Compare & Contrast Jakob and Wilhelm Grimm Cinderella, Ever After and Essay

Compare & Contrast Jakob and Wilhelm Grimm Cinderella, Ever After and Disney's Cinderella - Essay Example The Brothers Grimm, Jakob and Wilhelm, were the first to put the age-old story of a poor little princess turned pauper turned princess to paper as a means of preserving the rich oral history of their German homeland in the early 1800s. Because their original intention was not to write children’s stories, but to preserve folktales, there remain traces within Cinderella that hint of a darker past. Also, because the story was written during a time of strong Christian morality, the stories contain a blatant religious overtone – including the beginning when Cinderella is told by her dying mother that her responsibility in life is to â€Å"be good and pious.† The step-sisters in this version are beautiful to look upon, but the brothers describe them as â€Å"vile and black of heart.† In portraying Cinderella, the Grimm brothers go into great detail regarding Cinderella’s grief over the loss of her mother and include a magical hazel tree in which a white b ird perches and delivers to Cinderella any of the wishes she expresses. It was with the help of the little bird in the hazel tree that Cinderella was able to be outfitted properly for the first of a three day festival and dance. In this case, she was forced to leave the dance three times, once by jumping through a pigeon house, once by climbing a tree and the third time, she finally left behind a golden, rather than a glass, slipper. The prince twice picked up the wrong sister to be his bride after they each had mutilated their own foot in order to fit into the slipper, but the bird at the grave continued to warn him. On her wedding day, the two false sisters were punished by the birds by having their eyes plucked out one at a time, suffering blindness forever afterward. This is a gruesome tale compared to that presented by Walt Disney in 1950. Here the step-sisters have become as unfortunate-looking as they are in spirit, both mean and

Students Diversity and Teaching Practices Essay Example for Free

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

Preparation of Terbium Hydroxide Nanowires by Hydrothermal

Preparation of Terbium Hydroxide Nanowires by Hydrothermal The preparation of Terbium hydroxide nanowires  by hydrothermal method The single-crystalline Tb(OH)3 with various morphologies was successfully prepared from Tb2O3 powder by adjusting the concentration of acetic acid under hydrothermal condition. The influence of the concentration of acetic acid and reaction temperature on the crystalline phase and morphologies of Tb(OH)3 products was discussed. The concentration of acetic acid plays a key role in determining the products morphology. Eventually, the mechanism of acetic acid on morphology of products was deeply discussed. Keywords: Tb(OH)3, nanowires, spindle, rare earth, hydrothermal. Introduction Rare-earth elements are a group of 17 chemically similar metallic elements, including the 15 lanthanides, plus scandium and yttrium because of their similar chemical properties. The oxides of rare-earth elements have been extensive used in past decades because of their optic, electric, magnetic, and catalytic properties, which are caused by their unique electronic structures and numerous transition modes involving the 4f shells of their ions. These properties strongly depend on the composition, morphology and dimensionality of products, which are sensitive to the bonding states of rare earth ions. In recent years, many important materials have been prepared in the form of nanowires to generate some unexpected properties. Nanowires represent a class of quasi-one-dimensional materials, in which carrier motion is restricted in two directions so that they usually exhibit significant photochemical, physical, and electron-transport properties which differ from that of bulk or nanoparticle materials. Recently, three dimensional (3D) nanostructured architectures have been explored for a new generation of advanced devices such as supercapacitors, fuel cells, and sensors owing to some improved properties originating from their nanobuilding blocks and the manners in which they are organized. Up to now, a wide variety of inorganic materials, including metal,6a metal oxide,6b–d hydrate,6e borate,6f molybdate,6g,h and tungstate,6i have been successfully prepared