Teacher and Students - 6350 Words

A FIELD STUDY PORTFOLIO IN ADVANCE MONTESSORI EDUCATION CENTER OF ISABELA PRESENTED TO: DR. ROMEO Z. TARUN FS INSTRUCTOR IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN FIELD STUDY 5 (Learning Assessment Strategies) And FIELD STUDY 6 (Becoming a Teacher) MAYFLOR F. GUIYAB BSED III HGBAQUIRAN COLLEGE S.Y-2013(2nd SEMESTER) Table of Contents I. Title Page -------------------------------------------------------------------------------------1 Table of Contents -------------------------------------------------------------------------2 Acknowledgement -----------------------------------------------------------------------3 Dedication ----------------------------------------------------------------------------------3 AMECI Philosophy,†¦show more content†¦The end goal is to be a positive role model for students. My Task To be an effective teacher in the future it is important to be aware of yourvalues about teaching. Write your mission statement or philosophy that you willuphold with conviction. To each your goals do the following tasks. Interview with Teacher 1 Teacher’s Name: Thelma Cabanilla Gender: Female Subject Taught: English School: LNHS a. My goals for my students are: I believe that the purpose of teaching is not to teach students how to memorize facts, or how to know all the correct answers. The purpose of teaching lies in getting students to truly understand the concepts being examined. I also believe that as a teacher, I must know what to teach in my classroom. It is vital that I have a solid understanding of the subject matter being taught. I realize that I cannot rely solely on textbooks, but rather I must seek out other sources of information to aid in my teaching. b. What I want to teach my students are: I firmly believe that through proper motivation and guidance, my students will engage actively in the class and improve their innate talents. Act with conviction based on what they learned and finally prove their worth as responsible citizen with a personality worthy of emulation as they claim their rightful place in our society. c. I will teach my students by By being a facilitator in theShow MoreRelatedStudents With Teachers And Students972 Words   |  4 PagesDuring the 21 years I have spent working with teachers and students in public education, I have witnessed amazing, tear-jerking success as well as horrific, heart-wrenching failures. The failures, occasionally, cause me to question my choice of career. The daily successes keep me coming back year after year. I have overflowed with joy. I have exploded with rage. I have drowned in defeat. I have soared with pride. When you think about it, where else can you live this kind of roller coaster? HavingRead MoreStudent Teacher1669 Words   |  7 PagesThe relationship that a teacher and student share is of trust, respect and devotion. Teachers influence their students by shaping their rational and moral virtues and hence, play an important role in molding the society as a whole. The education system of ancient India and Greece shared some common characteristics. In both cultures, teach ers and their disciples conglomerated at specific places earmarked for educational purposes. This is where students gained both spiritual and material educationRead MoreTeacher Student Relationships : Teacher Students Relationships1494 Words   |  6 Pages Teacher-Student Relationships Corban Williams University of Nebraska Omaha â€Æ' Teacher-Student Relationships As the importance of classroom management grows, the interesting topic of teacher-student relationships must continue to play a role throughout a teacher’s career in order to positively impact students’ academic and social development. Connecting with students has the ability to alter the amount of achievement a student can reach. When uncovering the treasures of positiveRead MoreTeacher Student Relationship With Students1658 Words   |  7 PagesThe Teacher-Student Relationship School begins at age five, or for some even before that, and so begins the excruciating routine of waking up at an early hour to be ready to be at a place where you didn’t ask to be, to be taught by an older stranger about something you don’t understand. However, in the life of a human being this routine that goes on for years is essential to our lives, as well as those older strangers who teach about subjects that you don’t understand. Those older strangers haveRead MoreTeacher Student Relationship With Students1636 Words   |  7 Pagestheir students and the given knowledge, whether taken or not, will determine their future. Is everyone comfortable or willingly to accept the teachings of a total stranger? Of course not, therefore this total stranger has to have an identification to the students, but not necessarily just a name. Teachers must develop a relationship with their students because teacher-student relationships affect a student s academic excellence. As a student myself I witness the rebellious outburst of students thatRead MoreTeachers And Students Fight For Students829 Words   |  4 PagesTeachers and students fight to understand the best way to tackle fractions. Many studies have explored effective tools, experiences, and strategies in which to teach students fractions. Many times