The Connection of The Metabolist Movement With Traditional Japanese Essay

The Connection of The Metabolist Movement With Traditional Nipponese Architecture and Urban Design - try on ExampleThis was accomplished through defying the traditions of space, creating new forms and functional features within the structures. In the pamphlet Metabolism 1960 The Proposals for a New Urbanism, the proponants of the movement presented through the philosophies that defined the thoughts of the architects who were discussing the concepts. The doctrine of Metabolism are founded in the reports of Buddhist worship, combined with thoughts about impermanence and change as they related to the losses in space that the population burst was revealing for the future (Kurokawa 6). The ideas behind the development of the design are sometimes considered to be technocratic as much as they are still entrenched in the movement of the avant-garde. The technocrat is someone who lends expertise without the influences of politics in order to solve problems for a society. Crowther and Vuns che write that the heterogeneous Japanese Metabolism Movement is significant for its internalisation of modern science and mathematics into a philosophical exegesis of nature (173). They go on to explain that the structures with their mass and density for their function were intended to reflect the scientific advancements through a technology dominated habitat (Crowther and Vunsche 173). Metabolism is also concerned with nature. ... One of the things that Kurokawa wanted to avoid was repeating the aesthetics and structures found in the West. In the aftermath of the war Japan had been torn apart with much of its original architecture lost to the bombs and destruction of war. Kurokawa wanted to see a Japanese reinvention of building, placing the elaborates in harmony with both the modern and the surroundings in which it would exist. The Description Internal The Nakagin Capsule Tower was built by Kisho Kurokawa in 1972 in order to solve a problem of too many traveling business men w ithout enough economical space to house them when they visited Tokyo (Figure 1). The work looks like a pegged game, something like Jenga that has been slotted together in the best possible configuration. For the Metabolism Movement, the work is small having only 144 modules that can be curvey and rotated around a 14 story core. The building can be changed by removing or adding modules that are connected by four tightness bolts to the core building. The pieces were built and pre-made in a manufacturing plant in Shiga, making the units replaceable. The space is small, but efficient allowing for the perfected small space for an individual to await (Svievan). Figure 2 Nakagin Capsule Tower (Svievan) Description External The period of time when the Metabolism Movement was active was one in which social issues and the increases in the population were of high interest. The aftermath of World War II on the Japanese was to shift their ideas from military conquest to technological conquest . The Nakagin Capsule Tower reflects this idea through economy and efficiency. The inside of the building in relationship with its economy is reflected on the exterior through its modular and changeable

Outline Assignment Example | Topics and Well Written Essays - 500 words

Outline - Assignment ExampleThe study goes on to discuss different products that are processed from total Aloe Vera together with the health benefits associated with these products. There is a detailed review of the different farming associations that aide the farmers with the expertise and financial loans that they require to succeed in organic farming.The report is going to discuss and catalogue the findings from extensive research on the organic farming practices that are used to grow Aloe Vera. This is because farmers around the world are investing heavily in organic farming, shunning the popular practice of using chemicals (Gage, 1996). This is evidenced in regions that have abundance of fertile soil that is rich in nutrients and a forest-free environment with a favourable climate that supports the growth of Aloe Vera all year long (Zan Min Jina, 2007). The Aloe Vera leaves are tested on a daily basis, a process which facilitates observe the health of the plant and ensures a bumper harvest at maturity (Coats, 1996).The report will also include a detailed review of the tests used to teach the health of the plants (M. Pol, 2007). The Aloe Vera leaves are harvested by hand, and the research will propose mechanized systems that can harvest these leaves however, the report will also document the main reasons for the farmers choice to harvest the leaves by hand (Chattopadhyay, 1998).The Aloe Vera plant has also found a wide application in the manufacture of different products that include medicines, juices and skin gelatin (Douglas Grindlay, 1986). The report will document the main buyers of this raw material, the returns that the farmers obtain by selling their produce and the impacts of these returns on their lives (Ricardo D. Valdez-Cepedab, 2006). The report will cover the challenges that the farmers face in their daily lives and how they overcome these challenges (Y. Saks, 1995).Organic farming has gained popularity globally and it is slowly replacing the use

Data Analysis Essay Example | Topics and Well Written Essays - 1000 words

