Introduction to Philosophy Essay Example for Free

Introduction to Philosophy Essay 1. What are the main branches of philosophy? Do philosophers have the same answers to the same philosophical questions? Why? Philosophy is a way of thinking about the big questions in life, from the existence of men to its morality. It is an activity which sharpens our reason. The word was coined by Greeks , meaning â€Å"the love of wisdom†. Philosophy can be divided into six big issues it is interested with. * First, the question about the nature of the world and the existence of Men which is under the domain of Metaphysics or also called Ontology. From the word â€Å"meta† which means beyond and â€Å"physics† which means physical it deals about beyond physical world- the spiritual. It also attempt to answer the ultimate reality of life, our reason of very existence, Who and what God is and, how everything relates to it. * Second, what are the right ways to think and build arguments which is under the field of Logic. It tries to distinguish the valid reasons from the fallacies. It also examines the different general forms that argument may take. It is primarily studied in the disciplines of philosophy, mathematics, semantics, and science. * Third, How do we know and how do we think we know which is under the area of Epistemology. From the Greek words †episteme† which means knowledge and â€Å"logia† which means study, it basically deals on how do we acquire knowledge and what is the basis for true knowledge. * Fourth, Ethics which generally centers on the morality of our actions. It differentiates wrong from right and studies character’s actions based in his intentions. This field of Philosophy is vital and applied to other disciplines such as business, medicine, science, robotics, and education. * Fifth, Issues about laws, liberty, rights, property and , politics fall under the Political Philosophy. It is also one of the sub-fields of Political Science. Its purpose is to lay bare the fundamental problems and concepts which frames the study of Politics. It also studies the great thinkers of the past which shapes politics such as Socrates, Plato, Adam Smith and Hobbes. * Lastly, Aesthetics which deals on what is beautiful. Mainly it tries to answer questions which deals in art- music, painting, poetry, and such. It attempts to distinguish what is beautiful, what has taste, and what has artistic value. Philosophy can also be subdivided into three specific categories which are, Philosophy of Mind, Philosophy of Language, and Philosophy of Science. These are branches which deal to questions their respective field of subject matters such as what exactly is a mind? how does language work? and Does science has responsibility to humanity? An Educator can ask a question to his students and would receive different responses . We can even expect complex answers to a simple question. It is because people view things in different perspectives, have different degree of intelligence, exposed to different environment, influenced by different people and ideas, and have personal insights and experiences which differ from one person to another. People thoughts varies and no idea can be of an exact match of another. In my opinion, Humans’ mind are like his fingerprint, We all have our fingerprints but its design- the curves and lines is unique in each individual. There might be similarities in ideas between individuals but in some point they contradict. For example, the two famous philosophers, John Locke and Thomas Hobbes both support the â€Å"Social Contract Theory† in which men enter a mutual agreement to surrender some of their liberty to authority in return of protection, both also, believe that men can exist without government and speak of its dangers in this kind of state-State of Nature. For Hobbes, the entire time that man is in a state of nature, he is in a state of war. He states that â€Å"if any two men cannot enjoy the same thing, they become enemies and in the way to their end†¦. endeavor to destroy or subdue one another† (Wootton, 158). Locke too points out risks, saying that without the â€Å"law of nature† everyone may execute decisions, leading to a state of war (Wootton, 290). However, despite of the similarities, Locke believes that people enter to social contract to seek peace and avoid the fear of death and living in State of Nature is brutish and chaotic while Hobbes believes that State of Nature is important and do exist in some ways such as among governments and leaders. Locke’s view on State of Nature is pessimistic in contrast to Hobbes which he thinks has some potential benefits. Philosophers do not have the same answer to a certain question. Each philosopher present different examples and take different stand on a certain idea. 2. Why has philosophy lost importance in the priorities of contemporary man? Philosophy had the paramount role during the ancient education. It created great and wise thinkers such as Socrates, Plato, and, Seneca and influenced bright minds such as Descartes, Adam Smith, and Karl Marx. Although the subject Philosophy is only introduce in higher level of studies in modern years, it diffuses its idea and being applied to core subjects such as mathematics, science, and language. Philosophy is still vital in learning until today. The decreasing value given in philosophy arises in the way modern man receive and gather information. Core subjects like Science should teach us to Inquire, to Analyze, to Think, and to Search- which are roles of philosophy but, Educators and with the convenience at reach, Students are being spoon-fed with facts from books and other resource materials instead of encouraging them to explore. They are bound with rules and regulations without giving them a chance to ask why they should follow orders. Students fail to analyze things because most Educators present facts and inculcate it to them through rote memorization instead of validating it. Learners learn facts but never learn to reason. They become man of knowledge but never become man of substance. The decreasing importance of philosophy in modern days is ascribed partly, to us Educators for failing to emphasize and apply its essence to the students. We teach the students to be dependent on the facts provided in books and internet, for we believe that it offers a vast amount of information forgetting that one’s mind can offer limitless insights on a certain topic. 3. Why should philosophy be restored to its former prominence in the priorities of contemporary man? Philosophy is vital in man’s learning and improvement. Giving answers to man’s most perplexed questions or even to the simplest question that bother us gives us sense of satisfaction and purpose in life. In modern times, Philosophy is essential in choosing decisions that has impact on our future such as career path, religion, core beliefs, and even to work or business. Philosophy should never be undermine and be restricted to as a mere subject. It is a way of thinking and essential in making a wise decision hence, should be integrated in daily living. 