educators are unsure how to provide meaningful learning experiences with a difficult concept, such as fractions. Students must be exposed to many different strategies in order to have a complete understanding of fractions, as well as have time to develop understanding and reasoning (Naiser, Wright, Capraro)Read MoreThe Student With Spanish As A Teacher910 Words   |  4 PagesVincent is an eighth grade student in the Elm Community Schools. He is an ELL student with Spanish as his primary language in the home. He came to the United State on July 19th, and his current ELL proficiency level is a two. A level 2 signifies that he has difficulty spea king the English language conversationally and academically. Based on this level Vincent is significantly below grade level in relation to the others in the classroom. Also in this level Vincent can understand parts of lessonsRead MoreStudent Is An Effective Teacher971 Words   |  4 PagesEvery Student Deserves an Effective Teacher The goal of educators is to provide every student with a highly qualified teacher who is confident, passionate, inquisitive, creative, innovative, collaborative, free of prejudice and discrimination, and understands the impact of the teacher-student relationship. Therefore, if we are to prepare pre-service teachers’ on the pathway to classroom success for the 21st century, we need university teacher preparation programs to establish effective program methodologiesRead MorePlagiarism And The Teacher And Student1743 Words   |  7 Pagesdefinition that all teachers believe in. During this paper, I will explore some of the possible answers to this question. Once the teacher has the definition that is used by their school and what they believe it means there is a process that needs to be completed in order to have the students to not commit this error in their judgment. There are many steps that can be taken between the teacher and student so that they all know what needs to b e done. Before stopping this error, the student needs to understandRead MoreTeacher and Student Relationship1665 Words   |  7 PagesThe teacher student relationship is very important for children. Children spend approximately 5 to 7 hours a day with a teacher for almost 10 months. We ask ourselves what is considered a good teacher? All of us have gone through schooling, and if fortunate had a favorite teacher. A positive relationship between the student and the teacher is difficult to establish, but can be found for both individuals at either end. The qualities for a positive relationship can vary to set a learning experience

Hamlet Essay - 2009 Words

During Shakespeare’s play Hamlet, the main character Hamlet has to deal with the responsibility of revenging his father’s murder. He learns of his tragic death when the ghost of King Hamlet comes to him and tells him the truth of his murder: he was killed by his brother Claudius, for his crown and his wife. Hamlet decides that the best plan of action is to fake madness to attain his father’s vengeance by murdering Claudius. As the play develops, Hamlets act of being a madman becomes more and more believable, and his friends and family react as you’d expect someone who is discovering that their loved one is slowly turning insane would. As we read the play and begin to understand Hamlet’s mentality, his inner thoughts, and the reasons for†¦show more content†¦When Polonius decides to â€Å"take leave† of Hamlet, Hamlet replies with â€Å"You cannot, take from me anything that I will more willingly part withal (Shakespeare, 157).† Also, it seems Hamlet is using his insanity as an excuse, and definitely and apology, when he is speaking to Laertes of the murder of his father Polonius which was committed by Hamlet himself. This is where we need to take into consideration the conditions of being mad; would a madman realize his predicament, realize that he was, in fact, mad and unable to control his actions? If it wasn’t for his madness Hamlet would be reprimanded, punished, perhaps even killed rather than pitied for his crimes. His master plan to maintain the appearance of a man gone insane is ingenious, and the veritable fact is that the amazing portrayal of a madman that he completes, the amazing show of insanity that he puts on just makes him more ingenious, not more insane. However, Hamlet acts perfectly sane when it is not necessary or beneficial for him to act otherwise. He says â€Å"Give him heedful note, for I mine eyes will rivet his face, and, after, we will both our judgments join in censure of his seeming (Shakespeare, 155),† when he is discussing watching Claudius for signs of guilt during the play with Horatio. His words spoken to Horatio were most definitely the words of a sane man. Horatio, being his best friend and seemingly one of the fewShow MoreRelatedHamlet Madness In Hamlet1293 Words   |  6 Pages When reading Shakespeare’s Hamlet as a class, the first thing that most teachers or professors point out is the argument/idea of sanity, specifically Hamlets sanity. I believe that Hamlet is, in fact, feigning his madness. What I do not know is if I believe this because it is what I was taught or if I came up with the idea myself based on my own interpretation. When I was taught Hamlet there was no argument it was just fact that