Data Analysis - Essay ExampleMost of these incidents are of different nature which is due to the lack safety measures adopted by the people. some incidents have been recorded in the year 2012 which occurred due to the avoidance of wearing a helmet while climbing mountains which allow fors in head injuries when people fall collide with from greater heights. The particular injury is very critical because it provides little chances of survival (LAMRT, 2012).Injuries can occur due to poor weather can easily result in a death of a person. Casualties occur if weather is not forecasted by people and even a slightest storm can end a life of a human being. However, rarely it has been reported that casualties occur due to bad weather because the rescue team spreads awareness to the people on reason in taking precautionary measures against bad weather. An incident number 89 was reported that a woman became ill due to heavy rain and was escorted to the infirmary for further treatment. Simila r incidents have been reported due to which people were found missing until they found the rescue team to escort back to their camps (LAMRT, 2012).Leg and ankle injury is common in Lake District because there are many casualties reported by the rescue team because the ground is very steep and catchy in nature and requires deliberation in maintain balance on the ground. An incident number 85 in 20012 was reported to have lower complication injury which was occurred due to wet grounds on the field of Lake District. However, the woman was rescued by the team and received a minor injury. One amongst ternion casualties is reported for leg injury due to wet grounds (LAMRT, 2012).Navigational misconducts are frequent in nature due to which people lost their track back to camp or get delayed to return. An incident number 79 was reported to have lost their way due to navigational error at the Gibson Knott. As it was dark they were lost and standing there waiting for light to

Adapting Communicative Language Teaching Approach to China’s Context Essay Example for Free

Adapting communicative Language Teaching Approach to chinaw ars Context Essay1. Introduction With the development of commercialize economy, China is accelerating its steps to join the world family in commerce and cultural partnership. With the recent accession to the WTO, the long-awaited Olympic Games in Beijing, China has made information incline a national priority. position, with its unique status, has been taught in China for more(prenominal) than 100 years. Today, face is becoming more and more popular. It is a compulsory course for every(prenominal) Chinese students from primary naturalise to university. Clearly it is relatively easy to demonstrate the importance of side in genuine China. This essay intends to argue that to achieve victor in incline learning for Chinese students the modes of direction must be reconsidered.Therefore this article is structured as follows First, analyzing different types of position instruction rules in China and thence fo c development on the CLT regularity. By analyzing and contrasting these side of meat belief methods, the need to change current English teaching methods in China will be discovered. Fin each(prenominal)y, explaining the problems of adopting the more modern CLT Approach and giving suggestions on how it may outmatch be adapted to the Chinese context.See more complaisant Satire in The Adventures of Huckleberry Finn Essay2. A Brief Introduction to English Teaching Methods in China 2.1 Grammar-Translation MethodEnglish has been taught in China for more than 100 years. In the beginning stage, people did not have each experience on modern diction teaching and learning, so they followed a European words teaching method YE Jin (1978- ), Master of education, lecturer of School of Foreign Language, Shenzhen University research fields English lecture teaching methods, cross-cultural communication, educational assessment,which is use in teaching Greek and Latin in Middle Ages in EuropeGra mmar-Translation Method.Some Chinese students become accustomed to this method in learning English and generally showed great interest in language structures and linguistic details. well-nigh of them believe we would like to know what happens, because if we understand the system, we tramp use English more soundly (Harvey, 1985). Therefore, most Chinese English teachers al charges stick to this method, and think it is essential to analyze grammar to learners, without considering the age of the students or their English proficiency. This method is effective and suitable for some Chinese students, hardly not all of them. The outcome of this method is that students develop poor oral English ability with pronunciation and transition not standard.Although they have learned lots of grammar rules, when using English to communicate, they will make grammatical mistakes frequently. Especially when they are in foreign countries, they cannot ask the way they cannot order taxi. They are obser vers rather than active participants in break upes. Students became almost structurally competent but communicatively incompetent (Johnson Morrow, 1981). It has been pointed out that this grammar-oriented approach reflects an artificial and formalistic assimilate of language skills and learning. It doesnt allow the learners to use a language in a natural way (Widdowson, 1990). This is the most serious problem in Grammar-Translation Method and also in current Chinas English teaching.2.2 Direct MethodThis English teaching method is totally different from Grammar-Translation Method. It uses English now in teaching, such as using English to make conversations or have discussions. Students English competency is developed in this way instead of using m new(prenominal) tongue to translate. The basic principle of this method is that the foreign language learning process should be like the natural process of a baby bird learning his or her mother tongue. It believes that language is a skill or habit, and this habit can be achieved by repetition and imitation.Although this method can exalt students interests in learning English and is in favour of their English pronunciation and intonation, it has certain limitations (1) It only focuses on experiences and perceptual knowledge in English and it has detailed estimate on students level of consciousness. (2) This method rejects mother tongue in English teaching. It only sees the disadvantages of mother tongue, but never makes use of mother tongue to facilitate students comprehension. (3) After learning English for a long time, some students may understand simple oral English but not involved excoriates and have poor grammar skills. (4) The class size should be small in using this method. So this method is