Distinctive toys and games Essay Example for Free

Distinctive toys and games Essay The claim that childhood as we know it is essentially a creation of the 20th century. is led by Phillippe Aries, a French historian, he carried out detailed studies of the developing nature of childhood and family in France and England from pre-modern to modern times. He suggests that childhood, as we know it, meaning the idea of a child individuality, separate from adults is basically the creation of the 20th century. His argument was that in previous times children were effectively miniature adults, and were treated as such. Historical sociologists pointed out how in the past games and play were not separate childhood activities but things in which adults engaged in too, and that they took interest in dolls houses and dresses, and model soldiers. Childhood is actually something, which is exclusive to our own culture and times. Children were part of the adult world with the progress of industrialisation they have been pushed into a specific category and are thought of and considered different to adults. Factors of the problem originated in the middle classes including religious reasons, humanitarian reasons, the need to produce future workers who were numerate and literate, the need to get children off streets and give them a moral upbringing. However it was the working class who confronted moves to remove children from jobs and move them towards compulsory education. Many families were dependent on extra wages, which were brought in by children, to stave of poverty. However can we trust Aries evidence as it is all secondary data and paintings of people who were royalty or rich women not of ordinary people. Childhood in the 21st century is different from childhood in the 16th century or working class childhood in the 19th century. There used to be a large number of orphans, which meant that many children had to look after themselves.  Aries believes that childhood is not just a biological state associated with immaturity and adolescence, it is also a social experience, which differs from one historical period to another. Aries and Lawrence Stone suggest that in medieval society the idea of childhood and adolescence, as independent categories to adults did not exist. Children were considered little adults. They took part in the same work and play activities as adults. They didnt have distinctive toys and games, we now take for granted as childish things. Children were not considered as special as is today. People were indifferent to them even unfriendly. This was probably due to high infant mortality. One quarter or more infants did not survive their first year compared with less than one per cent of infants in the West today. Stone argues a similar view he suggests that pre-industrial families were a unit of production working on land or occupied in crafts together. Children were prepared to help parents from a very young age. Those who did not help with household production usually left to become servants or apprentices. After industrialisation there is some evidence that these attitudes towards children continued, especially in the working class where children were repeatedly found to be increasing family income by working in factories, mines and mills. The middle-class attitudes towards children started to change in this period, when there was a growth in parental and marital love in middle-class families and as infant mortality rate started to fall, although there was a growth in the authoritarian power of fathers.

Computers :: essays research papers

Computers Computer are electronic device that can receive a set of instructions, or program, and then carry out a program by performing calculations on numbered data or by compiling and correlating other forms of information. The old world of technology could not believe about the making of computers. Different types and sizes of computers find uses throughout our world in the handling of data including secret governmental files and making banking transactions to private household accounts. Computers have opened up a new world in manufacturing through the developments of automation, and they have made modern communication systems. They are great tools in almost everything you want to do research and applied technology, including constructing models of the universe to producing tomorrow's weather reports, and their use has in itself opened up new areas of development. Database services and computer networks make available a great variety of information sources. The same new designs also make possible ideas of privacy and of restricted information sources, but computer crime has become a very important risk that society must face if it would enjoy the benefits of modern technology. Two main types of computers are in use today, analog and digital, although the term computer is often used to mean only the digital type. Everything that a digital computer does is based on one operation the ability to determine if a switch, or gate is open or closed. That is, the computer can recognize only two states in any of its microscopic circuits on or off, high voltage or low voltage, or—in the case of numbers—0 or 1. The speed at which the computer performs this simple act, however, is what makes it a marvel of modern technology. Computer speeds are measured in megaHertz, or millions of cycles per second. A computer with a "clock speed" of 10 mHz—a fairly representative speed for a microcomputer—is capable of executing 10 million discrete operations each second. Business microcomputers can perform 15 to 40 million operations per second, and supercomputers used in research and defense applications attain speeds of billions of cycles per second. Digital computer speed and calculating power are further enhanced by the amount of data handled during each cycle. If a computer checks only one switch at a time, that switch can represent only two commands or numbers; thus ON would symbolize one operation or number, and OFF would symbolize another. By checking groups of switches linked as a unit, however, the computer increases the number of operations it can recognize at each cycle. The first adding machine, a precursor of the digital computer, was