he was faking his madness. Because of my confusion, I came to findRead MoreHamlet1304 Words   |  6 Pagesunderlying themes of revenge, incest, and suicide, William Shakespeare’s Hamlet was remembered by many Elizabethan Era viewers as both a philosophical and oft-debated masterpiece (Dickson). These controversial themes attracted viewers everywhere, enticing them to see the play. One scene in particular from the original text of the play where this proves true is act IV, scene iv, lines 31-65, in which the titular character Hamlet decides tha t the time for revenge is at hand in an insightful soliloquyRead MoreHamlet787 Words   |  4 PagesElements of Drama: A Review of Hamlet Elements of Drama: A Review of Hamlet The way an artist creates a sculpture is similar to the tactics of a drama writer. While artist focus on the color and shape of their creations, writers of drama focus on specific elements. In Hamlet, Shakespeare uses plot, character, setting, staging, and theme to create a well-rounded story. One of the first elements of drama is plot. Considered to be the foundation, plot is theRead MoreHamlet As The Tragic Hero Of The Play Hamlet 1314 Words   |  6 PagesIn order to better understand Hamlet one must first asses, and define man. According to webster dictionary a man is a male often having the qualities associated with bravery,script or toughness(site webster dictionary www.define a man.com here). We know the male figure is known to exhibit distinctive male traits such as strength, dignity, courage and be a provider and supporter. As seen in Hamlet one must understand the male figure to better understand Hamlet and why the male behave in such waysRead MoreHamlet Analysis : Hamlet 1149 Words   |  5 PagesEnglish December 7, 2015 Hamlet Analysis Prince Hamlet is a man who enjoys contemplating difficult philosophical questions. When his father the king of Denmark, was killed by his uncle. when Hamlet returns he sees his ghost after he returns home to find evidence of his father’s death. The Ghost of Hamlet tells Prince Hamlet that his uncle Claudius his uncle was the one who killed his father with poison of the ear. Throughout the rest of the story with him, Hamlet seeks to prove his uncle ClaudiusRead More Character of Hamlet in Shakespeares Hamlet Essay1324 Words   |  6 PagesCharacter of Hamlet in Shakespeares Hamlet Hamlet is a man of many discoveries. The tragic hero in Shakespeares Hamlet undergoes many changes throughout the play. His mindset is set deep and far away from the physical world that both helps him and hinders him in his plight for revenge against his uncle, Claudius, and his mother. When Hamlet is first introduced in Act I, Scene II, the reader is shown the depths of his sorrow. The King asks Hamlet How is it that the clouds still hangRead More Hamlet Essay599 Words   |  3 PagesThe Revenge of Prince Hamlet nbsp;nbsp;nbsp;nbsp;nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;Shakespeare’s, Hamlet, is a wonderfully written play that has many tangled webs of lies, betrayal, and revenge. The play starts off with the death of Hamlets father, the king. One night Hamlet sees the ghost of his dead father. The ghost speaks to Hamlet and tells him that he was killed by Claudius. Claudius, who is Hamlets uncle, has recently become the new king and as well married Hamlets fathers wife, GertrudeRead MoreHamlet : William Shakespeare s Hamlet1259 Words   |  6 PagesOmar Sancho Professor Christopher Cook English 201-0810 Hamlet Paper 23 May 2016 Hamlet Character Analysis â€Å"There is nothing either good or bad, but thinking makes it so.†(Act 2, Scene 2, 239-251) Hamlet by William Shakespeare is one of the most famous plays written that conveys a multitude theme. But most predominant is the presence of Hamlet s obsession with philosophy of life, throughout the play Hamlet philosophy reviles his point of view love, loyalty, the importance of family and friendsRead More Hamlet Essay1107 Words   |  5 Pages Perhaps the most famous soliloquy in literature, these words reflect the state of desperation in which Hamlet, the Prince of Denmark, finds himself as he contemplates suicide. His father, the King, has died. His mother, the Queen, has remarried within a month of the Kings passing, an act which has disturbed young Hamlet in and of it. To make it worse, she has married the Kings brother, Hamlets uncle, who is now the King of Denmark. As Hamlets despair deepens, he learns through the appearanceRead MoreOphelia and Hamlet in The Tragedy of Ha mlet Essay1559 Words   |  7 PagesOphelia and Hamlet In 1600, William Shakespeare composed what is considered the greatest tragedy of all time, Hamlet, the tragedy of the Prince of Denmark. His masterpiece forever redefined what tragedy should be. Critics have analyzed it word for word for nearly four hundred years, with each generation appreciating Hamlet in its own way. While Hamlet conforms, without a doubt, to Aristotles definition of a tragedy, one question still lingers. Did Shakespeare intend for the reader or viewer

123456 free essay sample