just suitable to teach English beginners, and cannot be fully applied in the large countryChina.2.3 Audio-Lingual ApproachThis English teaching method puts listening and speaking in the first place. It uses sente nce pattern as the base of teaching and tries to avoid mother tongue in class. When using this method in learning English, students should first listen and then speak. After a long time blueprint, students can automatically express what they had heard. Because this method relies on repetition and drills, the main limitations are (1) It over emphasizes the mechanical practice and ignores students English skills training and learning flexibility. (2) This method focuses too much on the language structure and ignores the meaning of the language, so students reading and writing abilities are poor.2.4 Communicative Language Teaching Approach (CLT)In the early 1990s, a new English teaching method was introduced to ChinaCommunicative Language Teaching Approach. This method emphasizes how to use language as a media to communicate. teachers should not only train students listening, speaking, reading and writing skills, but also train them how to use all of these language skills into the rea l life communication. The teacher sets up a situation that students are likely toencounter in real life.The CLT can leave students in misgiving as to the outcome of a class exercise, which will vary according to their reactions and responses (Galloway, 1993). The basic features of CLT are (1) It focuses on students active participation, the whole classroom is not the teacher-centered, but students-centered one. The teacher should give students enough time to practise during class. (2) The English teacher should help students to be more independent, active and fluent in using English. In real life situation, students will use the language without teachers help. (3) When using the CLT, the teacher often take aims pair and group rick, the whole classroom background should be arranged in favour of these activities.Although this method is quite useful and can inspire students interest, it still has some limitations (1) The textbook using in CLT breaks up the English grammatical syste m, which increases students difficulty in learning grammar. (2) This method is hard to assess. The above four English teaching methods are all use in China in different time and to a certain extent they have their own features and focuses on improving different language skills. So the limitations are unavoidable when we use them separately in English teaching. Among them, the oldest language teaching methodGrammar-Translation Method is still popular in some places in current China. Meanwhile, for various reasons, using the CLT in China met considerable difficulties. How to use the CLT in Chinas English teaching context properly still has a long way to go.3. Adapting Communicative Language Teaching Approach in China To solve this problem, we need to use the CLT flexibly, that is to say, we need to adapt CLT to Chinas English teaching context. But just as Johnson and Morrow (1981, p. 1) state new movements often begin as reactions to old ones. Their origins lie in a discontentment wi th an existing state of affairs. In fact, in 1992 the State Education Development Commission (SEDC) introduced a functional syllabus, in which the communicative teaching position was set and the communicative functions to be taught were listed. In the same year, in cooperation with the British Longman, the SEDC published a new textbook series. The syllabus and the textbooks involve teachers to teach communicatively in classrooms. This action met considerable resistance at that time.3.1 ProblemsThe main problems of adopting CLT in China are First, class size. In China, each class has at least 50 students, and there are only 45 minutes in one English class. Each student could potentially speak in each class less than 1 minute. So it is impossible for English teachers to conduct CLT well in this kind of class. Second, English teachers especially some primary and secondary school English teachers lack sufficient English knowledge and teaching skills to adopt CLT without further guida nce and training. Many teachers have tried to change the dominant teaching procedures but quickly get frustrated, lose their initial enthusiasm, and acquiesce to tradition. (Campbell ZHAO, 1993) Third, in China the whole process of English teaching and learning is hard influenced by examinations, and the matriculation English campaign focuses on students linguistic competence.The English teaching pattern in China is textbook-based, teacher-dominated and test-oriented, which prevents students from improving their communicative competence (ZUO, 1993). Finally, lack of teaching materials is another obstacle to adopt CLT in China. Right now, some universities in China stick to their own textbooksCollege English, which was published in 1989 by strike Foreign Language Education Press, and has remained unchanged for more than 10 years. College English does include some authentic materials from English novels and magazines, but it lacks practical applications and is hard to organize com municative classroom activities to go with it. Because of the above reasons, English teachers cannot adopt CLT directly in Chinas context, and the history 31 Adapting communicative language teaching approach to Chinas context has already proved that direct adoption would fail at last. They must adapt CLT and use an eclectic method according to Chinas current situation.3.2 Factors to be considered of adapting CLT to Chinas context The above four English teaching methods are all used in Chinas English teaching. They have their own advantages and disadvantages. Previous research and analysis show that the most scientific way to teach English in Chinas context is to combine those different English teaching methods together, using an eclectic method. An eclectic method is a method that accepts the best teaching techniques from other methods according to the actual situation. To reconcile communicative approaches