Overseas Territories of the United Kingdom

The United Kingdom (UK) is an island nation located in Western Europe. It has a long history of worldwide exploration and it is known for its historic colonies around the world. The UKs mainland consists of the island of Great Britain (England, Scotland,  and Wales) and Northern Ireland. In addition, there are 14 overseas territories of Britain that are remnants of former British colonies. These territories are not officially a part of the UK, as most are self-governing (but they do remain under its jurisdiction). List of British Territories The following is a list of the 14 British Overseas Territories arranged by land area. For reference, their populations and capital cities have also been included. 1. British Antarctic Territory Area: 660,000 square miles (1,709,400 sq km) Population: No permanent population Capital: Rothera 2. Falkland Islands Area: 4,700 square miles (12,173 sq km) Population: 2,955 (2006 estimate) Capital: Stanley 3. South Sandwich and the South Georgia Islands Area: 1,570 square miles (4,066 sq km) Population: 30 (2006 estimate) Capital: King Edward Point 4. Turks and Caicos Islands Area: 166 square miles (430 sq km) Population: 32,000 (2006 estimate) Capital: Cockburn Town 5. Saint Helena, Saint Ascension, and Tristan da Cunha Area: 162 square miles (420 sq km) Population: 5,661 (2008 estimate) Capital: Jamestown 6. Cayman Islands Area: 100 square miles (259 sq km) Population: 54,878 (2010 estimate) Capital: George Town 7. Sovereign Base Areas of Akrotiri and Dhekelia Area: 98 square miles (255 sq km) Population: 14,000 (date unknown) Capital: Episkopi Cantonment 8. The British Virgin Islands Area: 59 square miles (153 sq km) Population: 27,000 (2005 estimate) Capital: Road Town 9. Anguilla Area: 56.4 square miles (146 sq km) Population: 13,600 (2006 estimate) Capital: The Valley 10. Montserrat Area: 39 square miles (101 sq km) Population: 4,655 (2006 estimate) Capital: Plymouth (abandoned); Brades (center of government today) 11. Bermuda Area: 20.8 square miles (54 sq km) Population: 64,000 (2007 estimate) Capital: Hamilton 12. British Indian Ocean Territory Area: 18 square miles (46 sq km) Population: 4,000 (date unknown) Capital: Diego Garcia 13. Pitcairn Islands Area: 17 square miles (45 sq km) Population: 51 (2008 estimate) Capital: Adamstown 14. Gibraltar Area: 2.5 square miles (6.5 sq km) Population: 28,800 (2005 estimate) Capital: Gibraltar

One of the Most Disregarded Systems for Writing Service Online

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Handling Efl Learners’ Unexpected Behaviors in Class free essay sample