Total Quality Management (TQM) :: GCSE Business Marketing Coursework

Total Quality Management Total Quality Management is a structured system for satisfying internal and external customers and suppliers by integrating the business environment, continuous improvement, and breakthroughs with development, improvement, and maintenance cycles while changing organizational culture. A remarkable thing is happening as we see the awakening of the individual and the collaboration of empowered people in the team effort of total quality management. It is a renewing, a reinforcing and a building of a bridge of trust among the individuals responsible for accomplishing a common goal (The Total Quality Review; May 1994). One of the goals is to build an organizational environment conducive to job redesign and cross training in order to facilitate job flexibility. TQM initiatives in areas of common concern provide an opportunity to form and better control the relationship with a company's external vital customers and suppliers. TQM is essential for companies seeking to provide quality goods and services to their customers. The end result is that they will enjoy prosperity and long-term growth. "In order to compete in a global economy, our products, systems and services must be of a higher quality than our competition. Increasing Total Quality is our number on priority here at Hewlett-Packard. -John Young, President of Hewlett-Packard" (www.dmu.ac.uk.htm). Often companies find themselves faced with a dilemma that is rooted to a lack of TQM. This was the case with Apple Computers. They were unable to conceive a working, productive relationship between their managers and engineers. Apple found themselves unable to alleviate this problem, which ultimately hindered it from responding to environmental changes. The positive effects of TQM has transcended down through the ranks. Non-profit organizations have begun to embrace TQM throughout their organization, relying on the positive results found throughout the business world. Even the Health care industry has initiated TQM to promote excellence in nursing, urging nurses to apply quality improvement.