to the teaching of English with traditional Chinese methods helped English t eachers in their teaching, but to be eclectic, teachers were required to use CLT as a method while accepting elements of the traditional methods, especially the Grammar-Translation Method.3.2.1 Combining accuracy and fluency in Chinas English teaching In English learning, accuracy and fluency are two equally important factors, but in China, accuracy is emphasized more than fluency. Chinese students are keenly interested in the exact words, have a low tolerance of ambiguity, and tend to focus on discrete grammar points and specific syntactic constructions (Barnhouse, 1981). Modern society needs students use English not only accurately but also fluently, so more attention should be nonrecreational to fluency in the futures English teaching. As for teaching beginners, a solid foundation of English must be emphasized, which is primarily strengthened on accuracy, so English teachers should use Grammar-Translation Method more in this stage. Then teachers should encourage students to us e English orally with as hardly a(prenominal) errors as possible, and to manipulate the language system as spontaneously and flexibly as possible. CLT is largely involved in this process. After students have mastered the language forms, they ought to be given intensive fluency practice, because although linguistic competence is the basis of communicative competence, communicative competence does not automatically result from linguistic competence (DUAN, 1992).At this stage, English teachers should not interrupt students practice to correct their mistakes frequently, but at the end of each fluency practice, the teacher should let students aware their mistakes, so they can avoid next time. During the whole practice, the teacher should let students use English extensively and limit the use of Chinese. Through this way, accuracy and fluency can be achieved and students English linguistic competence and communicative competence can both be developed.3.2.2 Student-centered orientationFor a long time, Chinas English classroom is dominated by teachers. They always stand in front of the blackboard, and talk all the time students sitting in lines separately to listen. This kind of classroom condition is in favour of using Grammar-Translation Method in teaching, but it is not convenient to carry out students practice. In order to facilitate English acquisition, students need oral practice in English classroom. Teachers must ensure that classroom interactions are managed, not just by the teacher, but by all participants. To achieve this, teachers should arrange the desks in such a way that the students can feeling directly at one another to help create interactions among students.3.2.3 Teachers roleInstead of being the master of the class, the English teacher could act as an independent participant and facilitator in English classroom. He or she facilitates the communicative process among all learners and between students and various tasks. He or she can give guidance and advice when necessary. But this does not mean in the teaching process, the teacher should only be a passive observer. Although the teacher may be nondirective in general, it is still the teachers responsibility to recognize the classifiable qualities in the students (HAN, 1979) and to help students develop those qualities.Of course, to perform these roles well, English teachers in China need further guidance and training to let 32 Adapting communicative language teaching approach to Chinas context them fully understand that teaching English does not consist only of teaching grammar but that the align mastery of a language involves communicative competence, and to let them know how to use CLT in their daily teaching process successfully.3.2.4 Classroom activitiesClassroom activities such as role-play, pair work and group discussion should be largely involved in English teaching. At the same time, teachers can also use any unexpected occurrence that happens during class. I still remember when I was in secondary school, I was always attracted easily by outside sights and noises. Once in an English class, I saw a very beautiful butterfly flying outside the window. It was so beautiful that I signaled my best friend to look at it. Just at this moment, my English teacher also noticed my signal. Instead of being angry, she asked the whole class to enjoy the beautiful butterfly, and me to describe it in English. Although in China, classroom activities are usually based on textbooks English teachers can try to create activities to provide students with speaking opportunities and motivate them.3.2.5 Changes in English testFor a long time, English examinations in China did not have oral test and the language use section. Recently, some important English tests in China developed by the State Education Development Commission began to include the language use section. English teachers can teach to the test from now on. The section was added to measure the four English l anguage skills used for communication and it included such elements like role-play, reading comprehension and communicative writing. Most of my students in China told me that the English examination is more interesting than ever before and they like these changes.4. ConclusionEnglish teaching in China, with its traditional setting and current situation, differs from many English speaking countries. But this does not mean that the CLT approach is not applicable in Chinas context. On the other hand, English teachers can use an eclectic method according to their actual situations. Adapting the CLT approach, making full use of its advantages and reconciling it with the traditional Grammar-Teaching Method, this approach can work the most effectively in China. But adapting CLT to Chinas context is a very complicated process, under the guidance of the SEDC, the representatives of the central government, it should be make step by step. Right now what English teachers in China need to do is to modernize, not westernize, English teaching.