LA DACTILOSCOPIA TEMA 11 TEMA 11 ____________________________________________________________ __________ CARACTERISTICAS INDIVIDUALES DE LOS DACTILOGRAMAS. LOS PUNTOS CARACTERISTICOS. ENUMERACION, DEFINICION Y DETERMINACION DE LOS PRINCIPALES. COMBINACION DE PUNTOS CARACTERISTICOS. LA IDENTIFICACION A TRAVES DE LOS PUNTOS CARACTERISTICOS Y EL NUMERO MINIMO DE ELLOS PARA UNA IDENTIFICACION. POROS Y EXCRECENCIAS. CARACTERISTICAS INDIVIDUALES DE LOS DACTILOGRAMAS. LOS PUNTOS CARACTERISTICOS. Dentro de los tres apartados que ibamos a estudiar en relacion con las caracteristicas generales de los dactilogramas, el tercero de ellos se referia al estudio de las peculiaridades individuales de estos dibujos, es decir, a aquellos elementos individualizadores que presentan los dibujos papilares para distinguirse unos de otros. Estos elementos se denominan puntos caracteristicos y se trata de una serie de accidentes, de interrupciones o de peculiaridades morfologicas, dentro del normal y continu ado desarrollo de las crestas papilares. ENUMERACION, DEFINICION Y DETERMINACION DE LOS PRINCIPALES PUNTOS CARACTERISTICOS. 1. Abrupta: Denominamos asi la cresta papilar ubicada entre otras dos, casi paralelas a ella, que termina sin volver a aparecer. Abrupta ____________________________________________________________ __________ 1 LICENCIATURA EN CRIMINOLOGIA UNIVERSIDAD DE MURCIA LA DACTILOSCOPIA TEMA 11 2. Bifurcacion: Es la cresta papilar que parte del lado izquierdo del dibujo y se desdobla en dos, las cuales continuan paralelamente un trecho mas o menos largo. Bifurcacion 3. Convergencia: Igual de forma a la bifurcacion, pero de direccion contraria. Por tanto esta constituida por dos crestas que parten paralelamente del lado izquierdo de la impresion y se fusionan formando una sola cresta. Convergencia Para distinguir facilmente estos dos puntos hay que pensar en la direccion de las agujas del reloj como modelo a seguir. Asi, si siguiendo este sentido dos crestas se fusionan en una sola se denomina convergencia, mientras que si lo que hacen es dividirse en dos, le llamaremos bifurcacion. Bifurcacion Convergencia ____________________________________________________________ __________ 2 LICENCIATURA EN CRIMINOLOGIA UNIVERSIDAD DE MURCIA LA DACTILOSCOPIA TEMA 11 4. Desviacion: La constituyen dos crestas procedentes de lados distintos de la impresion, que parece van a encontrarse y formar una sola linea, pero cuyos extremos se desvian –cuando ya estan proximos- quedando separados por un surco interpapilar. Desviacion 5. Empalme: Cresta corta, de direccion oblicua, que se funde por sus lados con otras dos paralelas. Empalme 6. Fragmento: Cresta de extremos abruptos y de dimension variable. Asi, llamamos â€Å"pequeno†, al que no es cinco veces mas largo que ancho. â€Å"Mediano† de cinco a diez veces su grosor, y â€Å"grande† el que excede de diez veces su grosor. Fragmento 7. Interrupcion: Solamente se aprecia la natural de una cresta completa que aproximadamente sea doble de larga que de anchura y presente redondeados los extremos de la interrupcion, como si fueran dos abruptas proximas y enfrentadas. Interrupcion ____________________________________________________________ __________ 3 LICENCIATURA EN CRIMINOLOGIA UNIVERSIDAD DE MURCIA LA DACTILOSCOPIA TEMA 11 8. Ojal: Es el espacio eliptico compuesto por las ramas de una cresta bifurcada que vuelve a fusionarse por convergencia. Atendiendo a la longitud de los ojales, tambien podemos subdividirlos como los fragmentos. Ojal 9. Punto: Pequeno fragmento de cresta, tan corto como ancho. Suele estar situado en el centro de una interrupcion, o de un delta hundido o, mas generalmente, entre dos crestas. Punto 10. Transversal: Cresta que se aparta de la direccion principal y cruza ante otras dos de trayectoria opuesta. Transversal 11. Cuna o ensamble: Es la cresta que entra por entre atras dos paralelas, como el ensamble del carpintero. Ensamble ____________________________________________________________ __________ 4 LICENCIATURA EN CRIMINOLOGIA UNIVERSIDAD DE MURCIA LA DACTILOSCOPIA TEMA 11 COMBINACION DE PUNTOS CARACTERISTICOS. Ademas de todos los puntos caracteristicos enumerados anteriormente, tambien existen aquellos que surgen de la combinacion con otros, asi, por ejemplo, la bifurcacion seguida de un ojal, el ojal o los ojales seguidos de una convergencia, la convergencia ojal, el ojal bifurcacion, la convergencia bifurcacion etc. Martin de Andres les da el nombre de puntos caracteristicos reunidos, consecutivos y equivocos a las combinaciones que resultan de la aproximacion o union de los puntos caracteristicos mas comunes. Ahora bien, para que esta combinacion de puntos pueda considerarse como puntos reunidos, es preciso que entre ello no haya una distancia mayor a cuatro veces el grueso de una cresta. LA IDENTIFICACION A TRAVES DE LOS PUNTOS CARACTERISTICOS Y EL NUMERO MINIMO DE ELLOS PARA UNA IDENTIFICACION. Como sabemos, la identificacion lofoscopica solamente es posible a traves de las caracteristicas individuales de las crestas papilares, es decir, a traves de la identificacion numerica, topografica y morfologica de los puntos caracteristicos. En cuanto al numero de ellos para llegar a la conclusion cientifica y juridica de que una huella anonima ha sido producida por determinado dedo de tal o cual persona fisica, hay que decir que en la actualidad no existe un criterio unificado al respecto. En recientes congresos internacionales sobre dactiloscopia se ha llegado a la conclusion de que el numero de DOCE puntos caracteristicos es necesario y suficiente para probar la identidad entre dos imagenes lofoscopicas. Este numero de doce puntos esta determinado, logicamente, por calculos matematicos de probabilidades; combinaciones no solo efectuadas por el numero de elementos diversos, sino tambien por su morfologia y situacion dentro del mapa de las crestas a estudiar. Estudios realizados por teoricos dactiloscopistas como Galton, Balthazard o Ramos, llegan a la conclusion de que por calculos matematicos tendrian que transcurrir 4. 