4. How does western philosophy differ from the eastern? In General, Western Philosophy promotes individualism and more interested in finding and validating the truth while Eastern Philosophy is more interested in finding the balance within ones self in order to live in harmony with others and thus promoting collectivism. Also, East philosophy which emerged in China is spiritual in nature as opposed to West which starts from Greece is naturalistic and subject to research. Individualism of the West gives meaning to the worth a person as an individual. It gives stress on liberty and self-reliance. â€Å"Man is directly a natural being. As a natural being and as a living natural being he is on the one hand endowed with natural powers, vital powers — he is an active natural being. These forces exist in him as tendencies and abilities — as instincts. On the other hand, as a natural, corporeal, sensuous objective being he is a suffering, conditioned and limited creature, like animals and plants. A being which does not have its nature outside itself is not a natural being, and plays no part in the system of nature. A being which has no object outside itself is not an objective being. â€Å" Marx, Critique of Hegel’s Philosophy in General (1844). â€Å"Self-expression is individuality, and our individuality is our self, which ought to be our chief concern† Ernest Dimnet (1928) The Art of Thinking p. 250 â€Å"If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music which he hears, however measured or far away. † Henry David Thoreau, Walden: Or, Life in the Woods (1854), chapter 18, p. 210. Collectivism of the East emphasizes the interdependence of individual among others. â€Å"If I am walking with two other men, each of them will serve as my teacher. I will pick out the good points of the one and imitate them, and the bad points of the other and correct them in myself. † â€Å"Without feelings of respect, what is there to distinguish men from beasts? † Confucius â€Å"A leader is best when people barely know he exists, when his work is done, his aim fulfilled, they will say: we did it ourselves. † â€Å"Being deeply loved by someone gives you strength, while loving someone deeply gives you courage. † Lao Tzu â€Å"The highest education is that which does not merely give us information but makes our life in harmony with all existence. † Rabindranath Tagore.

Overview Impact of UNICEF for Vulnerable Children

Overview Impact of UNICEF for Vulnerable Children Executive summary Everyone all have the right to the lead the lives they choose free from abuse as a result of one vulnerable effects, danger to health and life or due to any other circumstances. Unfortunately there are times and scenarios where people are faced with neglects, treats to life, exploitation harm and abuse especially children. It is very important to ensure that people who are vulnerable receives all the basic support and assistance to keep them safe and protected all the time. United Nations International Children Emergency Funds (UNICEF) is part of the world’s organisations providing help and support to the vulnerable from all over the world after working in over one hundred and ninety (190 different countries. However, UNICEF is readily available to respond to emergencies that strike any person or countries delivering lifesaving help to children within 48 hours (UNICEF, 2014). This organisation helps in five major areas of concern which includes, violence exploitation and abuse, Disease, Hunger and malnutrition, war and conflict and Disasters. Furthermore, it can be seen that all this areas are the world’s most threatening scenarios which makes UNICEF the world most recognised organisation that provides support. It is however the only organisation that is specifically named under the United Nation (UN) convection on the rights of a child as a source of expert assistant and adviser. Table of Contents (Jump to) Executive summary INTRODUCTION WHY SUPPORT THE WORK OF THIS ORGANISATION INTRODUCTION A vulnerable person is referred to as anyone who is or may be, in any case unable to take care of his or herself financially, health wise or issues concerning significant harm or exploitation. This maybe as a result of mental illness, physical disabilities, sensory impairment, war, old age or as the case maybe. However, due to all these above vulnerability, such an individual or group of people are liable to receive care services in their houses, community or even country as a whole. This health care practices or support are usually carried out by registered organisation whose sole aim is to protect people in need and the vulnerable. UNICEF was originally establish by the united nation in December 1946 by the united nation to provide food, clothing to the European children after the World War 2, when the countries were facing disease and famine. UNICEF is part of the world’s leading organisation that provides support to vulnerable people. This organisation works for children and child rights and other related issues, having tentacles in over more than one hundred and ninety (190) countries, including families, local communities, business partners and Government to help each and every child reach their full potential. Fig 1 (UNICEF, 2014) WHY SUPPORT THE WORK OF THIS ORGANISATION UNICEF is known for their positive impact in the nation’s welfare considering the vulnerable and the less privileged people. Right now children and lots of people face violence, diseases, and hunger, war and natural disaster. This issue is getting alarming and due course to reduce it are really being concentrated on by organisation like SCOPE, OXFAM, NSPCC especially UNICEF. UNICEF helps ensure that most of the world’s children are in good condition, fed, vaccinated educated, protected and taken care of than any other leading organisation. UNICEF is based and established in over 190 countries in the world, influencing the laws, policies and customs of such countries in other to help benefit the vulnerable people or people in need. United Nation International Children Emergency Fund (UNICEF) is a charitable organisation that believes that every person’s lives matters throughout their life time right up until they die, and that no one deserves to be in an avoidable pain, sufferings or any kind of emotional distress. This organisation was established in order to conquer the barrier of poverty, violence, diseases and discrimination placed in every child’s path. Not supporting this kind of organisation after considering all the positive things and actions they carry out is like ignoring JESUS’s coming. ISSUES BEING ADDRESSED BY THE ORGANISATION UNICEF is the driving force that helps build a world where the rights of every child are realised. It is believed that nurturing and caring for children and the people in needs are the cornerstones of human progress. UNICEF focuses on five big and major dangers children faces in the world today. Which are; Violence, exploitation and abuse Disease Hunger and malnutrition War and conflict Disaster Violence, exploitation and abuse: According to the UNICEF UK report, â€Å"every five minutes a child dies as a result of violence, while more children live in fear and panic of physical, emotional and sexual abuse and however this has a long term effect on any children that is being exposed to such a bad experience. In some cases children are being beaten up, raped or even to the extent of murder in some cases as a result of violence. (UNICEF, 2010) Children that are victim of violence are likely to develop â€Å"soldiers exposed to combat† which means they later be lured into being a drug addict, drunk or mentally derailed due to series of horrible experience they went through. Post-traumatic stress disorder is one of the long lasting symptoms that tends to happen to children that have been abuse or victim of violence. Child trafficking is also one of the abuse which any children could face. As a charitable organisation, UNICEF helps protect these children and their families by setting up services and working as part of a team with the government to ensure national child protection system are effective. And also informative declarations are made to the communities to change their approach towards abuse and violence and know that it is not acceptable. Disease: Lots of children are in danger of deadly but preventable diseases e.g tuberculosis, tetanus, measles, polio, diphtheria and whooping cough. Children dies from these diseases as a result of lack of health care facilities in the country. And all these diseases can easily be prevented by immunisation. It is noted that children faces a lot of challenges but diseases is one of the greatest. 