with complex 3D hierarchical shapes by the solution-phase chemical method, due to its low cost and potential advantage for large-scale production. However, exploration of reasonable synthetic methods for controlled construction of complex 3D architectures of other inorganic functional materials via a chemical self-assembly route is still an intensive and hot research topic. In the controlled construction of self-assembly of 1D or 2D nanobuilding blocks into 3D novel nanoarchitectures, copolymers and surfactants always play important roles due to their directing functions during the aggregation process as well as their stabilizing effects in equilibrium systems. [Lu-1] For example, who and who reported the Who et al. have described systematically the †¦ However, there are only several report on the synthesis of Among the family of rare earth compounds, the terbium oxide is the important functional rare earth material. It had been used as a promising candidate for ceramic pigments, catalysts, promoters and stabilizers in combustion catalysts, oxygen-storage components, and materials with higher electrical conductivity. In addition, terbium hydroxides are of great importance because rare earth oxides can be straight formed through dehydration from hydroxides. To date, many terbium hydroxides particles have been synthesized via a hydrothermal route due to the advantages of high purity and good homogeneity, and the corresponding structured rare earth oxides were made by calcining the precursors. [Lu-1] In the present work, we exploited a one-step hydrothermal route to prepare nano-scale terbium hydroxide with various morphologies. In addition, the mechanism of acetic acid on morphology of products was deeply discussed. The reaction mechanism leading to the lutetium oxide precursor and the self-assembly process were discussed. A possible formation mechanism for the morphology evolution of these microstructures was suggested, which was not reported before. Experimental section: 2.1. Preparation of Tb(OH)3 precursors All chemicals with analytical grade were purchased from Wako Pure Chemical Industries, Ltd., Japan, and used without further purification. A detailed description of the preparation process is as follows: 15 mL of acetic acid solution with various concentrations (0.001~0.2M) and 0.45 g of Tb2O3were placed in a 25 mL Teflon-lined autoclave. The autoclave was sealed, heated in an electric oven to 200  °C at a heating rate of 5  °C/min, and maintained at 200  °C for 6 h with rotation for agitation. The autoclave was then cooled to room temperature via air quenching. The precipitate was collected using a centrifuge, washed with distilled water, and dried at room temperature. In order to investigate the mechanism, the reaction temperature and reaction time were appropriately changed. The pure water, sodium hydroxide and the other type of solutions were used as the solvent instead of acetic acid solution. 2.3. Characterization Powder X-ray diffractions (XRD) were performed using a Rigaku RTP-300RC diffractometer operating at 40 kV and 100 mA with Cu Kà ¯Ã‚ Ã‚ ¡ radiation (à ¯Ã‚ Ã‚ ¬) 1.54056 ÃŽ ¼m. The patterns were collected in the range of 10 ° to 70 ° with a 0.02 ° step and scanning speed of 4 °/min. The micrographs of field emission scanning electron microscopy (FE-SEM) were obtained using a JEOL JSM-6500F electron microscope operating at 15 kV. The samples were heated in air at a ramp rate of 10  ºC/min. Fourier transform infrared (FT-IR) spectra were obtained using a Shimadzu FTIR-8200PC spectrophotometer at room temperature. Result and discussion 3.1. Influence of acetic acid concentration on the phase and morphology of the obtained precursors The chemical composition and crystal structure of the samples were firstly determined by XRD measurements. Fig. 1 shows the XRD patterns of as-prepared samples in the various concentrations of acetic acid solution. It is easy found that when the concentration of HAc was lower than 0.15M (fig.1a~e), the XRD patterns can be indexed to be a pure hexagonal phase of Tb(OH)3, in agreement with the reported data (JCPDS 83-2038) with lattice constants a=6.3150 Ã… and c=3.6030Ã…. With the enhancement of concentration of HAc, the intensity of main diffraction peak (100) gradually reduced, meanwhile the full width at half maximum (FWHM) increased gradually. It means that the crystallinity of products and crystalline grain were gradually decreased. It