Consolidating the Directv Acquisition

Case 7: News Corp. in 2005, Consolidating the DirecTV acquisition The case focuses on the acquisition and consolidation of DirecTV by media mogul Rupert Murdoch’s News Corp. After the acquisition, Murdoch’s content-and-distribution empire spanned four continents, with more than 26 million subscribers. Murdoch, News Corp. ’s chairman, had ambitions to build one of the most powerful media companies in the world. He aspired to have a balance between subscription and advertising revenue, the best mix of content and distribution and the widest geographic spread in the world.There are a various aspects of the general environment firstly; the political/legal aspect of the general environment was initially most significant in the purchase of DirecTV by News Corp. FTC concerns of potential market concentration issues if EchoStar purchased DirecTV forced the two to drop discussion, paving the way for News Corp. ’s purchase of DirecTV. Technology is probably the most important current aspect of the general environment.Secondly, Demographic segment Growing markets worldwide for various communication and entertainment media content. Thirdly, Socio-cultural segment largely due to rapid changes in technology, as well as increased overall globalization efforts, consumers are becoming increasingly sophisticated in the quality and type of communication and entertainment that they expect. Communication, news and entertainment provided by DirecTV and similar services have become viewed as nearly a necessity in a modern world.Fourthly, Economic segment while general economic conditions and level of economic development in a particular country or region may hinder some feasibility of these types of services, in general, they are needed and used by markets worldwide regardless of overall economic conditions. Fifthly, Political/legal segment The FTC, the government’s watchdog arm that oversees competition policy, is responsible for ensuring that cons umers’ interests are protected. If an industry is getting increasingly concentrated, the FTC can use antitrust laws to prevent further consolidation of the industry or break up previous consolidation.The FCC, the government’s watchdog arm that oversees the communications industry, is responsible for overseeing companies that sell communications products and services. Finally, Technological/global segment The 1980s and 1990s saw a worldwide race to deliver television programs to global markets. Cable operators invested in laying cables and beamed programming content through these cables into subscribers’ homes. Satellite television had a much wider reach, because satellites orbiting the earth sent the programming content directly into the home without the need for a cable connection.By 2000, cable had an important advantage over satellite in that it offered high-speed, two-way access, including phone capability. Satellite was still mostly one-way. However, it wou ld take cable companies years of multi-million dollar investments to upgrade to digital technology. DirecTV competes in a broadly defined media industry. Several sectors of this industry might include communications (e. g. telephone, internet, cable, satellite TV), news services, entertainment (e. g. , cable and network programming, movies, pay per view, gaming). There are various characteristics of the dominant industry.Market size is the most providers are regional or national competitors, depending on the facet of media in which they compete. Life cycle stage is growth. Growth rate is rapid. Scope of rivalry is fragmented in some respects, but rivalry is fierce among those that go head to head in specific sectors. Rivalry concentration is the media industry is dominated by large and powerful companies, but most of these are regional, national or multi-national players. Pace of industry change is the technology change is rapid in telecommunications and related fields, which drives significant rapid change in all aspects of media.Product/service differentiation is the consumers often have changing options for substitute products. Porter's five forces model of competition to the industry. Generally media is a very attractive industry with substantial growth opportunities, both domestically and internationally. Extensive economies of scope and scale are becoming increasingly influential in this industry and its related sectors. Threat of entry: new technologies fuel the constant threat of new entrants into some facet of content and/or delivery in the media industry. Bargaining power of suppliers: Bargaining power of suppliers is not significant here.Content suppliers must deal with DirecTV due to its massive size and market share. Bargaining power of buyers: Customers’ bargaining power is very significant, as consumers increasingly have choices of how and when they take delivery of content. Threat of substitute products: many potential substitutes exist, along with many ways to access content. Rivalry amongst existing competitors: Rivalry is fierce, as News Corp. had substantial content that cable providers needed for product scope, permitting premium pricing. Cable and satellite are constantly battling for new or switching customers.Critical success factors DirecTV must continue to be aggressive in its acquisition and implementation of new technology. They must also be keenly aware of customer tastes and preferences for content and delivery options. There are two types of resources Tangible and intangible. News Corp. ’s tangible resources are its global satellite platform and its strength in both content and distribution, as well as an impressive set of fast-growing networks such as Fox News, Fox Sports, National Geographic and Speed Channel and satellite distribution in Europe, Asia and Australia. Before its acquisition of DirecTV, News Corp. as a global company, but had no direct broadcast satellite presence in the United States. DirecTV had three primary components at the time it was acquired by News Corp. , all of which appear useful for expanding News Corp’s scale and scope of offerings: it was the largest US provider of direct broadcast satellite, giving customers access to hundreds of channels of digital-quality video and audio programming; PanAmSat owned and operated 25 satellites that covered 98% of the world’s population; and broadband satellite networks and services were provided to both consumers and enterprises.Intangible resources an aggressive corporate culture used to dealing in the high-pressure, ever-changing media industry, which fuels significant interest in developing scope and scale of product content and delivery. There are unique internal resources and capabilities of DirecTV that played a prominent role in Murdoch’s decision to acquire DirecTV. DirecTV was the first entertainment service in the US to deliver all digital-quality multi-channels TV programmin g through an 18-inch satellite dish. In 2003 DirecTV had 12. million subscribers, 10. 7 million of which were DirecTV subscribers, and the remaining receiving DirecTV service from members and affiliates of the National Rural Telecommunications Cooperative. This unique capability potentially provided Murdoch with a vast American market and the ability to shake his programming from the seeming stranglehold of American cable companies. The rivalry like between News Corp. and its competitor(s) during the acquisition of DirecTV. In September 2000, Murdoch offered $22 billion for a 35% stake in DirecTV.In Feb 2001 Hughes stock declined, and Murdoch reduced his bid for a 30% stake. As News Corp. negotiated with Hughes Electronics for the sale of DirecTV, the progress was very slow. In 2001, EchoStar surprised many by making an unsolicited bid to buy Hughes for $30. 4 billion in stock and $1. 9 billion in assumed debt. EchoStar was in the US satellite pay-tv market and a combined DirecTV an d EchoStar would control as much as 92% of that market. Murdoch used this knowledge to lobby intensely to block the merger on antitrust grounds, and DirecTV and EchoStar dropped their deal.In April 2003, News Corp. acquired GM’s 19. 9% stake in Hughes and a further 14. 1% from public stakeholders. The feature of the external environment does News Corp. use to fend off its rivals. Murdoch used a US government regulatory body, the FTC, to make sure that his rival EchoStar did not get a chance to buy DirecTV. He forced the issue to the FTC that combination of DirecTV and EchoStar would create a monster that would control 92% of the market. Once the sale to EchoStar was blocked, News Corp. went forward and made a successful bid for the purchase of DirecTV.The News Corp. integrates the newly acquired DirecTV into its global strategy. DirecTV was immediately re-structured. Labor disputes were settled and half the employees were retrenched. DirecTV became increasingly focused on cor e business, selling its 80% stake in the satellite launch business for $2. 5 billion, and its set-top-box manufacturing and XM Satellite Radio. The proceeds of these sales were used to pay about $1. 4 billion for rural satellite companies that had 1. 5 million subscribers, dramatically increasing market share.The factors inhibit News Corp’s strategy from delivering its full potential. In order to close the DirecTV deal, News Corp. had to make some concessions: (1) Since the FCC had already banned large cable operators from discriminating against rival programmers, DirecTV could not use its muscle power to its full advantage (2) News Corp. had to submit to arbitration if cable operators accused it of using its popular channels as bargaining tools. These restrictions were temporary, as they expired within six years.