1 in 3 deaths of children under 5 years old are preventable by vaccines and 4 out of 5 children are immunised with the help of UNICEF. Every year a lot of children dies from disease such as cholera, typhoid and diarrhoeas due to inadequate access to safe water and sanitation services and lack of poor hygiene practice and this is one the major causes of under-five mortality. However UNICEF being the world’s largest vaccines distributor. They also support immunisation programmes in more than hundred countries to protect children live. When a certain country is going through natural disaster or any kind of epidemic disease, UNICEF is always there to provide vaccination campaigns. Furthermore, UNICEF works with more than ninety (90) countries to improve children live through better water supplies and sanitation facilities in schools and communities by promoting safe hygiene such as practising hand washing techniques, making sure they do everything it takes to stop disease spreading and killing. War and Conflict: Countries like South Sudan, central Africa, Republic of Iraq and Syria. War and conflict has put lives of millions of children in awful danger and treat. These children having lost their homes, families and loved ones and even their own lives in some cases. As a result of this, most of this children become vulnerable to many other dangers such as diseases, malnutrition, violence, exploitation, they often become orphans and homeless children. UNICEF are always there to provide lifesaving food, water, medicine, protection and psychological support to children whose lives have been ruined due to the effects of the war and conflicts. It also ensures that children caught up in war and conflicts gets the help they deserve in order to stay safe and strong. Hunger and malnutrition: Every human being needs food and water to survive. A lot of children are in danger because of inadequate supply of food and water. As a result of malnutrition a child dies every 15 seconds especially in parts of Africa. More children live with the lifetime effects such as physical disabilities and learning difficulties. When a child is born, the first couple thousand days tends to be the most crucial days in their lives. And so if they do not get enough nutrients during those days, their brains and bodies are liable to not developing properly. UNICEF helps mothers and communities to keep their children healthy and well nourished. It provides 80% of the emergency food that saves life. By making sure that children eat food that gives them enough nutrient they need in their body. This has helped cut the number of children that are badly affected by nearly 100 million since 1990. All this is because of the food provided by UNICEF. Disaster: Due to climatic changes, a lot of severe and frequent natural disaster, food crises and rainfall patterns changing are putting people especially children in danger. Natural disasters such as flood, earthquake, tsunami and typhoon results in children losing their homes, families and lives. After any kind of disaster, children are left vulnerable to many emotional breakdown, exploitation and this make so people homeless in the case of tsunami or flood, or death in some cases where people are being engulfed into the ground in the case of earthquake. However UNICEF as an organisation is always there to provide help for children that has gone through this terrible disaster in order to stay strong and focused and give them enough assurance that would encourage them they could still have the lives they never thought they would ever have again. With the help of the Government, people and UNICEF provides life-saving supplies for the children immediately after an emergency and also help the communities to help rebuild their homes, towns and schools or any damages caused as a result of the disaster. Conclusion After making child survival rates better than before, including all the above mentioned care being rendered to every vulnerable individual, UNICEF being a charitable organisation should be well publicised so that people and other less privileged or not well known communities and people can be reached by its good work. I would also like to suggest that everyone should embrace this organisation and continues to work with it so that the sharing of the important responsibility of helping and keeping vulnerable people safe is achieved. Bibliography UNICEF. (2010, January 10). Retrieved from UNICEF: http://www.unicef.org/whatwedo/ UNICEF. (2014, January 12). Retrieved from UNICEF: http://www.unicef.org.uk/mobile/about-unicef.html volunteer now. (2010, 12 22). safe guarding vulnerable adults . Retrieved from http://rqia.org.uk/cms_resources/safeguarding-vulnerable-adults-a-shared-responsibility-colour-nl.pdf Page | 1

The Shame of Cigarette Smoking in the Healthcare System :: Journalism Journalistic Essays Smoke

Smokers in scrubs: The shame of cigarette smoking in the healthcare system On a recent Thursday morning, while some hospital employees smoked cigarettes in Brigham and Women’s safe haven known as the "butt-hut," others crowded the lobby on Frances Street in Boston to check out the American Cancer Society's â€Å"The Great American Smoke-Out† event. Two women sat behind a folding table handing out informational pamphlets on smoking hazards and ways to kick the fatal habit. Several of the women and men who approached the table for information or signed up to get their lung capacity tested were wearing scrubs, a sign that cigarette smoking is still prevalent among health care employees. â€Å"Hospitals, including Dana Farber, are starting to now reimburse employees who enroll in a quit-smoking program. In some cases, they get back almost $ 500 for counseling, patches, and nicotine gum,† said Jennifer Kelly, who runs the smoking cessation program at Brigham and Women’s. The smoking cessation program is offered to both employees and the public, and provides individual and group counseling, which meets one day a week for eight weeks. Kelly explained that each hour- long session costs $10, however the fee is waived for those with free healthcare benefits or Medicare and all participants of the program receive discounts on nicotine patches and chewing gum. With several Boston area programs designed to rid the habit of the 20% of Massachusetts residence, who smoke and with hospitals practically paying their employees to quit smoking than why are 47 million adults in the U.S. still smoking cigarettes? Nicotine is one of the most addictive substances today; studies have shown that nicotine is as addictive to people as heroin, cocaine and alcohol. According to a study conducted by the American Cancer Society, in the U.S today, nicotine is the most common form of drug addiction among adults, high school students and middle-school students. While studies preformed by the Center for Disease Control and Prevention have shown that cigarette smoking has declined 40% among adults ages 18 and over, between the years of 1965 and 1999 still today, nearly 26% of men and 22% of women smoke cigarettes. Dr. Laura Fredenburgh, a soft spoken and attractive woman in a white coat with her name and title embroidered on the pocket, sat at a long table on Thursday morning. She carefully explained to people the results of their free lung capacity tests that were given during the â€Å"Smoke-Out.

