that of Anne Conway. Conway's reaction to Descartes is interesting because she speaks from out of a metaphysical tradition different from those of many other philosophers who discussed his ideas. (1) In addition, she makes use of a pre-modern, non-abstract idea of spirit, a conceptualisation of spirit which has been lost or sidelined in the philosophical tradition after Descartes. On the basis of an entirely different ontology of matter and spirit from that of Descartes, Conway questions the presuppositions of dualism as well as its abstract view of spiritual substance. In this paper, I will begin with a short biographical sketch of Conway and a survey of some of the main influences on her thought. I will then briefly describe her philosophical system. I will then discuss her critique of Descartes' dualism. Finally, I will consider the question of how her views can be of value to us today.

Meaning of Life and Language

Written Assignment 1: Language related tasks Submit : __/__/_____ Length: Between 800 and 1000 words Aim: To develop your ability to look at language (structure, functional language and vocabulary) from the students’ point of view to enable you to prepare thoroughly for language lessons. You should make use of grammar reference books or course books and a monolingual dictionary. Bullet points may be used in this assignment. TASK: From the box below, select one item from each pair to analyse, and: a) Analyse meaning: Give a clear definition (appropriate for level) of what the item means; focus only on the meaning used in the statement. ) Analyse form and label the parts (using terminology): * Structure – statement/negative/question forms (if applicable); make sure it’s clear which words can be substituted and which are â€Å"set in stone†. * Vocabulary – label the item e. g. adjective, phrasal verb etc; irregular past forms, common collocations, etc. * Functional Language – show which parts are â€Å"set in stone† and which parts can be changed e. g.? Would you mind + verb+ing (present participle) + object? c) Highlight key pronunciation features. Use phonemic script where useful. * word or sentence stress, * weak forms, intonation, * links between sounds, contractions, lost sounds, etc. d) Anticipate problems – think about what problems students might have with the features you listed above. a) What aspects of the meaning might be difficult for students to grasp? Are there other words/structure that express something similar? Does the structure exist in students L1? b) What form-related mistakes might students make when trying to use the item? c) What problems might sts have with particular sounds, word stress or other pronunciation issues? Use your common sense as well as reference sources. ) Imagine your students are not familiar with each language item. Describe a context that would help convey its mean ing so that you could elicit the target statement. f) State how you would check students’ understanding of the language item. Write the concept questions you would ask and provide the answers. If a timeline is appropriate, you should also include this. You can include other ways of checking too, if you wish. g) State which reference book(s) or other source(s) you used to obtain the above information. ————————————————- Choose ONE example from each pair.The target language has been underlined. ————————————————- 1. ————————————————- I’m meeting Dave for lunch on Sunday. (elementary) 2. ———————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- If I get the job, I’ll need a new car. (elementary) ————————————————- ——————————————————————————————————– 3. ————————————————- He shouldn’t have insulted the policeman (upper-intermediate) 4. ————————————————-She might have left already. (upper-intermediate) ————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ——————————————————————————————————– 5. ————————————————- He takes after his mother. (pre-intermediate) 6. ————————————————- She is very sensitive to criticism. (pre-intermediate) ————————————————- ——————————————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ 7. ————————————————-How about watching a movie on Friday? (elementary) 8. ————————————————- Do you mind if I open the window? (elementary) ————————————————- ——————————————————————————————————– 9. ————————————â €”———- I would like to try the tropical fruit/fruits on the island. 