How to Find the Mean of a Set of Numbers Formula and Examples

How to Find the Mean of a Set of Numbers Formula and Examples SAT / ACT Prep Online Guides and Tips Are you taking the SAT or ACT and want to make sure you know how to work with data sets? Or maybe you’re looking to refresh your memory for a high school or college math class. Whatever the case, it’s important you know how to find the mean of a data set. We'll explain what the mean is used for in math, how to calculate the mean, and what problems about the mean can look like. What Is a Mean and What Is It Used For? The mean, or arithmetic mean, is the average value of a set of numbers. More specifically, it's the measure of a "central" or typical tendency in a given set of data. Mean- often simply called the "average"- is a term used in statistics and data analysis. In addition, it's not unusual to hear the words "mean" or "average" used with the terms "mode," "median," and "range," which are other methods of calculating the patterns and common values in data sets. Briefly, here are the definitions of these terms: Mode- the value that appears most frequently in a data set Median- the middle value of a data set (when arranged from lowest value to highest) Range- the difference between the highest and smallest values in a data set So what is the purpose of the mean exactly? If you have a data set with a wide range of numbers, knowing the mean can give you a general sense of how these numbers could essentially be put together into a single representative value. For example, if you’re a high school student getting ready to take the SAT, you might be interested to know the current mean SAT score. Knowing the mean score gives you a rough idea of how most students taking the SAT tend to score on it. How to Find the Mean: Overview To find the arithmetic mean of a data set, all you need to do is add up all the numbers in the data set and then divide the sum by the total number of values. Let’s look at an example. Say you’re given the following set of data: $$6, 10, 3, 27, 19, 2, 5, 14$$ To find the mean, you’ll first need to add up all the values in the data set like this: $$6 + 10 + 3 + 27 + 19 + 2 + 5 + 14$$ Note that you don’t need to rearrange the values here (though you may if you wish to) and can simply add them in the order in which they’ve been presented to you. Next, write down the sum of all the values: $$6 + 10 + 3 + 27 + 19 + 2 + 5 + 14 = \bo86$$ The last step is to take this sum (86) and divide it by the number of values in the data set. Because there are eight different values (6, 10, 3, 27, 19, 2, 5, 14), we'll be dividing 86 by 8: $$86 / 8 = 10.75$$ The mean, or average, for this set of data is 10.75. How to Calculate a Mean: Practice Questions Now that you know how to find the average- in other words,how to calculate the mean of a given set of data- it’s time to test what you’ve learned. In this section, we'll give you four math questions that involve finding or using the mean. The first two questions are our own, whereas the second two are official SAT/ACT questions; as such, these two will require a little bit more thought. Scroll past the questions for the answers and answer explanations. Practice Question 1 Find the mean of the following set of numbers: 5, 26, 9, 14, 49, 31, 109, 5. Practice Question 2 You are given the following list of numbers: 4, 4, 2, , 6, $X$, 1, 3, 2. The arithmetic mean is 4. What is the value of $X$? Practice Question 3 The list of numbers 41, 35, 30, $X, Y$, 15 has a median of 25. The mode of the list of numbers is 15. To the nearest whole number, what is the mean of the list? 20 25 26 27 30 Source: 2018-19 Official ACT Practice Test Practice Question 4 At a primate reserve, the mean age of all the male primates is 15 years, and the mean age of all female primates is 19 years. Which of the following must be true about the mean age $m$ of the combined group of male and female primates at the primate reserve? $m = 17$ $m 17$ $m 17$ $15 m 19$ Source: The College Board How to Find the Average: Answers + Explanations Once you’vetried out the four practice questions above, it’s time to compare your answers and see whether you understand not just how to find the mean of data but also how to use what you know about the mean to more effectively approach any math questions that deal with averages. Here are the answers to the four practice questions above: Practice Question 1: 31 Practice Question 2: 3 Practice Question 3: C. 26 Practice Question 4: D. $15 m 19$ Keep reading to see the answer explanation for each question. Practice Question 1 Answer Explanation Find the mean of the following set of numbers: 5, 26, 9, 14, 49, 31, 109, 5. This is a straightforward question that simply asks you to calculate the arithmetic mean of a given data set. First, add up all the numbers in the data set (remember that you don’t need toarrangethem in order from lowest to highest- only do this if you’re trying to find the median): $$5 + 26 + 9 + 14 + 49 + 31 + 109 + 5 = \bo248$$ Next, take this sum and divide it by the number of values in the data set.Here, there are eight total values, so we'll divide 248 by 8: $$248 / 8 = 31$$ The mean and correct answer is 31. Practice Question 2 Answer Explanation You are given the following list of numbers: 4, 4, 2, , 6, $X$, 1, 3, 2. The arithmetic mean is 4. What is the value of $X$? For this question, you’re essentially working backward: you already know the mean and now must use this knowledge to help you solve for the missing value, $X$, in the data set. Recall that to find the mean, you add up all the numbers in a set and then divide the sum by the total number of values. Since we know the mean is 4, we’ll start by multiplying 4 by the number of values (there are nine separate numbers here, including $X$): $$4 * 9 = 36$$ This gives us the sum of the data set (36). Now, the question becomes an algebra problem, in which all we need to do is simplify and solve for $X$: $$4 + 4 + 2 + + 6 + X + 1 + 3 + 2 = 36$$ $$33 + X = 36$$ $$X = 3$$ The correct answer is 3. Practice makes perfect! Practice Question 3 Answer Explanation The list of numbers 41, 35, 30, $X, Y$, 15 has a median of 25. The mode of the list of numbers is 15. To the nearest whole number, what is the mean of the list? 20 25 26 27 30 This tricky-looking math problem comes from an official ACT practice test, so you can expect it to be a little less direct than your typical arithmetic mean problem. Here, we’re given a data set with two unknown values: 41, 35, 30, $X, Y$, 15 We’re also given two critical pieces of information: The mode is 15 The median is 25 To solve for the mean of this data set, we will need to use all the information we’ve been given and will also need to know what the mode and median are. As a reminder, the mode is the value that appears most frequently in a data set, while the median is the middle value in a data set (when all values have been arranged from lowest to highest). Since the mode is 15, this must mean that the value 15 appears at least twice in the data set (in other words, more times than any other value appears). As a result, we can say replace either $X$ or $Y$ with 15: $$41, 35, 30, X, 15, 15$$ We’re also told that the median is 25. To find the median, you must first rearrangethe data set in order from lowest value to highest value. Sincethe median is more than 15 but less than 30, we should put $\bi X$ between these two values. Here’s what we get when we rearrange our values from lowest to highest: $$15, 15, X, 30, 35, 41$$ There are six values in total, (including $X$) meaning that the median will be the number exactly halfway between the third and fourth values in the data set.In short,25 (the median) must come halfway between $X$ and 30. This means that $X$ must equal 20, since that would put it 5 away from 20 and 5 away from 30 (or halfway between the two values). We now have a complete data set with no unknown values: $$15, 15, 20, 30, 35, 41$$ All we have to do now is use these values to solve for the mean. Start by adding them all up: $$15 + 15 + 20 + 30 + 35 + 41 = 156$$ Finally, divide the sum by the number of values in the data set (that’s six): $$156 / 6 = 26$$ The correct answer is C. 26. Practice Question 4 Answer Explanation At a primate reserve, the mean age of all the male primates is 15 years, and the mean age of all female primates is 19 years. Which of the following must be true about the mean age $m$ of the combined group of male and female primates at the primate reserve? $m = 17$ $m 17$ $m 17$ $15 m 19$ This practice problem is an official SAT Math practice question from the College Board website. For this math question, you’re not expected to solve for the mean but must instead use what you know about two means to explain what the mean of the larger group could be. Specifically, we're being asked how we can use these two means to express, in algebraic terms, the mean age ($\bi m$) forbothmale and female primates. Here’s what we know: first, the mean age of all male primates is 15 years. Secondly, the mean age of all female primates is 19 years.This means that, in general,the female primates are older than the male primates. Since the mean age for male primates (15) is lower than that for female primates (19), we know that the mean age for both groups cannot logically exceed 19 years. Similarly, because the mean age for female primates is greater than that for male primates, we know that the mean age for both cannot logically fall below 15 years. We are therefore left with the understanding that the mean age for the male and female primates together must be greater than 15 years (the mean age of the males) but also less than 19 years (the mean age of the females). This rationale can be written as the following inequality: $$15 m 19$$ The correct answer is D. 15 $\bi m$ 19. What’s Next? Tolearn even more about data sets,look at our guide to the best strategies for mean, median, and mode on SAT Math. Taking the SAT or ACT soon? Then you'll definitely want to know what kind of math you're going to be tested on. Check out our in-depth guides to the SAT Math section and the ACT Math sectionto get started. What are the most important math formulas to know for the SAT and ACT?Get an overview of the 28 critical SAT formulas and the 31 critical ACT formulasyou should know.