For the sake of providing the best services to their students, English teachers arrange their English language teaching and learning activities as perfect as possible. They spend most of the time to make preparation for their teaching. However, along with the process of such preparation, they sometimes do not consider the importance of also preparing the unplanned teaching. Consequently, when things go wrong, they often get difficulties on what they should decide to do. Therefore, this study is crucial to be conducted as its result would be able to give knowledge to English teachers on how to appropriately respond when such phenomenon comes into surface. The purposes of this study were 1) to observe the categories of EFL learners’ unexpected behaviors in the process of learning English in class and 2) to identify the efforts of English language teachers in handling such behaviors. This study utilized the qualitative design in which observation and interview were used as the main instruments in carrying out the research. We will write a custom essay sample on Handling Efl Learners’ Unexpected Behaviors in Class or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To be the respondents of this present study, three English teachers from three different state junior high schools in Bogor were purposively chosen. The findings showed that there were four major categories of the EFL learners’ unexpected behaviors, namely learners’ psychological problems, uncooperative attitude, learners’ intelligence level and learners’ native language use. Some solutions in handling such behaviors were also recommended. One of which was to give different materials when dealing with learners with different level of capability. Keywords: unplanned teaching, EFL learners’ classroom behaviors Introduction For English language teachers, planning lessons has become a crucial action that needs to be carried out since it helps guide them during and after the lesson (Spratt, Pulverness William, 2005). Further, it enables them to make the language teaching process more systematic and well-organized so that they would be on the right track of what they are going to teach and what kind of teaching methods they are about to employ in classroom activities. Therefore, as an effort to provide the best services to their students, English teachers frequently spend most of their times arranging their English language teaching and learning activities as perfect as possible before conducting the act of teaching in the classroom. In fact, only few teachers are aware of the importance of also making attempts to think of and list the solution handling the EFL learners’ ‘unexpected’ behaviors that may probably appear in the classroom when English language teaching is in action. As the result, they will face problems which could seriously block the flow of the teaching process. Thus, the unplanned teaching needs to be paid a particular attention within the consideration when teachers plan the lesson. Brown (2001) explains that the unplanned teaching can occur when the midstream of the lesson changes; going out of the plan that has been set earlier. Further, such phenomenon may happen at anytime. In conclusion, teachers are daily called upon to deal with the ‘unexpected’. 1 Methods This study was principally aimed at identifying the categories of the EFL learners’ unexpected behaviors that might exist during the English language teaching and learning process inside the classroom. Additionally, the investigation was also led upon the identification of the teachers’ effort in handling the behaviors. This present study employed qualitative research design using observation and interview as the instruments in collecting the data. Additionally, three English teachers from three different state junior high schools in Bogor were purposively chosen. The observation was conducted to capture and observe the behavior of the EFL learners when learning English at the classroom. Further, it also functioned to identify how the teachers reacted towards the existing behavior of the learners which were categorized ‘unexpected’. The interview was done to verify what has been witnessed during the observation. The Categories of the Unexpected Behaviors Having completed with the data analysis process, the categories of the EFL learners’ unexpected behavior could then be revealed. It could be seen from the table below. Table 1 EFL Learners’ Unexpected Behaviors No 1 Categories Learners’ Psychological Problem Sample of Phenomenon Learners had less confident and did not want to participate within the language class activities Learners did not pay attention and kept on talking with their friends when teachers were explaining the materials Learners were not well-motivated to learn Learners did not do the tasks ssigned Learners did not want to work in a group Some learners were slow and some were fast Learners asked question which was far ahead the topic being discussed at the mean time Learners kept on using their native language when the teachers wanted them to speak English 2 3 Uncooperative Attitude Learners’ Level Intelligence 4 The Learners’ Native Language Use Solutions in Handling the Behaviors After knowing the categories of the unexpected behaviors of the EFL learners when learning English, solutions on how to appropriately rea ct towards the phenomenon were discovered. Firstly, when dealing with the learners’ psychological problems, teachers, in the beginning of the class, were required to put a strong emphasis on the positive side of having high motivation in the process of learning language. This would build their learning enthusiasm. Second, in handling the learners who were uncooperative such as did not do their homework, teachers could explain the benefit of doing their homework to help them get progress in their language learning process. Third, to teach learners who were at different level of capability, teachers could give special attention to the slow learners while fast learners were given other materials to work with. This was in line with the theory proposed by Harmer (2007) in which he suggested the use of different materials when facing students with different levels. The last, to handle learners who kept using their native language, as found in the interview, teachers were strongly suggested to only respond to the English use. This was supported by Harmer (2007) in which he indicated to ignore what students said in their own language. 2 Conclusion Considering the unexpected things that perhaps may exist in the language learning and teaching process is really important for the language teachers to take into account in the process of planning the lesson. Therefore when things go wrong, they would at least have options on how to handle it, as they are well-prepared. After all, four major categories of the EFL learners’ unexpected behaviors were recognized. They were learners’ psychological problems, uncooperative attitude, learners’ intelligence level and the learners’ native language use. Some solutions in handling such behavior were also recommended. One of which was to give different materials when dealing with learners with different level of capability. These findings are expected to be able to give knowledge to English teachers on how to appropriately respond when such phenomenon comes into surface so that the act of English language teaching and learning will keep on successfully moving forward.