is important to note that the relative intensity ratio of (110) and (101) peaks was changed with the increse of concentration of CH3COOH, suggesting that the preferential growth along c-axis occurs with the increse of concentration of CH3COOH . When the concentration was further increased to 0.2 M, an unknown phase was formed. The XRD patters showed the compound have the layered structure according to the d value. In order to determine the chemical composition of the unknown phase, the Infrared spectra was allowed to use. Fig.2 shows the FT-IR spectra for the as-prepared simples. The typical peaks of Tb(OH)3 products (fig2.a~e)were found at ca. 3610 and 670 cm-1. In accordance with the results in literature, these two bands can be associated with OH stretching and with Tb-OH bending modes in the hydroxide[à ¦-†¡Ãƒ §Ã…’ ®]. The FTIR spectra show that these products are free of organic byproducts. The IR spectra of the unknown phase (fig2.f) show additional adsorption bands at 3380, 2924 , 2853,1568, 1443 and 1011 cm-1. The occurrence of a broad 3390 cm-1 band is attributed to residual traces of water in the sample. The bands at 2924 and 2853 cm-1 correspond to –CH3 stretching and –CH3 against stretching vibration, respectively. These bands are located between 1568 and 1443 cm-1, which are typical for stretching vibrations of carboxylate groups Va(COO-) and Vs(COO-), resp ectively[à ¦-†¡Ãƒ §Ã…’ ®]. The band at 1011 cm-1 corresponds to Tb-OH bending vibration. On the basis of the IR spectraà ¯Ã‚ ¼Ã…’the precursor material is assumed to contain metal acetate hydrate and metallic hydrate (Tb(CH3COO)X(OH)Y†¢H2O). The SEM images of several typical samples with distinct morphologies are presented in Fig.3a-f. It is found that the concentration of acetic acid (HAc) plays a key role in determining the product morphology. Tb(OH)3 could be obtained at concentration between 0.001 to 0.15M. At low HAc concentration (fig.3a), the obtained product is composed of granular aggregates and it was difficult to distinguish each other. A slight increase in concentration to 0.01M (fig.3b), the morphology changed to microfibers of nanowires aggregated with diameter of 1.5 ÃŽ ¼m and length up to 5 ÃŽ ¼m. It is easy to find that these microfibers were composed of bundles of nanowires. The diameter of these nanowires ranges from 50 to 100 nanometers. As HAc concentration was further increased to 0.03M (fig.3c), the spindle-like structures ranging in diameter less than 2ÃŽ ¼m and length more than 10ÃŽ ¼m were obtained. When HAc concentration was added to 0.1 M (fig.3d), the length of the bundles of nanowires was fu rther increase to more than 12ÃŽ ¼m along with the decrease of the diameter. At the same time, the diameter of the nanowires also gradually reduced. To further increase the concentration of HAc to 0.15M (fig.3e), the bundles of nanowires began to varying degrees of separation, some single nanowires began to form. These nanostructures are found to be in a wide scale of size, ranging in diameter from less than 12ÃŽ ¼m to more than 2 ÃŽ ¼m. Finally, when the concentration was further increased to 0.2 M (fig.3f), the SEM photograph also showed that this compound consisted of plate-like crystals, which is in agreement with the XRD result. 3.2à ¯Ã‚ ¼Ã… ½Effect of temperature To determine the effect of temperature, the Tb2O3 with 15ml 0.067M CH3COOH solution were hydrothermally treated at 100, 160, 200, 220à ¢Ã¢â‚¬Å¾Ã†â€™ for 6h. According to the XRD patterns, the pure phase of Tb(OH)3 was only obtained at hydrothermal temperature above 160à ¢Ã¢â‚¬Å¾Ã†â€™, while only a small amount of Tb(OH)3 was formed at 100à ¢Ã¢â‚¬Å¾Ã†â€™, and most of products proved to be raw material Tb2O3. With the increase of reaction temperature to above 160à ¢Ã¢â‚¬Å¾Ã†â€™Ãƒ ¯Ã‚ ¼Ã…’the raw material Tb2O3 disappeared, and pure phase of Tb(OH)3 was obtained. When the temperature was increased to 220à ¢Ã¢â‚¬Å¾Ã†â€™Ãƒ ¯Ã‚ ¼Ã…’the crystallinity of Tb(OH)3 was significantly increased. The hydrothermal temperature has a great impact on the size of the terbium hydroxide precursors. Figure 5 shows typical SEM images of Tb(OH)3 in 0.067 mol/L HAc solution at various temperature. It can be seen that the a few microfiber-like structure of Tb(OH)3 was formed at low temperature of 100à ¢Ã¢â‚¬Å¾Ã†â€™(Fig.5a). When the temperature reached to 160à ¢Ã¢â‚¬Å¾Ã†â€™, the uniform microfibers of Tb(OH)3 nanowires with length of about 13 à ¯Ã‚ Ã‚ ­m were