660. 337 siglos para que dos dibujos papilares coincidiesen en sus caracteristicas especificas. Esto son estudios de probabilidades matematicas, aunque en realidad todo el mundo sabe y acepta como verdad lo innecesario de la naturaleza a repetirse. Deciamos antes que el numero minimo de puntos aceptado para certificar una identidad es el de doce, es decir, un guarismo, aunque a decir verdad, el numero de estas coincidencias no es tan importante como su morfologia. No es lo mismo encontrar diez o doce puntos caracteristicos comunes del tipo de la abrupta o de la bifurcacion –bastante ____________________________________________________________ _________ 5 LICENCIATURA EN CRIMINOLOGIA UNIVERSIDAD DE MURCIA LA DACTILOSCOPIA TEMA 11 comunes segun estudios porcentuales realizados sobre la aparicion de los mismos-, que encontrar cinco o seis puntos del tipo de la transversal, la interrupcion, el ensamble o la desviacion –autenticas rarezas-. Es decir, que para un lofoscopista experto, una combinacion menor de doce puntos acompanada de la rareza de estos puntos, serian s uficientes para llegar a una conclusion cientificamente razonada de la identidad de los dibujos estudiados. Muy frecuentes: Abrupta, Bifurcacion y Convergencia. Frecuentes: Ojal y fragmento. Poco frecuentes: Desviacion, empalme, interrupcion, Punto, Transversal, Ensamble. POROS Y EXCRECENCIAS. Como complemento de los puntos caracteristicos individuales, colectivos y en cadena, podemos senalar como particularidades de los dactilogramas los poros y las excrecencias. Sobre los poros ya hablamos anteriormente, asi como de la posibilidad de su estudio a traves de la poroscopia, ciencia iniciada por Locard y que estaba basada en varios actores como la morfologia de los poros, su numero, situacion etc. Excrecencias son unas crestas finas ubicadas a lo largo de los surcos interpapilares, crestas que por su rara aparicion son muy interesantes para el estudio, aunque como veremos mas adelante no se consideran como crestas en cuanto al computo de las mismas en la subformulacion de los dactilogramas monodelticos. Poros Excrecencias ____________________________________________________________ _________ _ 6 LICENCIATURA EN CRIMINOLOGIA UNIVERSIDAD DE MURCIA

The Concept of Life Insurance and the Overview of Practices in Switzerland and Turkey free essay sample

There are many variations of life insurance and insurance policies cater to a wide variety of needs. It is possible to distinguish these types based on other measures giving an overall view as described below. In this paper, life insurances are analyzed and distinguished regarding the probability of dying and living of individuals and also mixed type. 1. 3. 1. Life Insurance for the Probability of Dying Life insurances for the probability of dying are known for being oldest and the most classical type of life insurance. Here, the risk is the death of the insured person. Meaning that, the insurer has the responsibility to pay the insurance amount in case of the death of the insured. Insurer doesn’t make any payment if the insured is alive at the end of the period stated in the policy. There are two fundamental separations for this type of insurance: a. Whole Life Insurance 6 Whole Life Insurance guarantees an insured person for all his/her life. We will write a custom essay sample on The Concept of Life Insurance and the Overview of Practices in Switzerland and Turkey or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The insurer is responsible for paying the amount of insurance stated in the policy to the relatives of the insured person no matter when he/she dies. This insurance is generally made on the purpose that the economical power is maintained for the relatives of the dead person. Generally, the premiums are constant for the payment period in whole life insurances. Payment of the premiums may either last for life long or continue until a certain age or a certain time. In fact, whole life insurance is expensive. Client is paying not only for insurance but for the investment portion also. That extra cost might almost be worth it if these policies were a good investment vehicle but usually they arent. Moreover, its often impossible to tell what the return on the investment will be, and how much of what you pay in goes toward the insurance and how much toward the investment. 