10. ————————————————- You want teens to have committed academic lives? Get real! WORKED EXAMPLE: VOCABULARY Target statement: John’s borrowed $200 from Holly. Intermediate) Analysis| d) Anticipated Problems| a) Meaningto receive and use something that belongs to someone else, and promise to give it back to them later| * Sts use lend instead of borrow| b) Form * to borrow (transitive verb – regular) * borrowed – past simple/past participle * To borrow + something (object) + from (preposition) + somebody/something| * Sts use incorrect preposition i. e. to borrow sthg to so. | c) Pronunciation * stress on 1st syllable borrow /’b? r / * silent â€Å"w† at end * past simple & particle â€Å"ed† is pronounced /d/ * preposition â€Å"from† is weak e. g. /fr? /| * sts pronounce silent w at end * incorrect pron of ed /id/ * sts stress 2nd syllable | e) Providing a context/conveying meaning Tell story about my friend John who is always short of money but who always wants the latest technical objects e. g. mobile, computer, etc. John saw this new DVD recordable player but didn’t have the money so he asked if Holly, his girlfriend, would give him $200. He promised to pay Holly back at the end of the month when he got paid. She said OK so .. (write on whiteboard) John †¦Ã¢â‚¬ ¦.. $200 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Holly. f) Checking understanding Did Holly give John $200? Yes What for? To buy a new DVD recorder.Is the money a present from Holly? No Will she get her money back? Yes, hopefully g) References â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 â€Å"Practical English Usage†, Michael Swan (OUP, 1980) WORKED EXAMPLE: STRUCTURE Target statement: I used to do exercise regularly. ( intermediate) Analysis| d) Anticpated problems| a) MeaningTo say what was true or what happened regularly in the past, especially when you want to emphasize that this is not true or does not happen now. | * Sts might think it refers to present habits, perhaps due to confusion with ‘be + used to + verb+ing’. * Sts may use it for single past events e. . I used to go to the cinema yesterday. * Possible confusion with the lexical verb ‘use’. | b) Form * statement: subj. + used to + verb (bare infinitive)+†¦ * negative: subj. + didn’t use to + verb (bare infinitive)+†¦ * question: Did (auxiliary verb) + subj. + use to + verb (bare infinitive) +†¦| * Sts may use past form of second verb, (I used to did exercise †¦) * Sts may forget â€Å"to† (I used do †¦) * Ss may use â€Å"used† instead of â€Å"use† in negative and question forms. (I did/didn’t used to .. )| c) Pronunciation * stress would normally fa ll on used and 2nd verb i. e. I used to do exercise regularly * weak form of ‘to† sed: /t? / * connected speech: used to /’just? /| * Ss might say /ju:zd tu:/ i. e. stress /d/ in â€Å"used† Ss might not use weak form of â€Å"to† /tu:/ instead of /t? /| e) Providing a context/conveying meaning Tell an anecdote about myself as a 16 year-old. I went running every morning and often went to the gym in the evening (use pictures/mime, if necessary). Then I stopped running and stopped going to the gym when I was about 25. I’m now 30 and I don’t do much exercise at all. So, â€Å"I †¦Ã¢â‚¬ ¦ (try to elicit the target phrase) †¦ used to do exercise regularly. † f) Checking Understanding: Did I exercise in the past?Yes Did I do it once, or often? Often Do I exercise now? No Can you think of something you used to do but don’t do now? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmi llan English Dictionary†, Macmillan Publishers Ltd. 2003 WORKED EXAMPLE: FUNCTIONAL LANGUAGE Target statement: Would you mind getting me a cheese sandwich? (intermediate) Analysis| d) Anticipated Problems| a) Meaning * to request politely that someone do something for you. * Often used with slightly bigger requests or more distance in relationship between the speakers. * Answer: Yes = no and no = yes. * Sts might not realise there are other less complex ways to ask for things politely * Sts get the answer yes/no wrong * This structure suggests a bigger request or a less personal relationship between speakers. | b) Form * Would you mind + verb+ing (present participle) + object? * Short answer: Yes/No, subj. + would/wouldn’t| * Sts use infinitive instead of present participle e. g. Would you mind to get me †¦? * Sts use â€Å"Do† instead of â€Å"would† * Use Yes/No, I mind/don’t mind as the short answer| c) Pronunciation * Rising intonation * St ress on â€Å"mind† and â€Å"getting† * Weak form of would and you / w? / /j? / * Linking of would + you + mind /w? dj? ’ma? n/| * Sts say it forcefully or with flat intonation and it could sound impolite * Sts give equal stress to would+you+mind and don’t link| e) Providing a context/conveying meaning Jane has just started working for a new company. One of her new colleagues is going out to the local supermarket and asks her if she wants her to get her something for lunch. Jane is really hungry and ask her to get her a sandwich. What does she say? (Try to elicit â€Å"Would you mind getting me a cheese sandwich? †) f) Checking Understanding: Does Jane want a cheese sandwich?Yes Is she asking or demanding her colleague to get her a sandwich? Asking Is she polite? Yes Do you know another way to ask her to get a sandwich? Can/Could/Would you get me a †¦.? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmi llan English Dictionary†, Macmillan Publishers Ltd. 2003 Written Assignment 1: Language related tasks Length: Between 800 and 1000 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail|Assignment 1: Language related tasks| | | | If necessary, please resubmit by:See reverse side for resubmission details. | ————————————————- Assignment criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. —†”——————————————- Analysing language correctly for teaching purposes. b. ————————————————- Correctly using terminology relating to form, meaning and phonology when analysing language. c. ————————————————-Accessing reference materials and referencing information they have learned about language to an appropriate source. d. ————————————————- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CEL TA Syllabus and Assessment Guidelines What are we looking for? An assignment that shows an ability to:| You| Overall| a. Clarify the meaning of language appropriate for level. | | | b. Clarify the form of language, using appropriate terminology. | | | c. Clarify key pronunciation features of language. | | d. Identify potential problems with meaning, form and pronunciation. | | | e. Provide a clear and appropriate context to help convey the meaning. | | | f. Check the students’ understanding of the target language appropriately. | | | g. Use reference books to analyse language and acknowledge these sources. | | | Also the assignment †¦| | Is complete, i. e. answers all sections, and adheres to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. | | Overall Comments:| ————————————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words Aim: To develop your ability to assess the needs of a group of learners, and to act on this information by finding appropriate material for language support. Task: Prepare a case study of your TP group. Your report should include (250-300 words): . Information about the students’ backgrounds (approximate ages, nationalities, reasons for learning English, previous English learning experience) b. The students’ learning styles (what they like/dislike in lessons, t he things they find easy/difficult, how they like to learn) c. What YOU have noticed in their classroom behaviour (degree of participation, quantity or output in different stages of the lesson, fluency/accuracy of output, similarity of level amongst the group) ————————————————- Points a, b and c of the assignment should take the form of a REPORT.You should use a formal style of language. Make use of headings and sub-headings, paragraphs, linking words, etc to organise your work. d. A paragraph (150-200) words summarising your TP students’ main strengths in grammatical and phonological areas as well as in receptive skills. e. Identify 2 areas of weakness in your students’ grammar, 1 in pronunciation and 1 in vocabulary, providing at least one example to support your observation. State why you think the students made this error and what the correct form should be. (250–300 words) Point e can be put into boxes and bullet points can be used.Remember to include specific examples. Grammatical Weaknesses| Incorrect word order * I work also on Saturdays (I also work) * I went often home (home by bus)Reason: In German, the verb is usually the second idea in the sentence and students have transferred this rule to English. | f. Select 2 specific language focused activities (100-200 words) from published materials (not your course book) to focus on areas of weakness you identified: * 1 exercise/task focusing on grammatical areas of weakness AND * 1 exercise/task on phonological areas of weakness OR 1 exercise/task on the lexical weakness. For EACH activity: ) state the aim of the activity (i. e. by the end of this task, students should be better able to accurately use/discriminate between †¦Ã¢â‚¬ ¦ ) 2) state briefly why you think the activity would be suitable for your students. (Remember to link this to your weaknesses and your profil e of the students. ) 3) State where it comes from (Book, Author, Pg no. , Exercise no. ) and attach a referenced a copy of the activity Collecting your data: You will want to interview them so that you can note any good or weaker examples of language used. You might want to tape the interview so that you can identify language later.You could also get students to write something for you spontaneously e. g. a letter to a friend inviting them to spend the summer with them. You could also give them a reading and listening to do. You can further make use of the time before lessons start or during the breaks to chat to your students and find out the information you need. You should continue to make notes during TP classes. It is not necessary for you to personally interview all members of the class; you can interview 2 or 3 students and then share your findings with the other teachers in your TP group.You can also make generalisations on the basis of 2 or 3 students. Suggesting specific l anguage focused activities: There are an abundance of activities in different books and on the publisher’s websites too. Attach photocopies of the relevant exercises that you would recommend. Don’t forget to reference your material, i. e. book name, level (if applicable), author, publisher, and page number, or website name and date accessed on. ————————————————- The students as people and as language learners. ————————————————-These questions could be asked in an interview or informal chat 1. ————————————————- How long has s/he been learning English? 2. —————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Does s/he like learning English? 3. ————————————————- What is her/his mother tongue? Is English second/third language? 