African Culture Essays (1542 words) - African Pygmies,

African Culture When trying to compare and contrast the music-culture and society of the Mbuti and that of the Venda, it becomes difficult to comment on sound when we haven't heard any Venda music. It's easy to recognize that for the Mbuti the music embodies the heart of the forest, and for the Venda the relation to nature is the act of a mother giving birth. Thinking about concept and behavior this makes the music performed by the two cultures separate and distinguishable. This is where culture and environment become important factors. How noticeable is this when listening to the music of both peoples? When given the opportunity to listen, without a trained ear, it would be difficult to find differences in the sound of the music. There are obvious differences in instrumentation between the two cultures. While the Mbuti mainly performs music with their voices, the Venda use drums, flutes, and various other instruments. There are similarities between the two groups with ?rights of passage.' The Venda girls perform the Domba, and the Mbuti girls practice and perform the Elima. Clear. Cultural distinctions can be made between the two groups concerning ?rights of passage.' When it is time for the Mbuti girls to perform the Elima, they go into a hut and are secluded from the rest of the world. The boys of the clan try to push their way into the hut to find the woman of their choice. The Venda girls performing the Domba, are out in the open and visible for the men and everyone around to see. Since the Mbuti is of the forest, and the Venda is a village-based group, there are probably many cultural traditions and practices that are very different. These differences may be difficult to distinguish with the materials available to us as Westerners. Seeing the two cultures perform live would enable a person to find differences and draw upon parallels. In both societies there is a visible comparison between the separation males and females when performing ?rights of passage.' In both cultures we see a universal participation in music as a common thread to survival, and an individuality is kept within the music as it's being performed. The Venda believes that all human beings have the capacity to be musical. Blacking solidifies this thought when stating that, The Venda may not consider the possibility of unmusical human beings, but they do recognize that some people perform better than others. (pg.46 Blacking, 1973) The same general concept may hold true with the Mbuti, the concept that we are all somehow children of the forest. The relationship that the Mbuti has with the outside villages for provisions and the treatment they receive in these villages can be viewed as a distinction. How close does the Venda come to resembling the village groups sited in Turnbulls research? Is this where most of the distinctions can be made? The Mbuti is primarily a forest dwelling group, relying on the forest for most of their subsistence. The Mbuti uses the molimo as the ir main instrument, when an elder dies, ceremonies take place using this instrument by the men. The Venda is more complex socially, and they use more instruments. Even the attitude the Mbuti has toward daily life and music seems much more relaxed and simple. Are there the same circular flow or looping patterns in the music of both cultures? Do both cultures have a downward motion in melodies? The Mbuti is very humorous with a sometimes very serious side to their humor. Does this exist at all in Venda culture? The Mbuti has a ritualistic feeding of the molimo, using fire and water to please the spirit of the instrument. Is this sort of ritual activity common at all in the Venda? The Mbuti women usually do not participate when the molimo is present, but the music seems to break down any gender barriers as it was mentioned in class that the women, know what's going on. Western practitioners of music have the luxury of a pen and notebook paper, headphones and CD players, modern instruments and studio equipment. While the cultures we are learning about have no such luxury. Nettle takes this fact a step

Vinegar (Acetic Acid) Molecular and Structural Formula

Vinegar (Acetic Acid) Molecular and Structural Formula Vinegar is a naturally-occurring liquid that contains many chemicals, so you cant just write a simple formula for it. It is approximately 5-20% acetic acid in water. So, there are actually two main chemical formulas involved. The molecular formula for water is H2O. The structural formula for acetic acid is CH3COOH. Vinegar is considered a type of weak acid. Although it has an extremely low pH value, the acetic acid doesnt completely dissociate in water. The other chemicals in vinegar depend on its source. Vinegar is made from the fermentation of ethanol (grain alcohol) by bacteria from the  family Acetobacteraceae.  Many types of vinegar include added flavorings, such as sugar, malt, or caramel. Apple cider vinegar is made from fermented apple juice, beer cider from beer, cane vinegar from sugar cane, and  balsamic vinegar comes from white Trebbiano grapes with a final step of storage in special wooden casks. Many other types of vinegar are available. Distilled vinegar isnt actually distilled. What the name means is that the vinegar came  from the fermentation of distilled alcohol. The resulting vinegar typically has a pH of around 2.6 and consists of 5-8% acetic acid. Characteristics and Uses of Vinegar Vinegar is used in cooking and cleaning, among other purposes. The acid tenderizes meat, dissolves mineral build-up from glass and tile, and removes the oxide residue from steel, brass, and bronze. The low pH gives it bactericidal activity. The acidity is used in baking to react with alkaline leavening agents. The acid-base reaction produces carbon dioxide gas bubbles that cause baked goods to rise. One interesting quality is that vinegar can kill drug-resistant tuberculosis bacteria. Like other acids, vinegar can attack tooth enamel, leading to decay and sensitive teeth. Typically, household vinegar is about 5% acid. Vinegar that contains 10% acetic acid or a high concentration is corrosive. It can cause chemical burns and should be handled carefully. Mother of Vinegar and Vinegar Eels Upon opening, vinegar may start to develop a sort of slime called mother of vinegar that consists of acetic acid bacteria and cellulose. Although it isnt appetizing, mother of vinegar is harmless. It may be easily removed by filter the vinegar through a coffee filter, although it poses no danger and may be left alone. It occurs when the acetic acid bacteria use oxygen from the air to convert remaining alcohol into acetic acid. Vinegar eels (Turbatrix aceti)  are a type of nematode that feeds off of mother of vinegar. The worms may be found in opened or unfiltered vinegar. They are harmless and not parasitic, however, they arent particularly appetizing, so many manufacturers filter and pasteurize vinegar before bottling it. This kills the live acetic acid bacteria and yeast in the product, reducing the chance that mother of vinegar will form. So, unfiltered or unpasteurized vinegar may get eels, but they are rare in unopened, bottled vinegar. As with mother of vinegar, nematodes can be removed using a coffee filter.