Moby Dick Essay Example for Free

Moby Dick EssayQuestions 1.The captain, Ahab wants revenge against the great white whale Moby Dick because he lost his pin to the whale. 2. shipwreck survivor is the narrator. The first line is Call me Ishmael. 3.The two allusions are the names of Captain ahab and Ishmael. Referring to Captain Ahab Ahab is a wicked king who goes against goes against Gods will, Like how captain Ahab goes against the white whale. Referring to Ishmael Ishmael means outcast or wanderer akin how he seams to be the only person who cares anything of the beauty of nature. 4.To Captain Ahab he all that is nuisance in the universe. To Starbuck, he is just an animal to be killed for anele. To Ishmael, he is nature and all its wonder, both beautiful and terrifing.5.Melville wrote about whaling to create a cosmic fiction to show the unglamorous a whaling, he had a deep respect for nature and wanted to expose it. The industry was significant because it provided oil for lanterns, streetlamps, and machiner y and was the main oil used. 6.Melville set sail for the south pacific when he was 21. 7.Melville befriended Nathaniel Hawthorne while writing Moby Dick. 8.The four harpooners represented different races and ethnic groups of the world bringing the Pequod to be like a symbol for the ship of state, a little democracy. 9.The Pequod is attacked by moby dick and is destroyed. Ahab was caught and shot out of the boat and vanished into the sea.Finally, Ishmael becomes the only survivor of the pequod, he floats just about until he is rescued and picked up by a nonher ship, The Rachel. 10.He was unemployed, desperately broke, and took a job as a customs inspector. He was forgotten by the public.Interview Questions to Ahab 1. What just now did you do on the ship other than plot the death of Moby-Dick?2. How did you keep up hope that you were actually going to encounter Moby-Dick again?3. How did you recognize and put forward Moby Dick apart from all the the other whales in the world?4. Hav e you wanted to be the captain of a whaling ship your entire life? If not what profession did you aspire before?5. Avoiding sailor colloquial verbiage, can you describe the night of the incident with Moby Dick? Also, do you recommend anyone who is good at making ivory legs if this were to happen to anyone in the future?

Web or Mobile System Essay Example for Free

Web or Mobile System EssayAs a net in comply engineer it is very important to keep the network available for users at all times. A highly available network intend that the network and the lotions that argon used on it are both operational and accessible at all times (CiscoPress 2008 p. 124). Working as a network engineer I am always on retrieve because there is someone always using the network. An always on facility is needed to book the business-critical apps (Volonino 2011).The network is monitored 24 hours 7 days a week even if no one is scheduled to be in the office we gloss over put on to monitor the network to make sure there are not outages are hiccups along the way. If there is a network outage are any bandwidth issues that come up, I need to be able to run diagnostics and be able to manage the switches and routers as needed 24 hours 7 days a week just in case, and if something does happen I need to be able to find out what is causing this issue before it becomes a major problem.We also endure to monitor all of our network equipment to make sure there is no unusual behavior like a Denial Of inspection and repair (DoS) or security breaches. Each engineer on our team has a laptop that we take home with us so when we are on call it is easy to vpn into our corporate network to run diagnostics on the network equipment to make sure everything is functioning properly. The majority of devices we us on our network are Cisco devices. Cisco systems offer a software application called LMS (Cisco Works LAN Management Solution). LMS is a centralized system for sharing device discipline across all LAN management applications (Cisco 2012).We use the LMS software to monitor equipment, trade, and users. I use this software to do the majority of my daily work. Recently cisco developed a mobile app for this software application for iPhone and Droid OS. This gives me a huge advantage because when I am on call I dont have to lug my laptop around with me all the time and I can still monitor the equipment and run specific reports where ever I am. This application allows a highly secured linkup to tunnel thru so I can connect to the web portal of the LMS software.Once the application is downloaded to my mobile device I have to configure the appropriate security settings and the network ip address and a few settings that are specific to our network to load the application on my iPhone and configure my network information and this allows me to check and monitor network traffic and connectivity over a secured port from the appliance. This mobile application does not allow me to have all of the flexibility of the actual software would if I was on my laptop but it lets me do the important task like monitoring and maintaining reports and statics from my mobile device.The darling thing about this tool is it has to be enabled on the devices that I want to manage and an access list has to be created on the switch to allow the traffic from my mob ile device. The benefit of this application is that it increases productivity, because workers can be productive anywhere they go (Cisco 2012). Applications like this one help companies to connect and to know what is going on at all times. The drawback to this is if the network goes down the application will not work. Because the applications software is house on an appliance on the network if the network connection drops then the software cannot operate.This tool like VPN allows you to access the application software through a specific port on the network that is set by the Network Administrator to allow specific users access to the application. If the network connection is not available then the application cannot be accessed. Even though this drawback exists it is still a huge benefit being able to work from a mobile device from any location verses my desk. I think as engine room continues to grow Cisco will also expand on the number of features it offers through this mobile app lication as will.