obtained(Fig.5b). With the enhancement of reaction temperature, the length of microfibers gradually increased, as well as the diameter of nanowires (inset in Fig.5b and Fig.5d). The more quantity of microfibers was formed at high reaction temperature than the low temperature. In addition these microfibers grew very slowly as the extension of reaction time at high temperature of 220à ¢Ã¢â‚¬Å¾Ã†â€™. Details of results are as shown in table1. That is because the reaction rate of the dissolving – recrystallization increases at high temperature, a large number of crystal nucleus has been quickly formed in the initial stage of reaction. In the case of no changing the total amount of raw materials, the smaller grain size has been formed under the condition of higher temperature. Meanwhile, the defect of products is less at high temperature than low temperature. Therefore the diameter of nanowires of microfibers at high temperature is bigger than at low temperature. 3.3. Effect of reaction In order to understand the reaction process, the reaction time was changed from 0 to 24h, while the CH3COOH concentration and reaction temperature were fixed to 0.067M and 200à ¢Ã¢â‚¬Å¾Ã†â€™, respectively, Figure 6 show the XRD results of samples received after 0 h (just when the oven reached 200 °C at a heating ramp of 5 °C /min), 0.5h, 2h, and 6h of hydrothermal reaction at 200  °C, respectively. According to the XRD patterns, when the oven reached 200  °C, the characteristic peaks of hexagonal Tb(OH)3 just began to appear in the XRD pattern, as shown in Figure 6a. Most of the characteristic peaks proved to be raw material Tb2O3. The pure phase Tb(OH)3 could be obtained after 30 min of hydrothermal reaction, and with the enhancement of reaction time, the intensity of main diffraction peak (100) gradually increased. It means that the crystallinity was gradually increased with the reaction time increased. Figure 7 shows SEM images of samples received after 0 h (just when the oven reached 200  °C at a heating ramp of 5  °C /min), 0.5 h, 2 h, 6 h, and 24 h of hydrothermal reaction at 200  °C, respectively. When the oven reached 200  °C, the product is composed of starfish-like microstructure (Figure 7a). With the increased of time to 0.5h(fig.7c), the morphology changed to microfibers of nanowires aggregated with diameter of 1.5 ÃŽ ¼m and length up to 5 ÃŽ ¼m. It is easy to find that these microfibers were composed of bundles of nanowires. As time was further increased to 6h (fig.7d), the spindle-like structures ranging in diameter less than 1.5ÃŽ ¼m and length more than 10ÃŽ ¼m were obtained. Finally, when time was increased to 24h (fig.7e), the nanowires of the spindle-like microfibers began to split. 3.4 the effect of CH3COOH on morphology According to the above phenomenon, CH3COOH plays a key role in determining the morphology of products. To determine the effect of CH3COOH on morphology, the pure water, sodium hydroxide, CH3COONa, HCl, oxalic acid and ascorbic acid (L-Ac) solution as the solvent instead of acetic acid. From XRD patterns we can see, no matter what kind of solution was used as a solvent, the pure phase Tb(OH)3 could be obtained. In 5M NaOH solution, the product was composed of nanorods aggregates. In pure water, nanoparticals and some mocrorods aggregates were obtained. (à ¦Ã‚ ¯Ã¢â‚¬ Ãƒ ¨Ã‚ ¾Ã†â€™Ãƒ §Ã‚ ¢Ã‚ ±,à ¦Ã‚ °Ã‚ ´,à §Ã¢â‚¬ ºÃ‚ Ãƒ ©Ã¢â‚¬ ¦Ã‚ ¸,à §Ã‚ ¡Ã‚ Ãƒ ©Ã¢â‚¬ ¦Ã‚ ¸,à ¨Ã‚ Ã¢â‚¬ °Ãƒ ©Ã¢â‚¬ ¦Ã‚ ¸,à §Ã‚ »Ã‚ ´Ãƒ ¤Ã‚ »-à ¥Ã¢â‚¬ËœÃ‚ ½c) Figure 9. SEM images of products synthesized from 0.45g of Tb2O3 in (a)10M NaOH solution and (b) pure water at 200 oC for 6h. Conclusion We have used terbium oxide and different concentrations of acetic acid to synthesize the single-crystalline Tb(OH)3 with various morphologies by a hydrothermal method. The concentration of acetic acid, reaction temperature, reaction time and types of solvents strongly affect the morphology and size of products. The morphology of the Tb(OH)3 products changed from granular aggregates, to microfibers of nanowires aggregated, spindle of nanowires, eventually into nanowires with increasing concentration. The crystallinity of the Tb(OH)3 products can be increased by enhanced the reaction temperature. The method utilized in this study to fabricate the terbium hydroxide with tunable morphologies is general and could be extended to synthesize the other rare earth hydroxides by simple adjusting the concentration of acetic acid.