9 On the other hand, whole life insurance is an attractive financial product offering legacy asset and deferred asset benefits to the policy owner. Current asset benefits are particularly important to individuals during these times of economic uncertainty. Many individuals are ready to make commitments to save for retirement as long as the commitment does not compromise their ability to handle more immediately pressing financial needs such as financing a child’s college education or wedding or financing the client’s own automobile purchases or an around-the-world cruise. However; it is not as profitable for those who want to have the life insurance done for 15 years or more. 10 b. Term Life Insurance Also called term assurance, term life insurance provides coverage for the beneficiaries in the event of death of the insured and the insurer is bound to pay the certain amount 9 10 http://www. martmoney. com/plan/insurance/term-or-whole-life-8011/ Accessed on 21. 02. 2012 George B. Kozol, JD, LLM, CLU, A Source of Retirement Income, Insurance and Risk Management 7 indicated in the policy to the insured person’s relatives only if that person dies within the time interval agreed on the policy. Many financial advisers com monly recommend term life insurance until such time that there are enough funds available from savings to cover heirs in which the term life insurance payout would cover. 11 The term life policies can be sold for at least a period of one year and may ensure a guarantee for the ages until 65 or even 70. They are usually preferred by the people who will have the right to retire in order to have an economical guarantee against the risk of death that can happen until that date. By this way, they prevent the ones left behind to remain in poverty. 12 There are some penalty articles in term insurance policies for early leaves but the possibility to change their policies has been given to the insured people. (the notifications such as â€Å"alterable† or â€Å"renewable† put on the policy. ) Since there is no cash payment or no allocation of profit shares, the calculations are done in accordance to the premium base. Premiums for term insurance are downright cheap for people in good health up to about age 50. After that age, premiums start to get progressively more expensive. Most companies simply wont sell term policies to people over about age 65. 13 1. 3. 2. Life Insurance for the Probability of Living Here, the responsibility of the insurer to pay compensation depends on the condition that the insured person is living within the period assigned in the insurance policy. This type of insurance is divided into two as â€Å"pure endowment (capital)† and â€Å"income life insurance (annuity)†. 11 12 13 ttp://www. compassquote. com/blog/term-life-insurance/ Accessed on 21. 02. 2012 Pekiner, K. , 1974, No:1924/24 http://www. smartmoney. com/plan/insurance/term-or-whole-life-8011/ Accessed on 21. 02. 2012 8 a. Pure Endowment In this type, in case of the insured person is living at the end of the period assigned in the policy; insurer has to pay the amount assigned in the policy to him/h er at once. If the insured person dies within this period, the insurer needn’t pay this amount. b. Income Life Insurance (Annuity) There are two kinds of practices of income life insurance. The purpose in both insurances is the desire of the insured people to guarantee their older ages. 14 Principally, the insurer appoints an income to the insured person to be paid in certain intervals. As a rule, annuity payment is made for the whole life of the insured person. In the first type of income life insurance, the insured person has got some money in total. However, he/she is not sure if this money is sufficient enough until his/her death. Hence, he/she gives it to the insurer, wanting to obtain an income to be paid to him/her in certain intervals until he/she dies. The insurer’s paying the appointed annuity may either begin after insured person†s payments or begin after a date stated in the contract. If the insured person dies at a date between the beginning of the insurance and beginning of the annuity payment, the money paid by the insured person until that date is given back to him in certain amount. Second type of income life insurance; the insured person pays generally annual premiums at certain intervals and demands to be paid an income (annuity) starting from a defined date. 1. 3. 3. Endowment Life Insurance Regarding this type of life insurance, the insurance amount is paid to the insured person’s relatives in case of his/her death before the date agreed on the contract. 14 Ulas, I. 1997 9 Meanwhile, in case of his/her being alive for some certain time the insurer is again obliged to pay the amount agreed on the contract to the insured person. The probability of the realization of the risk in this type of life insurance is â€Å"certain† and the state of â€Å"uncertainty† that should be in the insurance doesn’t exist here. Therefore, it is claimed that this insurance is in fact not an insurance but a savings operation. The risk here is the death of the insured person before a definite time. Besides, the savings element is his/her being alive at that age and on that date. The premiums of endowment life insurance are generally paid annually but if demanded they can also be paid as a net single premium.A recent survey by life insurers showed that the primary motive for buying life insurance is to provide protection for the family. The term protection, although somewhat vague, appears to relate to financial losses resulting from death. A second major motive, as identified in the survey, is to