Bio Lab essays

Bio Lab essays Every minute there are thousands of chemical reactions occurring in cells that are controlled by enzymes. (Vodopich) Enzymes are biological catalysts that speed up chemical reactions. As catalysts, enzymes lower the amount of energy needed to trigger a reaction. Enzymes are proteins with their own shapes determined by amino acid structures. The active site complexes on these structures determine what specific changes a substrate (reactant molecule in a catalyzed enzyme) will go through becoming a different substance with a different shape. (Weiss 2001) During this experiment the enzyme catalase was used to reduce hydrogen peroxide (H2O2) to water and oxygen. After adding aliqouts of reaction mixture we removed small amounts of sample at different time intervals we analyzed the molar concentration of H2O2 and the velocity of molar change per minute. Assaying denatured enzyme samples at different time intervals of 0, 0.5,1,1.5,and 2 minutes to review spectrophotometer readings of the c orresponding samples of H2O2. Our absorbency readings at 500 decreased from .921 at 0 minutes to 0.086 at 2.0 minutes. The concentration of H2O2 also decreased according to time, from .28 moles at 0 minutes to 0.026 moles at 2 minutes. Between 1 and 1.5 minutes the velocity of molarity change per minute peaked at a velocity of .16 and decreased to be .108 at 2 minutes. Confirming that with an adequate amount of subsrates, enzyme reactions increase. Accordingly depleted substrate reactions decrease with time. Graphically enzymes with an abundant substrate concentration rate appear linear with time. (Weiss 2001) Enzymes are catalysts, accelerate reaction rates, in Biological sequencesthat when left alone can speed up reactions 14-20 times while in ideal conditions such as 37 degrees celsius and neutral pH. Also enzymes are protiens which are made of specific amino acid sequences. The shape of an enzyme is determined by its amino acid sequence which controlt...