4. ————————————————- Does s/he have any experience of learning another language? 5. ————————————————- Does s/he have any specific aims in learning English? (e. g. isit to UK/need it for work) 6. ————————————————- What does the learner do for a living? 7. ————————————————- Is this their first English learning experience? Have they learnt English before? Where? How long? 8. ————————————————- In their previous learning experience, what kinds of methods were used? 9. ————————————————- What did they enjoy/not like about their previous learning? 10. ————————————————- What do they like doing in class? 11. ———————————————— Which areas of their English do they feel they need work on? 12. ————————————————- What d o they find easy/difficult to do in class? ————————————————- ————————————————- These questions can be focussed on during TP 1. ————————————————- What kinds of activities do they seem to prefer? 2. ————————————————- Are there any activities they seem to dislike? 3. ————————————————-How do they react to working with others in class? 4. ————————————†”———- Do they contribute to pair/group work? 5. ————————————————- Who are the stronger/weaker members of the group? 6. ————————————————- Note down examples of good language used. 7. ————————————————- Which topics do they seem to enjoy/not like talking about? 8. ————————————————- Note down any pronunciation/grammatical/lexical errors the students make? e. g. sounds, stress, intonation, verb tenses, articles, word order, etc) so that you can give examples. 9. ———————— ————————- Observe the students listening and reading abilities. Are they better at gist or specific reading/listening? Is it necessary to pre-teach vocabulary? Do they worry about words they don’t know? Do you have to grade your language when you talk to them? Do you have to paraphrase if they don’t understand? * In the assignment, don’t mention sts’ names. Say e. g. Some are interested in†¦ Three students want to learn English†¦The main reason for learning English is†¦ Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 2Focus on the learner| | | | If necessary, please resubmit by:| —â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: ————————————————- ) Showing awareness of how learners’ backgrounds, previous learning experience and learning styles affect learning. ————————————————- b) Identifying the learners’ language/skills needs. ————————————————- c) Correctly using terminology relating to the description of language systems and langua ge skills ————————————————- d) Selecting appropriate material and/or resources to aid the learners’ language development. ————————————————- e) Providing a rationale for using specific activities with learners. ———————————————— f) Finding, selecting and referencing information from one or more sources ————————————————- g) Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that†¦| You| Tutor’s Comments| Provides information on the learners’ ages, nationalities and reasons for learning English. | | | Provides information on students’ learning styles and preferences. | | Provides information on learners’ classroom behaviour. | | | Summarises students’ strengths | | | Identifies and gives specific examples of weaknesses in learners’ grammatical abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in learners’ phonological abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in the learners’ lexical use. Plus error rationale. | | | Selects an appropriate activity to develop learners’ grammatical weakness. | | | Selects an appropriate activity to develop learners’ phonological OR lexical weakness. | | States aim of each activity and provides rationale for choice based on learner profile. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections and adheres to word limit and is written as outlined| | | Provides a referenced copy of the activities| | | Uses clear and coherent language and is essentially free of mistakes in spelling, punctuation and grammar. | | | ————————————————- Overall Comment:————————————————- ————————————————- ————————————————- —————————————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ | ————————————————- 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words (not including the authentic material for classroom use and activities) Aim: To develop your ability to look at authentic materials from a teaching perspective to enable you to prepare these thoroughly for language lessons.TASK: Choose an authentic text of between 200 and 700 words AND a) Give an opinion on text and discuss suitability for lower/higher level students. b) Identifiy barriers to reading OR listening in general and link to own students c) Provide suggestion for interest raising task d) Select appropriate vocabulary to pre-teach and suggest a pre-teach task e) Describe what each sub-skill means (from background reading) f) Design a skim task g) Design a scan task h) Design a follow-up task that includes SPEAKING or WRITING. i) Devise a freer productive (speaking or writing) activity as a follow-up for the reading or listening.ALSO†¦ Clarify the reasons for using the