Bob dylan: a classic Essay -- essays research papers

Mr. Tambourine Man Chorus Hey, Mr. Tambourine Man, play a song for me I’m not sleepy and there is no place I’m going to Hey, Mr. Tambourine man, play a song for me I’m the jingle jangle morning I’ll come following you Though I know the evening’s empire has returned into sand Vanished from my hand Left me blindly here to stand but still not sleeping My weariness amazes me, I’m branded on my feet I have no one to meet And the ancient empty street’s too dead for dreaming >Chorus Take me on a trip on your magic swirling ship My senses have been stripped My hand’s can’t feel to grip My toes too numb to step Wait only for my bootheels to be wandering I’m ready to go anywhere, I’m ready for to fade Into my own parade Cast your dancing spell my way, I promise to go under it†¦. >Chorus Though you might hear laughing, spinning, swinging madly across the sun It’s not aimed at anyone It’s just escaping on the run And but for the sky there are no fences facing And if you hear vague traces of skipping reel rhyme To your tambourine in time It’s just a ragged clown behind I wouldn’t pat it any mind It’s just a shadow you’re seeing he’s chasing >Chorus Take me disappearing through the smoke rings of my mind Down the foggy ruins of time Far past the frozen leaves The haunted frightened trees Out to the windy beach Far from the twisted reach of crazy sorrow Yes to dance beneath the diamond sky with one hand waving free Silhouetted by the sea Circled by the circus sands With all memory...

William Blakes The Echoing Green Essay -- William Blake Poetry Echoin

William Blake's The Echoing Green The poem ‘The Echoing Green’ is written by William Blake. It is taken from SONGS OF INNOCENCE. It is divine voice of childhood unchallenged by the test and doubts of later years. Blake expresses in simple and lovely diction the happiness and innocence of a child’s first thoughts about. This is a pictorial poem. ‘The Echoing Green’ is a poem about a grassy field on a warm morning in late spring. The poet gives a very beautiful description of a dawn and morning of spring. The spring represents the life. Morning is the beginning of life and the dark evening is the end. This poem is a blend of child like innocence and grayness of later years. It is symbolic and draws a contrast between youth and old age. Blake has expressed broad meaning of the playground. The children are carefree and they are not surrounded by any kind of worries because worries are associated with old age and pleasures with childhood. The children are busy in games. They are showing vibrant attitude and display high energy in their games. They are laughing and thoroughly enjoying themselves. Their voices echo in the field. They travel on the wings of leisurely fancy and float far into the realm of calm and sweet childhood joy; unaware of the pains and cutting realization they are going to encounter as the years fall in on them. The nature also seems to join in with their joy as the sun shines with sheer brilliance over the playing children. The azure sky also seems to be smiling at the joy of these innocent children. The whole atmosphere further seems drunk with high-spirited fervor; the church bells add their sonorous chimes to this festive atmosphere. The poet symbolizes the innocence and delicacy of children with the... ...evening shadows creep on the green announcing the arrival of night-death. The green takes on an unpleasant and sordid look. The game ends! So does the life. The children return to their homes to rest. The home symbolizes the grave and the rest is the eternal rest. Thus the poem is a splendid pen picture of joys of child hood and their eventual fading away into eternity. Blake has further laid stress on the potent entity called ‘change’. The poet has through useful symbol of oak tree, old people, evening etc has discussed the mechanics, which act as a fulcrum in moving the paddles of life. The poet has showed superb mastery as he changes the mood of the poem along with the progression of the poem. The poem is in fact a very fine presentation of the philosophy of life resting on the hinges of the magnificent time. ‘And sport no more seen On the darkening green.’