Schindlers lost Essay -- essays research papers

Shindler's List Schindlers List "Memory is all we have, and when the memories are dreadful- when they hold images of the pain we have suffered or, perhaps inflicted- they are what we are try to escape" (Corliss 110). Steven Spielberg captures the audience in this critically acclaimed movie about the Holocaust. Schindlers List is a movie made to induce the mind into the unknown, the horrors of World War II. David Ansen states "Schindlers List plunges us into the nightmare of the Holocaust with newsreel-like urgency- and amazing restraint" (Newsweek 113). Spielberg brings out all emotions in recapturing this monstrous time period. Schindlers List is about Oskar Schindler, a German Nazi who uses the Jews to make money off the war. At the beginning of the movie Schindler is portrayed as a womanizer, gambler, and heavy drinker. He becomes friends with some top Nazi officials to better himself. As the movie progresses Schindler begins to produce war materials using the Jews as a labor force. As he sits back and watches the various actions of the Nazis he begins to question his morals. His accountant, Itzhak Stern, begins making a list of around 1200 Jews. These Jews were to come and work in Schindlers' factory. When Germany surrendered all of the Nazis were to be hunted. Many Jews thanked him and all of the workers wrote a letter explaining Schindlers' actions. Also, a gold ring was given to him inscribed, "Whoever saves one life saves the world entire" (Talmud). Schindler said good-bye to his workers and fled. Only now the Jews are liberated to have nowhere to go and nowhere to leave. Many great directors concentrate on dialogue, scenery, and plat; however, Spielberg stresses the importance of camera angles and the effect of black and white film, scenes and characters, on viewers in Schindlers List. With his outstanding work on camera angles, Steven Spielberg holds the audience at breath while waiting for the next scene. Spielberg uses a hand held came ra to grasp the effects. David Denby explains how the use of a handheld camera is much more accurate. "The camera keeps moving [†¦] moving fast, chasing corners and up stairways [†¦]." Spielberg makes the movie look "like and advertent look of newsreel footage" (1282). Life magazine quoted Spielberg discussing the image of Amon Goeth sunbathing. A man named Raymon... ...s that there is mass murdering going on. By looking on the walls at the shadows, the sights seen are atrocious. These shadows came from the black and white color of the film. So what caused the Holocaust? Many agree the main factor was indifference. "Schindler's List is about the triumph of the human spirit over sadism and degradation, indifference and silence" (Rader 6). Oskar Schindler saved 1200 Jews. Today more than 6000 Jews are descendants of the Schindler Jews. Spielberg ends the movie with the Schindler Jews placing stones on Schindler's grave. The movie is now in color to remind the audience that there is still mourning going on for the Holocaust victims. Someone who was dedicated to recreating an awful historical event could only do this movie. Steven Spielberg, a Jew himself, never believed he could make it through the movie. He too believed that the black and white made the movie easier to bear with, and gave it a more realistic viewpoint. "The movie en ds with the final message "Whoever saves one life, saves the world entire." This message is true. Spielberg has constructed this movie as an educational film, so that it may never happen again.