Teacher-Student Interaction In Classrooms

T from each nonpareiler-Student fundamental interaction In classroomsThe education system in Pakistan depicts an undesirable situation, especi every last(predicate)y the classroom environment. Teaching learning process in the country at arcsecondary and tertiary take aim is alike weak and our classroom environment is all told based on rote memorization. at that federal agency is no provision for the development of intellectual and thinking skills among educatees who are given very less time for progressive pgraphicsicipation and fundamental interaction. The teacher seems to be in a very dominant role in the class. Unfortunately, poorly structured classroom quickly deteriorate into a vacuous waste of time.Recent query on teaching method potentness based on large-scale meta- compend conducted by Walberg (1986) indicates that the seven factors are key elements of effective teaching engaged academic learning time, use of positive reinforcement, cooperative learning activiti es, positive class atmosphere, higher- fiat doubting, cues and feedback and use of advance organizers. The system of interaction genuine by Flander visual aspects how these elements fit together in actual classroom interaction.Role of the teacher in making classroom climate conducive for learning is extremely crucial. The classroom climate is built up by the convention of interaction between teacher and students verbal exchanges, asking questions, responding and reacting. The most important factor in a classroom situation are the interactions and exchanges teachd by the teacher and students.Jackson (1968) reports that teachers are typically involved in much than 1,000 verbal exchanges with their students every day. There is a lot of singing enough to give even the strongest vocal cords a severe case of laryngitis. Count the soma of verbal exchanges teachers stick with their students and the count during a classroom scene provide give an idea of how much teachers talk.The present convey will be designed to investigate the patterns of classroom interaction at Elementary level in the light of Flanders interaction analysis system in Khyber Pakhtunkhwa Province of Pakistan. The analyze will be push delimited to cities of Kohat and Peshawar.Statement of the ProblemThe problem taken up for investigation can be stated in precise term as A Study of teacher Student fundamental interaction in Classrooms at Elementary Level in Khyber Pakhtunkhwa.ObjectivesThe objectives of the study will beTo explore the patterns of classroom interaction at master(a) level in the light of Flanders interaction analysis.HypothesisAbout two-third of classroom time is devoted to talking at s elementary level.About two-third of the talking time, the person talking is the teacher at elementary level.About two-third of the teachers talk is direct (that is, lecturing, directing and controlling) at elementary level.Review of relate LiteratureInteraction between teacher and students is essential in the teaching learning process. Teacher and student both are the key elements of this process. Different educationist like Good lad, (1984) Bellack (1965) and Jackson (1968) conducted researches studies. Among these researchers, Flander (1963) conducted research on classroom interaction and highly-developed an instrument called Flanders interaction analysis with which he was able to categorize student and teacher verbal doings. The system tells a great deal about the nature and quality of classroom verbal interaction.As a result of applying his interaction analysis system in Classroom eagernesstings involving teachers, Flanders came up with the rule of two third. lie found that someone is talking during two third of the Classroom time. near two-third of that time, the person doing the talking is the teacher. Two-third of the teachers talk is what Flanders calls direct talk. Flander suggests that this two third pattern has unfortunate consequences in that students are forced into a passive role that in conclusion results in negatives attitudes, lower achievement, and a general dependency on the teacher.To use the Flanders Interaction abstract, one codes the verbal interaction in 1 in 10 categories, plots the coded data onto a matrix, and analyses the matrix.Categories for Interaction AnalysisIndirect Teachers TalkAccepts feelings. Acknowledges student-expressed emotions (feelings) in a non threatening manner.Praises or encourages and provides positive reinforcement of student contribution.Accepts or uses ideas of students and clarifies, develops, or refers to student contribution of ten non evaluative.Asks questions, solicits information or opinion ( non rhetorically)Lectures, presents information, opinion of orientation perhaps includesGives directions supplies direction or suggestion with which a student is expect to comply.Criticizes or justifies authority and offers negative evaluation of student contributions or places emphasis on teac hers authoritative position.Student talk- solution, gives a response to the teachers question, usually a certain answer.Student talk-initiation initiates a response that is unpredictable or creative in content. Silence or confusion leaves finales of silence or inaudible verbalization pedagogic GameBellack (1965) has analyzed verbal exchanges between teacher and