Writing: Dependent Clause and Topic Sentence

contents entries found. PART A: INTRODUCTION 1. Rationale for choosing the topic: The ongoing process of regional and global integration in Vietnam has resulted in an increasing demand for English language teaching across the country. Learning English is currently not only an interest but also a practical thing for many people. Learning English means learning four related skills: listening, speaking, reading and writing. In teaching and learning English as a foreign language in Vietnam, writing has always received a great deal of attention.This is understandable, English is learnt and taught in non-English environment, therefore writing is not only one of the four language skills that students of English need to acquire but also a means of further study. Carrell (1981) stated that â€Å"For many students, writing is by far the most important of the four skills in a second language, particularly in English as a second or foreign language† (p. 1). Writing in general is one of th e most important skills for English learners, and academic writing in particular plays key role in helping learners to master the language.Learners of English language need to know how to write academically through the way they answer questions, discuss subjects or report research results. However, academic writing is never ever an easy task because it is the combinations of relation among audience, writer, organization and presentation (according to Swale, 1997). It can be understood that learners should keep in their mind to discover typical questions: â€Å"who are they going to write for? †, â€Å"what is the purpose of writing? † (What are the topic, position and argument? , how is the writing going to be organized and presented? It is also quite important to define â€Å"academic writing† to find which is necessary and sufficient. Academic writing normally starts from words, to phrase, clause, sentence, paragraph, and then essay. This assignment concentrat es on theory of academic paragraph writing including the definition and structure of a paragraph, parts of paragraph, mistakes ESL often make in writing paragraph academically. It is tried to find out and to compare typical non-academic and academic words and phrases using in paragraph writing.As teachers of English, we ourselves think that it is essential to do a research on the topic â€Å"Academic paragraph writing†. 2. Aims and objectives: 2. 1 Aims: This assignment concentrates on theory of academic paragraph writing. Findings will be studied to suggest appropriate instructional support to help learners improve their academic writing skill. 2. 2. Objectives: To be more specific, the objectives of this study are: – to investigate the theory towards academic paragraph writing. – to find out the common mistakes in academic writing to suggest ways to reduce the difficulties and help learners improve their writing skill by giving out example academic words and p hrases It is hoped that the findings from this study will be some benefits to teachers and students in universities. 3. Methodology In order to carry out the writing of this paper, we ourselves have based on the following methods. * The combination of diachronic and synchronic approaches * The teacher’s advice * The book reference In short, it is hoped that the paper will provide an introduction to the ways how to write academic paragraph writing.We are grateful to any comments on the paper. PART B: DEVELOPMENT I/ Theory of paragraph: 1. Definition of a paragraph: It is quite easy for learners to find out what is a paragraph. There are many ways to define this basing on different viewpoints. Followings are some of popular paragraph definitions. A paragraph is: – a distinct section of a piece of writing, usually dealing with a single theme and indicated by a new line, indentation, or numbering (Oxford Advanced learner Dictionary) – is a group of related sentences that discuss one main idea.A paragraph can be as short as one sentence or as long as ten sentences. The number of sentences is unimportant; however, the paragraph should be long enough to develop the main idea clearly. (Writing academic English – Alice Oshima and Alice Hogue – Longman, third edition) – a distinct portion of written or printed matter dealing with a particular idea, usually beginning with an indentation on a new line. It is one of a series of subsections each usually devoted to one idea and each usually marked by the beginning of a new line, indentation, and increases interlinear space. World English dictionary – Collins) It can be shortly understood that a paragraph is one part of a text which express one complete idea. 2. Structure of a paragraph: A paragraph normally includes a topic sentence, supporting sentences and a concluding sentence. The topic sentence states the main idea of the paragraph. It not only names the topic of the para graph, but it also limits the topic to one specific area that can be discussed completely in the space of a single paragraph. Supporting sentences develop the topic sentence.That is, they explain or prove the topic sentence by giving more information about it. The concluding sentence signals the end of the paragraph and leaves the reader with important points to remember. Concluding sentence is customary for stand-alone paragraph. However, paragraphs that are parts of a longer piece of writing usually do not concluding sentences. 2. 1. The topic sentence: 2. 1. 1. What is topic sentence? Topic sentence is the most important sentence in a paragraph which clearly states the topic and the controlling idea of a paragraph, and briefly indicates what the paragraph is going to discuss.For this reason, the topic sentence is a helpful guide to both the writer and the reader. The writer can see what information to include. The reader can see what the paragraph is going to be about and is ther efore better prepared to understand it. 2. 1. 2. Position of topic sentences: The topic sentence is usually the first sentence in a paragraph. It can be placed in other locations depending on writers; however, the beginning of the paragraph seems to be the best spot. One of possible location for the topic sentence is at the end. 2. 1. 