save. Furthermore, assuming two general motives that the prospective insured has an equal desire for protection dollars and savings dollars and that the savings dollars are intended for retirement use. 15 Broadly, the purchaser of life insurance may choose from a wide variety of policies made available by any insurance company. The fundamental differences in these policies are sufficiently great that the choice is not easily rationalized. The quantitative valuation of the choice, as proposed here, requires that assumptions be made relating to a prospective insured, his objectives in purchasing life insurance, the mortality 15 Solberg, H. J. 1962, p. 635 10 probability distribution facing him, and the price he attaches to money in the form of an interest rate. 16 The first assumption for purchasing a life insurance policy is to be a prospective insured which is strongly related to the motives or objectives of the prospective customer. According to its objectives, the coverage and the cost payment of life insurance policy are differentiated basically. Therefore, the cost estimates of the insurance firms depend on the realization of some biometric events such as death or disablement. 17 In order that expected values can be computed for the policy of coverage which the prospective insured is choosing among, it is necessary to identify the probability distribution of mortality that he faces at the time, he exercises his choice. For that matter, mortality rates which are derived from mortality tables is counted as the second set of assumptions. 18 Moreover, the mortality tables can be also defined a life table as the most vital element in summing up the premiums representing the reality. 9 There are several functions of mortality tables, as following: †¢ Identifying the uncertain risk (death) as certain by gathering a great number of people and pointing out the probabilities of death. †¢ Identifying the amount of income that the insurer provided from premiums and so, showing the insurer the funds that he will be able to make investment.

Interlanguage Definition and Examples

Interlanguage Definition and Examples Interlanguage is the type of language or linguistic system used by second- and foreign-language learners who are in the process of learning a target language. Interlanguage pragmatics is the study of the ways non-native speakers acquire, comprehend, and use linguistic patterns or speech acts in a second language. Interlanguage theory is generally credited to Larry Selinker, an American professor of applied linguistics whose article Interlanguage appeared in the January 1972 issue of the journal International Review of Applied Linguistics in Language Teaching. Examples and Observations [Interlanguage] reflects the learners evolving system of rules, and results from a variety of processes, including the influence of the first language (transfer), contrastive interference from the target language, and the overgeneralization of newly encountered rules. (David Crystal, A Dictionary of Linguistics and Phonetics) Fossilization The process of learning a second language (L2) is characteristically non-linear and fragmentary, marked by a mixed landscape of rapid progression in certain areas but slow movement, incubation, or even permanent stagnation in others. Such a process results in a linguistic system known as interlanguage (Selinker, 1972), which, to varying degrees, approximates that of the target language (TL). In the earliest conception (Corder, 1967; Nemser, 1971; Selinker, 1972), interlanguage is metaphorically a halfway house between the first language (L1) and the TL, hence inter. The L1 is purportedly the source language that provides the initial building materials to be gradually blended with materials taken from the TL, resulting in new forms that are neither in the L1 nor in the TL. This conception, though lacking in sophistication in the view of many contemporary L2 researchers, identifies a defining characteristic of L2 learning, initially known as fossilization (Selinker, 1972) and later on broadly referred to as incompleteness (Schachter, 1988, 1996), relative to the ideal version of a monolingual native speaker. It has been claimed that the notion of fossilization is what spurs the field of second language acquisition (SLA) into existence (Han and Selinker, 2005; Long, 2003). Thus, a fundamental concern in L2 research has been that learners typically stop short of target-like attainment, i.e., the monolingual native speakers competence, in some or all linguistic domains, even in environments where input seems abundant, motivation appears strong, and opportunity for communicative practice is plentiful. (ZhaoHong Han, Interlanguage and Fossilization: Towards an Analytic Model in Contemporary Applied Linguistics: Language Teaching and Learning) Universal Grammar A number of researchers pointed out quite early on the need to consider interlanguage grammars in their own right with respect to principles and parameters of U[niversal] G[rammar], arguing that one should not compare L2 learners to native speakers of the L2 but instead consider whether interlanguage grammars are natural language systems (e.g., duPlessis et al., 1987; Finer and Broselow, 1986; Liceras, 1983; Martohardjono and Gair, 1993; Schwartz