student and likened them to a pedagogical game. The game is so cyclical and occurs so frequently that many teachers and students do not even know that they are playing. There are quadruplet movesThe teacher provides information, directions and introduces the topics.The teacher asks a question.The students answers the question, or tries toThe teacher reacts to the students answer and provides feedback. These four step make up a pedagogical cycle. Teachers initiate about 85 percent of the cycles, which are utilise over and over again in classroom interaction.Although these cycles can be found in a majority of classrooms, the quality and effectiveness of these four steps vary widely. When teachers learn to enhance and rune each of the moves of the pedagogical cycle, student achievement is increased. Doland (1985) asks Have you ever been to a class where the teacher is bombarded with the question? I dont get what you look on. When such complaints are constant in a class, it is a sure sign that the teacher is not making effective use of an essential teaching skill clarity and academics structure. A maturation body of research makes it clear that these skills are related to student achievement.Students, in that respectfore, need a clear understanding of what they are expected to learn and they need to be motivated to learn it. Effective structuring sets the stage for learning and typically occurs at the beginning of the lesson. Although the length of structure will vary depending on the age, ability and minimize of the students and difficulty of the subject matter, the undermentioned components are usually build in an effective academic structure.a. Objectives. Let the students know the objectives of each lesson. They, like the teacher, need a road map of where they are going and why.Review. Help students review prior learning before presenting new information. If there is confusion, limit each.Motivation. Create an anticipatory set that motivates students to listen to the presentation. This can be done through an intriguing question, an anecdote, a joke or interesting teaching materials.Transition. Relate new information to antecedently attained knowledge and experience. Provide ties and connections that will help students integrate old and new information.Clarification Break dget a large body of information. Do not inundate students with too many facts. Ibis is particularly true for young children and slower learners, although it also applies to older and faster learners.Examples. Give several examples and illustration to beg off main points and ideas.Directions. Give dir ections distinctly and slowly. If students are confused about what they are supposed to do, repeat or break information into small segments.Enthusiasm. Demonstrate personalized enthusiasm for the academic content. Make it clear why the information is interesting and important.Closure. Close the lesson with brief review or summary.The majority in academic structuring takes place at the beginning of the lesson, but there may be several points throughout the lesson where sub-structuring or brief presentation of information are also necessary. Substructures initiate new pedagogical cycles and allow the discussion to continue. A clear summary or review is also important at the close of the lesson.Good questioning is at the very core of good teaching. As John Dewey (1933) said. To question well is to teach well. In the skilful use of the questions more than anything else lies the fine art of teaching. Since questioning is a key element iii guiding learning, all students should have equal access to classroom questions and academic interaction.If you want all students, and not just the quickest and most assertive, to answer questions, establish a protocol for participation and interaction. For example, make a rule that students must raise their hands and be called on before they may talk. (Donald, 1985).Although it is important to keep classroom discussion moving at a brisk pace, sometimes teachers push forward too rapidly. Slowing down at two key places during classroom discussion can usually improve the effectiveness and quality of classroom responses. In the research on classroom interaction, this slowing down is called wait time.Mary (1986) research shows that after asking a question, teachers typically wait only one second or less for a student response (wait time 1). If the response is not forthcoming in that time, teachers rephrase the question, asks another student to answer it, or answer it themselves. If teachers can learn to increase their wait time from o ne second to 3-5 seconds, significant improvements in the quantity and quality of student response usually will take place. There is another point in classroom discussion when wait time can be increased. After students complete an answer, teachers oft begin their reaction or their next question before a second has passed (wait time 2). Once again, it is important for teachers to increase their wait time from one second to 3-5 seconds. Based on her research, Mary (1986) has determined that change magnitude the pause after student gives an answer is equally as important as increasing wait time. Resultantly, classroom interaction is changed in several positive ways.Recently, attention has been directed not only at how teachers ask questions, but