3. The two parts of a topic sentenceAs mentioned above, topic sentence has two essential parts: the topic and the controlling idea in which the topic names the subject of the paragraph, the controlling idea limits or controls the topic to a specific area to be discuss in the space of a single paragraph. Here is an example: Delicious foods are easy to prepare. TOPICCONTROLLING IDEA Following notices are expected to somehow help learners write good topic sentence: Firstly, the topic sentence should control or guide the whole paragraph. Topic sentence is good if it meet the readers’ need about what they expect to read in the paragraph.Secondly, a g ood topic sentence is not a general fact that everyone accepts as a true thing. An example illustrating this point can be seen through a bad topic like: â€Å"Libraries have books. † The information in this sentence is true; however, it is a general fact and is not a good choice for a topic sentence. Thirdly, a good topic sentence should be specific. For example, â€Å"Coffee is delicious. † is not a good topic sentence because the information in the sentence is too general. The reader does not know what to expect in the paragraph.The sentence can become better when it is written in a specific way, such as: â€Å"Black coffee has many benefits for your mentality. † However, it is important to know that topic sentence should not be too specific. Finally, a good topic sentence has controlling ideas which guide all the supporting sentences and give readers general expectation about what they are going to read about throughout the paragraph. 2. 2. Supporting sentenc es: 2. 2. 1. What is a good supporting sentence? Supporting sentences explain or prove the topic sentence. Good supporting entences are related to the topic sentence and its controlling ideas. They give information that supports and explains the topic of the paragraph. They answer questions – who? what? when? why? and how? – and give details. 2. 2. 2. Kinds of supporting sentences: There are several different kinds of supporting sentences going as follows with suitable examples: – explain: People move from village to big cities for economic reasons. – describe: They live in a nice house surrounded by fields of flowers. – give reasons: Tom finally drops from school because of bad results. give facts: About five percent of the A town’s population is immigrant. – give examples: Sugar cane and banana grow in South Africa. – define: My mother has a samovar, which is a large cooper tea urn. 2. 3. The concluding sentence: 2. 3. 1. Wha t is concluding sentence? Concluding sentence serves two purposes: – It signals the end of the paragraph. – It leaves the reader with the most important ideas to remember. It can do this in two ways: by summarizing the main points of the paragraph, or by repeating the topic sentence in different words.A paragraph does not always need a concluding sentence. For single paragraphs, especially long ones, a concluding sentence is helpful to the reader because it is a reminder of the important points. However, a concluding sentence is not needed for every paragraph in a multi-paragraph essay. 2. 3. 2. What are good concluding sentences? To come up with the idea of a good concluding sentence, it is necessary for writer to think about some questions: – What is a good concluding sentence? – How do the concluding sentences relate to the topic sentence and to the supporting sentences?The concluding sentence’s job is to bring the paragraph to a logical conclus ion. The paragraph can be brought to an end with some formal signals: Finally, In brief, In conclusion, Indeed, In short, To sum up, All in all, Lastly†¦ It can end with some structures: The evidence suggests that†¦, There can be no doubt that†¦, These examples show that†¦, We can see that†¦ 2. 3. 3. Kinds of concluding sentences There are many different types of concluding sentences: restatement, suggestion, opinion, prediction. Restate the main idea is one of the easiest ways to write concluding sentence. Writers restate the main idea or summarize the main point of the paragraph. †¢ Offer a suggestion, give an opinion, or make a prediction are some of ways to write a concluding sentences, sometimes writers can do a combination of these options. 3. How to write a good paragraph academically? Academic paragraph writing needs good unity and coherence. †¢ Unity: â€Å"A paragraph is a group of sentences which relate to the topic and develop the cont rolling idea.If a sentence does not relate to or develop that idea, it is irrelevant of place and should be omitted. A good paragraph must be unified. †; â€Å"A paragraph has unity when all of its sentences, including the topic sentence support, and conclusion, relate to the same main idea. (Cited from â€Å"Let’s write 2† by Dang Ngoc Huong, 2007) It is clear to see that an important element of a good paragraph is unity. Unity means that a paragraph discusses one and only one main idea from beginning to end.The second part of unity is that every supporting sentence must directly explain or prove the main idea. †¢ Coherence: â€Å"A paragraph must have unity: all its ideas must refer to the topic (as above presented), moreover, another element of a good paragraph is coherence; coherence is an important quality of writing: all the ideas are presented logically and smoothly so that it is easy for the reader to follow the writer’s progression of ideas . In other words, a coherent paragraph contains sentences that are logically ordered and that flow smoothly.In order to achieve coherence of a paragraph, writers can use several ways in writing. † (According to Dang Ngoc Huong, Let’s write 2, 2007) For coherence in writing, the sentences must hold together; that is, the movement from one sentence to the next must be logical and smooth. There must be no sudden jumps. Each sentence should flow smoothly into the next one. There are four ways to achieve coherence: 1. Repeat key nouns. 2. Use consistent pronouns. 3. Use transition signals to link ideas. 4. Arrange ideas in logical order.II/ Findings on academic paragraph writing There are many necessary things to form a good academic writing. English learners sometimes find it difficult to write in English, especially in academic style. It is our try to find out the three common mistakes in paragraph writing: run-on sentence, fragment and parallel structure; and academic equ ivalents of words or phrases to be helpful for learners to write academically. 1. Learners’ common mistakes in paragraph writing: As mentioned in the introduction, writing is always a not-easy task with most of English learners.It is due to the need for combining various skills and background knowledge when they do writing. This part is going to show common mistakes that learners often have in academic writing in general, and in paragraph writing in particular. 1. 