material and each of the activities. Tasks (and their respective keys) must be included as appendixes to the assignment Remember, the assignment is NOT a Lesson Plan, but rather an informed description (What will be done, How and Why) of your choices in terms of text, tasks and their sequences. It can be used as a basis for a full lesson plan, but this NEED not be included in the assignment ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: ———————————————— Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 3Skills assignment| | | | If necessary, please resubmit by:See reverse for resubmission details. | ————————————————- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Correctly using te rminology that relates to language skills and sub-skills. b. ————————————————-Relating task design to language skills practice. c. ————————————————- Finding, selecting and referencing information from one or more sources d. ————————————————- Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? | You| Tutor’s Comments| Gives an opinion on text and discusses suitability for lower/higher level students| | | Provides suggestion for interest raising task| | |Selects appropriate vocabulary to pre-teach and suggests a pre-teach task| | | Describes what each sub-skill means (from background reading)| | | Designs a skim task| | | Designs a scan task| | | Identifies barriers to reading OR listening in general and links to own students| | | States overall aim of speaking OR writing task clearly. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections, & adheres to the word limit. | | | Provides a referenced copy of practice tasks if not designed independently. | | | Uses clear and coherent language, which is essentially free of mistakes in spelling, punctuation and grammar. | | Is written in continuous prose (where appropriate)| | | Includes references to background reading. | | | Overall Comments:| ————————————————- 1st Tutor’s signature:Date: ———†”————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words AIM This assignment assesses your ability to identify strengths & weaknesses in your own teaching and your development needs.It is meant to help you reflect on your own teaching and on what you have learnt from the observation of others. TASK Write a report using the following headings. Section 1 What strengths and weaknesses (name two of each) do you identify in your own teaching? For this section reflect on the feedback you have received from learners, your peers and tutors and give concrete examples from your own teaching. Section 2 Discuss what you have gained from observi ng experienced teachers (including video observations) and your peers and how this has influenced your own teaching. Section 3Identify three ELT areas of knowledge and skills which you need further development in and give reasons for your choice. Describe specifically how you could develop in these areas after the course. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 4Lessons from the classroom| | | | If necessary, please resubmit by:See reverse side for resubmission details. ——————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Noting their own teaching strengths and weaknesses in different situation in light of feedback from learners, teachers and teacher educators. b. ————————————————- Identifying which ELT areas of knowledge and skills they need further development in. c. ————————————————-Describing in a specific way how they might develop their ELT knowledge and skills beyond the course. d. —â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that:| Tutor’s Comments| Identifies 2 strengths in your teaching. | | Provides concrete examples of strengths from your own teaching. | | Identifies 2 weaknesses in your teaching. | | Provides concrete examples of weaknesses from your own teaching. | Reflects on what you have learnt from observing peers and experienced teachers. | | Highlights 3 areas for further development. | | Provides reasons for areas chosen. | | Provides concrete ways to address these development needs after the course. | | Also the assignment †¦| | Is complete, i. e. answers all sections. | | Keeps to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. Makes use of headings and sub-headings| | Overall Comments:|

Famous First Lines of Novels

Famous First Lines of Novels The first lines of novels set the tone for the story to come. And when the story becomes a classic, the first line can sometimes become as famous as the novel itself, as the quotes below demonstrate. First-Person Introductions Some of the greatest novelists set the stage by having their protagonists describe themselves in pithy but powerful sentences. Call me Ishmael. - Herman Melville, Moby Dick (1851) I am an invisible man. No, I am not a spook like those who haunted  Edgar Allan Poe; nor am I one of your Hollywood-movie ectoplasms. I am a man of substance, of flesh and bone, fiber and liquids and I might even be said to possess a mind. I am invisible, understand, simply because people refuse to see me. - Ralph Ellison, Invisible Man  (1952) You dont know about me without you have