Language is a system of differences without positive terms Essay

Ferdinand Saussure was the first structural linguist to reorient the study of linguistics and to take as an object of study the analysis of an arbitrary order of signs and their correlation with language. The arbitrariness of the sign is pervasive and is visible in the sense that there is no intrinsic connection between the signifier and the signified and a sign can be analyzed without its semantic context. This placed the sign within a system of differential relationships between signs and language. Thereby it became possible to study the basic elements of a language system as arrangements of contrasts and oppositions and arrive at â€Å"differences with no positive terms†. Saussure says a â€Å"linguistic sign exists only by virtue of its opposition to other signs; just as coins have values only within a particular system of coinage, and the identity of trains is only in terms of a particular railway system, so the links established between ‘significants’ and ‘signifies’ exist only through the system of oppositions by which, literally, that particular language is formed.   The conclusion is stark and radical.†Ã‚   Hence, in a â€Å"language system there are only differences with no positive terms† (Saussure 972). In order to arrive at an understanding of the â€Å"differences with no positive terms† Saussure divides language into two components. The first component is Langue which is an abstract system of language that has been internalized by a speech community. The second component is parole or the act of speaking or practice of language. While Parole is composed of heterogeneous, unrelated and differing elements, language is homogeneous union of concept and â€Å"sound image† or the signified and the signifier (both psychological). This notion of Lang has challenged translators of the text in English. There have also been a number of debates on the status of this term. There have been questions as to whether this refers to a mental entity—â€Å"a sort of platonic idea or merely designates a methodological concept, an abstraction that is a part of a heuristic strategy. The issue has been, and remains, the articulation of the twin notions of langue and parole, the latter being no less difficult to translate into English than the former. Some have opted for an ontological distinction on the model of the philosophical tradition that opposes essence and existence or â€Å"accidents†; others have reduced the difference to the pragmatic necessity of evaluating instances of â€Å"languaging† with respect to the opposite poles of a continuum going from the normative, idealized representation of a language to the open-ended actual utterances that are usually observed in verbal interactions. That Saussure himself was not entirely satisfied with these correlate notions of langue and parole seems obvious from his numerous attempts to specify the distinction† (Bouissac 6). Saussure contended that language is systematic and it is possible to investigate it using methodology that is used in investigating pure science. Hence, he calls the â€Å"life of the sign†, a science.   He names this science semiotics or the science that â€Å"studies the life of signs within society† (Saussure 962). The task of the linguist, in investigating this science is to â€Å"find out what makes language a special system within the mass of semiological data† (Saussure 962) and if we must â€Å"discover the true nature of language we must learn what it has in common with all other semiological systems† (Saussure 962).   Therefore, Saussure feels a need to begin with an understanding of the sign. Saussure offers a dyadic model of a sign in which the signifier and the signified are two parts of a whole.   This is a mental model in which a sign must have a signifier and a signified and the relationship between the two–a signification. Thus the sign itself is â€Å"immaterial† (not abstract), as it does not fix the signification of the signified. â€Å"The linguistic sign unites, not a thing and a name, but a concept and a sound image. The latter is not the material sound, a purely physical thing, but the psychological imprint of the sound, the impression that it makes on our senses† (Saussure 963). He further elucidates the point: â€Å"without moving our lips we can talk to ourselves or recite mentally a selection of verse† (Saussure 963).   Thus the definition of the linguistic sign is â€Å"a combination of a concept and a sign image† and consequently, Saussure proposes to â€Å"retain the sign [signe] to designate the whole and to replace concept and sound image respectively by signified [signifie] and signifier [significant]† (Saussure 963). It logically follows, that the sign has two primordial principles: a) The sign is arbitrary by nature and b) The signifier is linear by nature.  The arbitrary nature of the sign: The linguistic sign is arbitrary and the consequences of this arbitrariness are infinite. The discovery of the arbitrariness is also not easy and requires many â€Å"detours† before they can be discovered. However, the discovery uncovers the primordial importance of this principle of linguistic signs. This very arbitrariness of the sign makes it ideal for semiological study and it is this principle that makes language the model for all other branches of semiology (Saussure 965). Moving on to examining the arbitrary nature of the linguistic sign, Saussure realized that reducing a sign to a symbol makes it less arbitrary because it creates a bond between the signifier and the signified.   The linguistic sign is not arbitrary because there is no natural connection between the two. (Saussure 965).   The argument that Onomatopoeia proves that a sign is not always arbitrary is dismissed as onomatopoeic â€Å"formations are never organic elements of the linguistic system† (Saussure 965). Interjections too show that there is no â€Å"fixed bond between the signified and signifier† (Saussure 966) and â€Å"Onomatopoeic formations and interjections are of secondary importance and their symbolic origin is in part open to dispute† (Saussure 965). The linear nature of the Signifier The auditory nature of the signifier implies that it has a span and the â€Å"span is measurable in a single dimension; it is a line† (Saussure 966).   