and Sprouse, 1994; White, 1992b). These authors have shown that L2 learners may arrive at representations which indeed account for the L2 input, though not in the same way as the grammar of a native speaker. The issue, then, is whether the interlanguage representation is a possible grammar, not whether it is identical to the L2 grammar. (Lydia White, On the Nature of Interlanguage Representation in The Handbook of Second Language Acquisition) Psycholinguistics [T]he significance of interlanguage theory lies in the fact that it is the first attempt to take into account the possibility of learner conscious attempts to control their learning. It was this view that initiated an expansion of research into psychological processes in interlanguage development whose aim was to determine what learners do in order to help facilitate their own learning, i.e., which learning strategies they employ (Griffiths Parr, 2001). It seems, however, that the research of Selinkers learning strategies, with the exception of transfer, has not been taken up by other researchers. (ViÃ… ¡nja PaviÄ ić TakaÄ , Vocabulary Learning Strategies and Foreign Language Acquisition)

Distinction Between Murder and Execution essays

Distinction Between Murder and Execution essays Distinction between Murder and Execution I understand that there is a distinction between murder and state controlled execution, but I don't think that applies to the morality of both acts of murder and state controlled execution. Both have the same effect, the termination of life without consent. Although voluntary suicide for a prisoner on death row is much different because this is when somebody want their life taken from them, and this is when and individual is making a choice, which I don't believe a murderer should be given. Rather than randomly executing murderers or giving them the choice to die, I believe it would serve society better to try and eliminate the causes instead of reacting to crime itself? Two wrongs don't make a wright, and I believe that if society wants the murder rate to decrease, taking this route will produce more results than the death penalty. I believe Murder is wrong and there should be no exceptions. For example kidnapping and an arrest, some will say what's the difference, well both are taking someone somewhere against their will. I could be wrong but I think that people will say one is Wright and one is wrong. Back to murder and execution, like I said in the first paragraph, wouldn't it be better to try and eliminate the cause (murder) rather than reacting to crime itself? A personal view of mine is that man's nature is essentially bad. I'm not saying every man is bad or every man is good, as we are still part of the animal kingdom. Therefor like in the animal Kingdome I believe man's primitive urge is to survive, it seems like some people with psychological problems find logic in killing another person? I don't know much about the government? But it seems like throughout time laws have been designed as a reaction to mans actions. One of the things I believe about our society is that murder will always be here and the only way to suppress it is to make people think about the ...

Develop a marketing plan Assignment Example | Topics and Well Written Essays - 500 words

Develop a marketing plan - Assignment Example The company also expects to reach more consumers as well as tremendously diverse ideas via social media. Going online is a part of their mission to shift from traditional marketing into digital realm. Nike is American multinational organization that was started in 1957 by Bill Bowerman and Phil Knight. The company designs, develops, manufactures, marketing and sells goods and services such as footwear, equipment, apparel and accessories all over the world. Twenty years down the line, Nike has joined the top companies in the footwear market. This was not as a result on TV advertisement but from positive appraisals by athletes they sponsor (Cendrowski, n.pg). For instance, the company made approximately 919.80 million dollars after Olympic players was seen wearing Nike in 1984 Olympics. The company’s mission is to innovate and inspire athletes in the world every day. Besides maximizing its profits the company also focuses on establishing environments that offer a platform for consumers to contribute into the company. Moreover, the company wants to build strong emotional ties with its consumers. The company’s target market is an active online 17-year-old user who is likely to spend 20% more to buy shoes in comparison to his adult counterparts. This is based on the fact that a significant population of young men has given up television to online communities. The company also targets over 5 million runners and other athletes to use their digital devices in determining their performance (Cendrowski, n.pg). Product strategy: currently Nike offers several apparel, equipment and accessories online such as the Nike+ running sensor, a performance-tracking tool. Nike+ running sensor has enabled over 5 million runners to check their performances. The company plans to include its new sport device, fuel band, which is able to track the energy output of its users (Cendrowski, n.pg). Price strategy: the current prices are either influenced by