1. Run-on sentence: A run-on sentence is a sentence in which two or more independent clauses (i. e. , complete sentences) are joined without appropriate punctuation or conjunction. This is one of the most common mistakes appeared in academic writing. Following are suggested approaches to avoid the error: †¢ Use separate sentences.However, this may disconnect related independent clauses and cause some of the meaning to be lost: o It is nearly half past five. We cannot reach town before dark. †¢ Use a semico lon. This maintains the connection between the clauses while ensuring a pause between the two ideas: o It is nearly half past five; we cannot reach town before dark. †¢ Use a coordinating conjunction. o It is nearly half past five, so we cannot reach town before dark. 1. 2. Fragment: Fragment is a sentence which does not contain a subject or a predicate.A sentence fragment fails to be a sentence in the sense that it cannot stand by itself. It does not contain even one independent clause. There are several reasons why a group of words may seem to act like a sentence but not have the wherewithal to make it as a complete thought. †¢ It may locate something in time and place with a prepositional phrase or a series of such phrases, but it's still lacking a proper subject-verb relationship within an independent clause: †¢ It describes something, but there is no subject-verb relationship: Example: In Japan, during the last war and just before the armistice.This sentence acco mplishes a great deal in terms of placing the reader in time and place, but there is no subject, no verb. Example: Working far into the night in an effort to salvage her little boat. This is a verbal phrase that wants to modify something, the real subject of the sentence (about to come up), probably the she who was working so hard. †¢ It may have most of the makings of a sentence but still be missing an important part of a verb string: Example: Some of the students working in Professor Espinoza's laboratory last semester. It may even have a subject-verb relationship, but it has been subordinated to another idea by a dependent word and so cannot stand by itself: Example: Even though he had the better arguments and was by far the more powerful speaker. This sentence fragment has a subject, he, and two verbs, had and was, but it cannot stand by itself because of the dependent word (subordinating conjunction) even though. We need an independent clause to follow up this dependent cl ause: . . . the more powerful speaker, he lost the case because he didn't understand the jury. 1. 3.Parallel structure: This principle of parallel construction requires that expressions of similar content and function should be outwardly similar. The likeness of form enables the reader to recognize more readily the likeness of content and function. Unskillful writers often violate this principle, from a mistaken belief that they should constantly vary the form of their expressions. It is true that in repeating a statement in order to emphasize it writers may need to vary its form. But apart from this, writers should follow carefully the principle of parallel construction. Faulty Parallelism |Corrected Version | |Formerly, science was taught by the textbook method, while now the |Formerly, science was taught by the textbook method; now it is | |laboratory method is employed. |taught by the laboratory method. | The left-hand version gives the impression that the writer is undecided or timid; he seems unable or afraid to choose one form of expression and hold to it. The right-hand version shows that the writer has at least made his choice and abided by it.By this principle, an article or a preposition applying to all the members of a series must either be used only before the first term or else be repeated before each term. |Faulty Parallelism |Corrected Version | |The French, the Italians, Spanish, and Portuguese |The French, the Italians, the Spanish, and the Portuguese | |In spring, summer, or in winter |In spring, summer, or winter (In spring, in summer, or in winter) |Correlative expressions (both, and; not, but; not only, but also; either, or; first, second, third; and the like) should be followed by the same grammatical construction. Many violations of this rule can be corrected by rearranging the sentence. |Faulty Parallelism |Corrected Version | |It was both a long ceremony and very tedious. |The ceremony was both long and tedious. | |A time not for wo rds, but action |A ime not for words, but for action | |Either you must grant his request or incur his ill will. |You must either grant his request or incur his ill will. | |My objections are, first, the injustice of the measure; second, that |My objections are, first, that the measure is unjust; second, that | |it is unconstitutional. |it is unconstitutional. | When making comparisons, the things which are compared should be couched in parallel structures whenever that is possible and appropriate. Faulty Parallelism |Corrected Version | |My income is smaller than my wife. |My income is smaller than my wife's. | 2. Non-academic words and academic equivalents: It is necessary for learners to use academic words in academic paragraph writing. Because of limited space and time, our group just suggests example words and phrases in their simple form and academic equivalents as below. |Meaning |Simple word |Academic word | |Y tu? g / khai ni? m |idea |Concept / notion | |D? |enough |Suffic ient / adequate | |Phuong phap |way |Approach | |Thu du? c |get |obtain | |K? t qu? result |Consequence / outcomes | |Duy tri / gi? |keep |retain | |mua |buy |Purchase | |Duy nh? t |only |Unique / solely | |C? i thi? n |improve |enhance | |B? d? u |start |commence | |D? doan |predict |anticipate | |T? p trung |focus |concentrate | |Cu? i cung |final |Ultimately / eventually | |D? g |Stop / end / finish |Terminate / cease | |Tri hoan |Postpone / delay |Suspend | |R? i b? |Quit / give up |Abandon | |Ph? n |Part |Portion |PART C: CONCLUSION It is of the importance for English learners to discover definition of a paragraph, paragraph structure (topic sentence, supporting sentences, and concluding sentence) in academic style along with the way of writing paragraph academically. Due to limited space, time and the limitation of writers’ knowledge, this assignment concentrates on theory of paragraph and discovers popular mistakes (run-on sentence, fragment, and parallel structure ) which learners normally make in writing paragraph academically.In addition, it is our try to take example and compare words in both non-academic and academic style with the hope that learners have awareness of using correct writing style. REFERENCES 1. Arnaudet, M. L. & Barrett, M. E. (1984). Approaches to Academic Writing. Englewood Cliffs, NJ: Prentice Hall. 2. Brook, A. & Grunby, P. (1990). Writing for study purposes: a teacher’s guide to developing individual writing skills. CUP. 3. Campbell D. Better Sentence-Writing in 30 minutes a Day. Career Press 4. Doff, A. (1988). Teaching: a training course for teachers. Cambridge : CUP 5.Fries, C. (1945). Teaching and learning English as a Foreign Language. Ann Arbor: University of Michigan Press. 6. Hennessy, B. (1994). How to write an essay. Plimbridge House. 7. Henry, J. & Pender, J. (1997). English for academic purposes: writing. Toowoomba, Qld: USQ Press for the Centre for Language Learning and Teaching 8. Huong, D. N (200 7). Let’s write: HOU 9. Murray, R. (2003). How to write a thesis. Maidenhead, Berkshire: Open University Press. 10. White, R. & McGovern, D. (1994). Writing. New York: Prentice Hall. 11. Grammar. ccc. commnet. edu/grammar/parallelism. htm