This principle, according to Saussure is very important because â€Å"the whole mechanism of language depends on it† (Saussure 966). Auditory signifiers â€Å"command the dimension of time† and â€Å"their elements are presented in succession; they form a chain† (Saussure 966). This linearity is visible in writing where â€Å"the spatial line of graphic marks is substituted for succession in time† (Saussure 966). Having said this, Saussure moves on to consider language in terms of an organized system of pure values consisting of ideas and sound in order to arrive at the â€Å"differences without positive terms†. Linguistic Value: Language as organized thought coupled with sound In examining language as organized thought and sound, Saussure finds that â€Å"there are no pre-existing ideas, and nothing is distinct before the appearance of language† (Saussure 967).   Moreover â€Å"phonic substance is neither more fixed nor more rigid than thought; it is not a mold into which thought must of necessity fit but a plastic substance divided in turn into distinct parts   to furnish the signifiers needed by thought† (Saussure 967). Therefore, language forms a â€Å"link between thought and sound under conditions that bring about the reciprocal delimitations of units† (Saussure 967) and becomes an â€Å"articulus in which an idea is fixed in a sound and a sound becomes the sign of an idea† (Saussure 967). It follows that the signifier and the signified are intimately connected. The two cannot be separated just as two side of a paper cannot be separated. â€Å"Thought is one side of the sheet and sound the reverse side.   Just as it is impossible to take a pair of scissors and cut one side of paper without at the same time cutting the other, so it is impossible in the language to isolate the sound from thought, or thought up from sound.† (Saussure 967). Nevertheless, the â€Å"combination produces a form, not a substance† (Saussure 967) because it remains completely arbitrary. It is this arbitrariness that makes it possible to create a linguistic system. However, Saussure warns that it must not be assumed that it is possible to construct the system from the parts but the parts can be obtained from the whole by a process of analysis (Saussure 968). Linguistic Value: Conceptual View point The next logical question that occurs to Saussure is â€Å"How does value differ from signification?† He concludes that, while conceptually signification is an element of value, it is not the same as value. It is in fact distinct from it.   This is because â€Å"language is a system of interdependent terms in which the value of each term results solely from the simultaneous presence of others† (Saussure 969). â€Å"Initially a concept is nothing †¦ is only a value determined by its relations with other similar values, that without them the signification would not exist† (Saussure 971). To better appreciate the significance of his finding he compares the concepts of value and signification as they exist outside of language.   He finds that the same paradoxical principle governs values outside language. Values are composed of a) â€Å"dissimilar things that can be exchanged for the thing of which the value is to be determined† (Saussure 969) like a coin can be exchanged for a fixed value of another thing; b) â€Å"similar things that can be compared with the thing of which the value is to be determined† (Saussure 969) such as a two penny coin can be compared to another two penny coin. The value of a word, therefore, â€Å"is not fixed so long as one simply states that it can be â€Å"exchanged† for a given concept, i.e. that it has this or that signification: one must also compare it with similar values, with other words that stand in opposition to it. Its content is really fixed only by the concurrence of everything that exists outside it. Being part of a system, it is endowed not only with signification but also and specially with a value, and this is something quite different† (Saussure 969). Linguistic Value from a Material Viewpoint Do these relations and differences between the terms of language and their value stand up to the test of linguistic value from the material viewpoint?   Saussure thinks so. In his view the most important fact is that â€Å"the word is not the sound alone but the phonic differences that make it possible to distinguish it from all others, for differences carry signification† (Saussure 971). He does not find this surprising because â€Å"one vocal image is no better suited than the next for what is commissioned to express† (Saussure 971). Hence any analysis of a segment of language must be based on the â€Å"noncoincidence with the rest† (Saussure 971) and the â€Å"arbitrary and differential† are two correlative qualities of language. The arbitrary and differential qualities of language are validated by the fact that the terms in a language are free â€Å"to change according to the laws that are unrelated to its signifying function† (Saussure 971). For instance no positive sign characterizes the genitive plural in Zen. Still Zena and Zenb function very well even if they replace the earlier forms of the word. It has value because it is different. This quality of language is also validated by the fact that â€Å"signs function†¦not through their intrinsic value but through their relative position† (Saussure 971). This reveals the â€Å"systematic role of phonic functions†. For instance there is similarity in the formation of the words ephen and esten.   