Bertrand Russell (1912) The Value of Philosophy and Brie Gertler Essay

Bertrand Russell (1912) The Value of Philosophy and Brie Gertler (2008) In Defense of Mind-Body Dualism - Essay Example Deliberating fundamental questions on the meaning of life, human nature, the cosmos, etc do not have any commercial value. But a life lived without such philosophical speculation is quite limited and enslaved. Philosophy helps us to broaden our intellectual and emotional horizons by subjugating our self-interest. It cultivates in us to focus on the non-Self, which liberates us from individual petty concerns and veers our consciousness toward bigger questions on the human condition. In other words, if specialized disciplines in science are preoccupied with the ‘how’ question, philosophy is concerned with the ‘why’ question. As Russell aptly terms it, philosophy helps us to move beyond the ‘here and now’. In doing so, it makes us separate from the particular circumstances of history and culture, thereby experiencing a universal mode of existence. Uncertainty is a basic feature of philosophy, where various answers are proposed for any given question. It is this element of uncertainty that distinguishes philosophy from other scientific disciplines. But instead of causing ambiguity, the open-ended speculations actually enhance our imagination and identify novel solutions. As the magisterium of our mind is expanded we become calmer and more secure. Unlike the defensive and anxious behaviour of the unenlightened person, the one well-versed with philosophy is able to negotiate all sorts of contingencies in life with relative ease. I totally agree with Russell’s assessment of the value of philosophy. I strongly believe that philosophy should be moved into mainstream academia, away from its perception as an esoteric pursuit. Today, almost every major problem in society is caused as a result of an unenlightened citizenry. With education increasingly becoming skill-oriented or vocational, generations of adults graduate from college without social consciousness. Studying philosophy mitigates this phenomenon by prompting us with valid questions. And in

Marketing Plan Essay Example | Topics and Well Written Essays - 500 words

Marketing Plan - Essay Example Starbucks recognizes itself as a family destination. It has been offering milk and hot chocolate for kids but of late, the company has recognized a growing market segment in teenagers. The teens even now walk in and indulge in 16-ounce Frappucinos that contains a high dose of caffeine (Linn 2007). Since there is a family destination and since teens frequent the stores, they must have products suitable for the age group. Moreover, McDonald's and Denny’s offer high quality coffee menus. To counter competition and to stay ahead of competitive tactics, Starbucks needs to be ahead of competitors. The company, by introducing innovating products for the new segment, could offer products that are healthy for the teens. This objective would be in line with their corporate vision of being a family destination. Moreover, one of their guiding principles in their mission statement is â€Å"Develop enthusiastically satisfied customers all of the time† (Kembell, Hawks, Kembel, Perry a nd Olsen 2002). SWOT and risk analysis Before introducing the product for the new target segment, SWOT analysis would help determine the risks involved. Strengths Global Coffee brand, strong reputation and good products and services It has 17,000 stores in 49 countries Focus on quality and experience rather than on price Strong brand image and a considerable market share.