EFL to Foreigners

A Beginner's Guide for Teaching ESL / EFL to Foreigners There are many non-professional teachers who are teaching English as a 2nd or foreign language. The teaching setting varies widely; to friends, at a charity, on a volunteer basis, as a part-time job, as a hobby, etc. One thing quickly becomes clear: Speaking English as a mother tongue does not an ESL or EFL (English as second language / English as a foreign language) teacher make! This guide is provided for those of you who would like to know some of the basics of teaching English to non-native speakers of English. It provides some fundamental guidelines which will make your teaching more successful and satisfying for both the student and you. Get Grammar Help Fast! Teaching English grammar is tricky as there are so many exceptions to rules, irregularities of word forms, etc. that, even if you do know your grammar rules, you are probably going to need some help when providing explanations. Knowing when to use a certain tense, word form or expression is one thing, knowing how to explain this rule is quite another. I highly recommend getting a good grammar reference as quickly as you can. Another point to consider is that a good university-level grammar guide is really not appropriate for teaching non-native speakers. I recommend the following books which have been specially designed for teaching ESL / EFL: British Press Practical English Usage by Michael Swan published by Oxford University Press - Advanced - great for teachersEnglish Grammar in Use by Raymond Murphy published by Cambridge University Press - for both beginners and intermediate American Press Understanding and Using English Grammar by Betty Schrampfer Azar published by Pearson ESL - Intermediate to advancedThe Advanced Grammar Book by Jocelyn Steer and Karen Carlisi published by Heinle Heinle Keep It Simple One problem that teachers often encounter is that of trying to do too much, too quickly. Here is an example: Lets learn the verb to have today. - OK - So, the verb to have can be used in the following ways: He has a car, Hes got a car, He had a bath this morning, He has lived here for a long time, If I had had the opportunity, I would have bought the house. Etc. Obviously, you are focusing on one point: The verb to have. Unfortunately, you are covering just about every usage of have which then also brings into play the present simple, have for possession, past simple, present perfect, have as an auxiliary verb etc. Overwhelming to say the least! The best way to approach teaching is to choose just one use or function, and focus on that specific point. Using our example from above: Lets learn the use have got for possession. He has got a car is the same as saying He has a car... etc. Instead of working vertically i.e. uses of have, you are working horizontally i.e. the various uses of have to express possession. This will help keep things simple (they are actually pretty difficult already) for your learner and give him/her tools on which to build. Slow down and Use Easy Vocabulary Native speakers are often not aware of how quickly they speak. Most teachers need to make a conscious effort to slow down when speaking. Perhaps more importantly, you need to become aware of the type of vocabulary and structures you are using. Here is an example: OK, Tom. Lets hit the books. Have you got through your homework for today? At this point, the student is probably thinking WHAT! (in his/her native language)! By using common idioms (hit the books), you increase the chance that the student will not understand you. By using phrasal verbs (get through), you can confuse students who may already have quite a good grasp of basic verbs (finish instead of get through in this case). Slowing down speech patterns and eliminating idioms and phrasal verbs can go a long way to helping students learn more effectively. Maybe the lesson should begin like this: OK, Tom. Lets begin. Have you finished your homework for today? Focus on Function One of the best ways of giving a lesson shape is to focus on a certain function and take that function as the cue for the grammar that is taught during the lesson. Here is an example: This is what John does every day: He gets up at 7 oclock. He takes a shower and then he eats breakfast. He drives to work and arrives at 8 oclock. He uses the computer at work. He often telephones clients... etc. What do you do every day? In this example, you use the function of talking about daily routines to introduce or expand on the simple present. You can ask the students questions to help teach the interrogative form, and then have the student ask you questions about your daily routines. You can then move on to questions about his/her partner - thereby including the third person singular (When does he go to work? - instead of - When do you go to work?). In this way, you help students produce language and improve language skills while providing them with structure and understandable chunks of language. The next feature in this series will focus on standard curriculums to help you structure your study and some of the better classroom books that are currently available.