However, the former is an imperfect and the latter is an aorist. In this context Saussure notes that the sound is a secondary thing to language—a substance that must be put to use in language. The â€Å"conventional values† must not be confused with the â€Å"tangible elements† that support them. The linguistic signifier is â€Å"incorporeal† and â€Å"is constituted not by its material substance but by the differences that separate its sound image from all others†. This basic principle then applies to all material elements of language. He therefore, concludes that â€Å"every language forms its words on the basis of a system of sonorous elements, each element being a clearly delimited unit and one of a fixed number of units† (Saussure 971) Finally, considering the sign in its totality, Saussure quickly sums up his findings as â€Å"in language there are only differences† (Saussure 972). What are these differences? First language has â€Å"neither ideas nor sounds that existed before the linguistic system, but only conceptual and phonic differences that have issued from the system† (Saussure 972).   In fact the idea or the phonic substance contained in the sign is of secondary importance as a change in the value of the term does not affect its meaning or its sound â€Å"solely because a neighboring term has been modified† (Saussure 973). Second when we consider a sign in its totality (Signifier / Signified) there are no negative terms. Therefore â€Å"a linguistic system is a series of differences of sound combined with a series of differences of ideas† and the â€Å"the pairing of a certain number of acoustical signs with as many cuts made from the mass of thought engenders a system of values† (Saussure 973). This system, then serves to â€Å"link the phonic and psychological elements within each sign† (Saussure 973). The combination is a positive fact that language uses to maintain classes of differences.   The â€Å"entire mechanism of language† then â€Å"is based on oppositions of this kind and on the phonic and conceptual differences that they imply† (Saussure 973). This can also be applied to units and the characteristics of units can be seen to blend into the units themselves. So â€Å"difference makes character just as it makes value and the unit† (Saussure 973). Syntagmatic and Associative Relations Since Saussure views language as a something that is based on relationships, he divides relations and differences between linguistic terms into two distinct groups. These groups are associated with two types of mental activity that are essential to the life of language. Within the discourse â€Å"words acquire relations based on ..linear nature of language because they are chained together† (Saussure 974).   These are syntagnms. These syntagnms â€Å"acquire value because they stand in opposition to everything that precedes and follows them† (Saussure 974). Outside the discourse words can acquire a different relation. The syntagnms relations are in praesentia in which two or more terms occur in an effective series.   Language belongs to syntagnmatic relationships built on regular forms.   Associative relations are created by memory of the forms by comparing terms.

Phase change lab

We have worked with hot plates and thermometers in other labs before, so we know how to be safe. I wonder what a graph of the changing temperatures over time between the phases would look like. Hypothesis Based on prior learning, I predict that the graph of the water phase changes will not be one straight slope, but instead will plateau, or be flat, and then slope between the change of ice to water, plateau and slope once more between the change of water to steam, and then plateau once more.If we record the temperature of the H2O at regular Intervals, then we will be able to make the predicted graph. Procedure List of Materials: 1 thermometer (Tot 100 OIC 1 beaker (250 or 400 ml), 1 hot plate, CE (enough to fill the beaker), tap water (about 25 ml 1 graduated cylinder (optional), safety goggles, lab apron, at least 1 rag (to clean up spills), pencil/pen, notebook/paper, graph paper, and access to an electrical outlet. Steps: 1. Prepare a data table to collect measurements from the la b.Make sure to put the dependent and independent variables in the correct place. 2. Fill the beaker with ice and add a small amount of water (about 25 ml) 3. Place the beaker on the hot plate with the hot plate TURNED OFF. 4. Take two temperature measurements of the Ice/ water slurry 30 seconds apart. 5. Do not let go of the thermometer. 6. Do not let the thermometer touch the beaker's sides or bottom. 7. Turn the hot plate on to about 6 (about halfway). 8. Collect temperature measurements every 30 seconds.The plateaus were not completely flat and fluctuated between 2 degrees of temperature. We didn't get to record measurements after reaching 100 co because we ran out of time and our outlet wasn't working. Analysis 2. Phase changes are happening to the water during the â€Å"flat† areas of the graph. 3. The water is heating up during the slanted areas of the graph. 4. More than one phase of water is present in the â€Å"flat† areas of the graph. 5. The heat from the ho t late is converted to energy when the water is changing from ice to liquid. 6.The heat from the hot plate is changing the temperature of the water when it is only liquid. 7. The graph would have a slower change in temperature over time if we had twice the amount of water, so the graph would be longer horizontally. My hypothesis was confirmed because our data that showed minuscule fluctuating temperatures for the plateaus and the rise/Jump in temperature for the slopes. However, I had not initially accounted for the slight drop of temperature in the beginning due to the ice lolling the water because the water was room temperature.I learned that plateau points on the graph do not stay only one temperature but instead fluctuate. We did have a possible margin of error due to possible inaccurate temperature readings, not exact temperature readings, inconsistent time, and not exact time intervals. If we do this experiment again, we can try changing the temperature of the initial water ad ded or the amount of water added to see if we produce any noticeable differences. Watching H2O change phases took longer than I though!