read a book by the name of The Adventures of  Tom  Sawyer; but  that aint no matter. -  Mark Twain,  Ã¢â‚¬â€¹The Adventures of Huckleberry Finn   (1885) Third-Person Descriptions Some novelists start by describing their protagonists in the third person, but they do it in such a telling way, that the story grips you and makes you want to read further to see what happens to the hero. He was an  old man  who fished alone in a skiff in the Gulf Stream and he had gone eighty-four days now without taking a fish. -  Ernest Hemingway,  Ã¢â‚¬â€¹The Old Man and the Sea  (1952) Many years later, as he faced the firing squad, Colonel Aureliano Buendia was to remember that distant afternoon when his father took him to discover ice. -  Gabriel Garcia Marquez, One Hundred Years of Solitude​ Somewhere in la Mancha, in a place whose name I do not care to remember, a gentleman lived not long ago, one of those who has a lance and ancient shield on a shelf and keeps a skinny nag and a greyhound for racing. -  Miguel de Cervantes,  Ã¢â‚¬â€¹Don Quixote When  Mr.  Bilbo Baggins of Bag End announced that he would shortly be celebrating his eleventy-first birthday with a party of special magnificence, there was much talk and excitement in Hobbiton. - J.R.R. Tolkien, The Lord of the Rings (1954-1955) Starting With It Some novels start out with such original wording, that you feel compelled to read on, though you remember that first line until you finish the book and long thereafter. It was a bright cold day in April, and the clocks were striking thirteen. - George Orwell, ​1984 (1949) It was a dark and stormy night ... . - Edward George Bulwer-Lytton, Paul Clifford (1830) It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair. - Charles Dickens, ​A Tale of Two Cities (1859) Unusual Settings And, some novelists open their works with brief, but memorable, descriptions of the setting for their stories. The sun shone, having no alternative. -  Samuel Beckett, Murphy (1938), There is a lovely road that runs from Ixopo into the hills. These hills are grass-covered and rolling, and they are lovely beyond any singing of it. - Alan Paton, ​Cry, the Beloved Country (1948) The sky above the port was the color of television, tuned to a dead channel. - ​William Gibson, Neuromancer (1984)

Free Essays on Political Science

In the 18th century Liberalism help in the American Revolution by challenging the Absolute power of the Monarchy. (Political Ideologies p.24, 25) Liberalism were tired of the notation of â€Å"divine rights of a king† and an â€Å"accident of birth† for the social class statuses. Liberalism pushed for a government of representation and constitution, which is the opposite of Monarchy. In the United States the Declaration of Independence is a liberal idea. It state that all men are crated equal, have the rights to life, liberty and property. (The US Constitution p. 59) Declaring ones independence is an act of rebellion, which is self an act of one liberty. The US Constitution followed the Declaration of Independence in 1778, it was written by James Madison the â€Å"father of the Constitution†. (The US Constitution p.6) The US Constitution is a liberal document. One reason why is the separation of branches, it limit the power of all three branches, by a system of â€Å"checks and balances†. (The US Constitution) The19th century was a goriest time for liberalism, the US’s Constitution add new additions with the Bill of Rights which has liberal values. Under the Bill of Rights are civil rights are protected. Example would be the 1st amendment the right to religion, speech, assembly petition and press. (The US Constitution p. 45) These rights give us the liberties to openly/publicly speck our minds, without the worry of being kill for it. The US’s Constitution adds in the 13th, 14th, and the 15th amendments that free all men to have liberty, nor was it limited to just white men 21 year old land owners. With these additions black men were free to work for who they wish, vote, and own land without the state taking it away without due process. (The US Constitution p. 49) The early Liberalism can founded in the writing of Thomas Hobbes’s Leviathan, John Locke’s Two Treatises on Government, and Adam Smith’s The Wealth o... Free Essays on Political Science Free Essays on Political Science In the 18th century Liberalism help in the American Revolution by challenging the Absolute power of the Monarchy. (Political Ideologies p.24, 25) Liberalism were tired of the notation of â€Å"divine rights of a king† and an â€Å"accident of birth† for the social class statuses. Liberalism pushed for a government of representation and constitution, which is the opposite of Monarchy. In the United States the Declaration of Independence is a liberal idea. It state that all men are crated equal, have the rights to life, liberty and property. (The US Constitution p. 59) Declaring ones independence is an act of rebellion, which is self an act of one liberty. The US Constitution followed the Declaration of Independence in 1778, it was written by James Madison the â€Å"father of the Constitution†. (The US