Bank Reconciliation Lesson Plan

Lesson Plan – The Bank Reconciliation Statement General Objectives: Students will:1. Account for differences between the cash book and bank statement balances. 2. Construct a bank reconciliation statement using the adjusted trial balance.Specific Objectives: Students will: Cognitive:1. Demonstrate knowledge of the concept of reconciling bank statements. 2. Explain the reasons as to why your cash book and bank statement may not balance. Psychomotor: 1. Construct a bank reconciliation statement using the adjusted cash book balance. Affective: 1.Value the importance of preparing a bank reconciliation statement. Prior Knowledge: Students have a clear understanding of: 1. The two column cash book. Lesson 1 – Bank Reconciliation Statement| TIME(minutes)| ELEMENTS| METHOD| CONTENT| TEACHER ACTIVITIES| STUDENT’S ACTIVITIES| TEACHER – LEARNING RESOURCES| EVALUATION| | Set Induction/Introduction| -| – Scenario| -Discussion| -Listening- Responding| | – Formative Questioning| | | | Objectives| Sharing the Specific Objectives | | | | | Presentation 1| -| – Reasons for the difference in the bank statement and our cash book. -Questioning- Providing information-Explaining| -Listening- Responding| – Chart- Whiteboard- Whiteboard markers| – Formative Questioning| | Summary 1| Review of Presentation 1| -| Questioning| – Responding| | – Formative Questioning| | Presentation 2| -| – Definition of terms| -Providing information-Explaining| -Listening- Responding| – Chart- Whiteboard- Whiteboard markers| – Formative Questioning| | Summary 2| Review of Presentation 2| -| -Questioning| – Responding| | – Formative Questioning| | Presentation 3| | – Illustration of an example| -Providing information-Explaining| -Listening- Responding| – Chart-Whiteboard- Whiteboard markers| – Formative Questioning| | Summary 3| Review of Presentation 3| -| -Questioning| – Responding| | – Formative Questioning| | Evaluation| -| – Students will complete prepared worksheet| -Observation| – Working| – Whiteboard- Whiteboard markers| – Summative| | Conclusion| Correction of exercise | -| – Providing feedback| -Providing Answers| – Student’s work| -| | Closure| -| – The teacher will review and recap the lesson and then dismiss the class. | – Dismissing of students. | -| -| -| Lesson Notes Set InductionEdward Cullen from the movie Twilight has a bank account and money to manage. You will learn to check his monthly account statement and help him make sure his bank balance is correct. This will help him to make sure that he has enough money for his date with Bella this weekend. This will help you in your own life with your own banking responsibilities. A bank statement is a detailed record of the checking account from the bank. The bank statement balance is the amount of money left in the account per bank’s records. The check book balance is the amount of money left in the account per depositor’s records.All banks use computers to prepare bank statements. Data about all checks paid and all deposits received are entered into the computer in order to keep the depositor’s account up-to-date. All of the data that is stored in the computer is printed out on the bank statement. There will usually be differences between the check book balance and the bank statement balance. In this lesson, you will begin to learn how to explain these differences by preparing a bank reconciliation statement. This statement is used to bring the check book and the bank statement balance s into agreement.Presentation 1The teacher will now explain the reasons for the difference in the bank statement and the cash book. Which are as follows:Un-presented chequesDishonoured chequesDirect debitsStanding ordersBank giro creditPresentation 2The teacher gives a brief explanation on the meaning of these items, and why they may cause the bank statement and bank account balances to differ.Presentation 3The teacher demonstrates a scenario where the cash book bank balance and the bank statement balance differ.CASH BOOK DATE| PARTICULARS| AMOUNT| DATE| PARTICULARS| AMOUNT| 2011| | $| 2011| | $|Dec 1| Balance b/f| 250| Dec 5| J. Gordon| 65| Dec 20| P. Thomas| 100| Dec 27| K. Hughes| 175| Dec 28| D. Jones| 190| Dec 31| Balance c/d| 300| | | 540| | | 540| 2012| | | | | | Jan 1| Balance b/d| 300| | | | Bank Statement 2011| Particulars| Withdrawals| Deposits| Balance| | | $| $| $| Dec 1| Balance b/f| | | 250| Dec 8| 10625| 65| | 185| Dec 21| Deposit| | 100| 285| Dec 28| Deposit| | 190| 475| Dec 29| 10626| 175| | 300| Dec 30| Bank Giro credit: P. Smith| | 70| 370| Dec 31| Bank charges| 50| | 320| | | | | | It is now possible to see that the two items not shown in our cash book are: Bank Giro credit; P.Smith $70 P. Smith had paid us $70, but instead of paying us by cheque he paid directly into the bank. We did not know of this until we received the bank statement. Bank charges $50 The bank had charged us $50 for keeping our bank account and all the work connected with it. Instead of notifying us they have simply taken out the money out of our bank account. The balance in our cash book was $300, whereas our bank statement shows a balance of $320. To prove that although the balances differ they can be â€Å"reconciled† with each other, a bank reconciliation statement will be drawn up.As we have now identified the items missing from our cash book we can now complete writing it up as follows. Bank Reconciliation Statement as at 31 December 2011 Balance as per ca sh book $300 Add: Bank Giro credit $70 $370 Less: Bank charges $50 Balance as per bank statement $320 The completed cash book would now look as follows:CASH BOOK DATE| PARTICULARS| AMOUNT| DATE| PARTICULARS| AMOUNT| 2011| | $| 2011| | $|Dec 1| Balance b/f| 250| Dec 5| J. Gordon| 65| Dec 20| P. Thomas| 100| Dec 27| K. Hughes| 175| Dec 28| D. Jones| 190| Dec 31| Bank charges| 50| Dec 30| P. Smith| 70| Dec 31| Balance c/d| 320| | | 610| | | 610| 2012| | | | | | Jan 1| Balance b/d| 320| | | | | | | | | | Evaluation: The teacher would present each student with a practise exercise on prepaid expense accounts scenarios. During this time the teacher would walk around the classroom observing the student’s responses and offering assistance were needed.