Constitution p.6) The US Constitution is a liberal document. One reason why is the separation of branches, it limit the power of all three branches, by a system of â€Å"checks and balances†. (The US Constitution) The19th century was a goriest time for liberalism, the US’s Constitution add new additions with the Bill of Rights which has liberal values. Under the Bill of Rights are civil rights are protected. Example would be the 1st amendment the right to religion, speech, assembly petition and press. (The US Constitution p. 45) These rights give us the liberties to openly/publicly speck our minds, without the worry of being kill for it. The US’s Constitution adds in the 13th, 14th, and the 15th amendments that free all men to have liberty, nor was it limited to just white men 21 year old land owners. With these additions black men were free to work for who they wish, vote, and own land without the state taking it away without due process. (The US Constitution p. 49) The early Liberalism can founded in the writing of Thomas Hobbes’s Leviathan, John Locke’s Two Treatises on Government, and Adam Smith’s The Wealth o...

HDL 660 Essay Example | Topics and Well Written Essays - 250 words

HDL 660 - Essay Example It can be advanced by introducing training programs to the young employees when they join an organization (Ardichvil, 623). Leadership is the process of influencing colleagues or workers positively with the aim of achieving a common goal. Leaders should have integrity, passion, and guide their associates towards achieving their goal. Leaders should express themselves in order to create value and trust in their associates or followers. I consider myself a leader because in the past, I have organized and coordinated club activities, group discussions, and meetings in school. These activities were all successful, and the students were able to achieve the stipulated visions and goals. Self-awareness= 17; internalized moral perspective= 16; balanced processing= 18; relational transparency= 17; authentic leadership= 68. Using the scoring interpretation in the questionnaire, a score of 68 is in the very high category, which stands for a very strong authentic leader (Northouse, 280). This course should help me make my stand on controversial issues and make it known to everyone. This will eliminate biasness when making the final decision and enable me to avoid changing my stand towards the winning side. An authentic leader should be true to oneself and express his or her

Human Computer Interaction Essay Example | Topics and Well Written Essays - 2500 words

Human Computer Interaction - Essay Example The terminologies used throughout the website are simple, to which user can relate easily. The designers of the myvue.co.uk have tried to avoid computer jargons. One can say that the site is designed for novice users. Even if the terminology is not understandable, there are small icons attach to the words (button), which makes it more easier for users. As this website does not require much of the user input except when filling the information when making a booking for the movie, so there is no as such "emergency exits". The main menu keeps on moving as the user scrolls, so can be convenient for some user to directly go to the menu. The overall flow of the website, also called dialogue, is quite consistent. Consistency in dialogue is an important factor in consistency of web designing. The words, phases, terminologies used throughout the website is standard. Only one terminology is used for one action. Although when browsing the website, there are no as such critical actions, so the user there are few chances of committing an error or mistake. However, error prevention comes into play when the users are making an advance booking of the films, where they need to submit their confidential information such as credit card number etc. The key for making the website successful is that it should be made for user's convenience i.e. should be user-friendly as much as possible. As cinema websites are not very complex in interfacing, however, the website designers of myvaue.co.uk have done a good job of making by putting some animated features, which does not take much of attention from the users while browsing. As discuss earlier, there a small description about the terminology when it is clicked, so the user does not need to memorize it. The flow of dialogue is consistent from one page to the other. Flexibility and efficiency of use: As the website is design in keeping novice users in mind, so its does not use much technicality. One can say that the website is designed fair enough that caters both inexperienced and inexperienced users. However, this website does not have much for the experience users i.e., accelerators are not used in great extend. Aesthetic and minimalist design: The web interface should contain information that is relevant or not redundant, because more the material (data) in the web, the greater time it will take to load the web page. However, the iconic main menu keeps on moving as the user scrolls the page up and down. For many users this can be quite