also at how they respond to student answers. A study analyzing classroom interaction in more than 100 classrooms in five states found that teachers by and large use four types of reactions.Praise. Positive comments about student work, such a s Excellent, good job.Acceptance. Comments such as Uh-huh and Okay which acknowledge that student answers are acceptable.Remediation. Comments that encourage a more accurate student response or encourage student to think more clearly, creatively, logically. Sample remediation comments include Try again, Sharpen your answer, Check your addition,Criticism. A clear statement that an answer is inaccurate or a demeanorpaper) as well as comments that simply indicate an answer is not correct (Your answer to the third question is wrong)Good lad (1984) said that a snapshot of classrooms taken at random would in all likelihood show teachers talking and questioning and students listening and responding. Further, observations in 1000 classrooms showed that teachers interact less and less with students as they go through the grades. The elementary classroom is more interactional than the high school one the high school classroom is more interactive than college. Most students play a more passi ve role in classroom interaction at the end of the schooling process than at its beginning. Ironically, interviews with students show that they are happiest when they are actively involved in their learning. confabulations and InteractionEducation with its correlated activities of teaching and learning involves communication as well as reciprocal interaction between the teacher and pupils, as channels of realizing its objectives. Communication is a Latin word, meaning common.Hence communication implies having common experiences with other people. The word communication means a wide variety of things to different people. The following are some of the widely accepted definitions for communication. Communication means sharing of ideas and feelings in a mood of mutuality.Communication involves interaction which encourages give and take. This provides feedback to persons involved in exchanging ideas.Communication is a process of sharing of experiences till it becomes a common possitting. Effective communication is a two-way process including feedback and interaction.It is rather difficult, if not progressively impossible, to provide children with actual first-hand experiences as the world becomes increasingly complex. Obviously, some substitute experience must be evolved and used to enable children to understand and conceptualize their world. This is the burden of communication as an integral part of teaching.Teachers Behavior and Classroom InteractionTeaching behavior is an act of the teacher which occurs in the context of classroom interaction. Teachers deliver in different ways and therefore there are different types of classroom interactions. Some teachers are very strict and some are very kind and lenient. Some are witty and humorous and some are dull. There are some who are very stern and serious all the time. Certainly, the teachers behavior pattern sets the pattern of pupil behavior in a classroom. The teachers behavior tends to create an atmosphere which is described as classroom climate. We may banish the teachers classroom behavior into two categories (1) Demonstrative and (2) integrative. When a teacher talks, commands, restricts pupils freedom to talk, he is dominative. When he allows pupils to talk, ask questions, accepts their ideas and stimulates their participation in class activities, he is integrative. It is, therefore, the teachers behavior which sets the pattern for learning atmosphere or climate in the classroom. If he is generally dominant, he promotes such a climate in the class. If he is generally integrative, he aids in integrative climate.Techniques of interaction analysis have been helpful in the analysis of teaching behavior. Although only a small equilibrium of verbal communication is recorded, it is possible to infer about classroom events. It is possible to estimate the initiation and response on the part of the teacher and pupils and a number of other interesting features of teacher- pupils relationship. ( Amidon Hunter, 1967).Interaction AnalysisInteraction analysis is a process of en steganography and decoding the study pattern of teaching and learning. In the coding process, categories of classifying statements are established, a code symbol is assigned to each category and a trained observer records by jotting down code symbols. In the decoding step, a trained analyst interprets the display of coded data even though he may not have been present when the data were collected. Although there are many systems for coding spontaneous verbal communication in classroom, typical system for interaction analysis will usually includea. A set of categories, each defined clearly. A procedure for observation and a set of ground rules which govern the coding process,Steps for tabulating data in order to arrange a display, and suggestion which can be followed in some of the more common application.Classroom interaction analysis can be used for in service and pre-service education in order to help teachers improve classroom instniction. This requires some kind of objective feedback to the person who is trying to change his behavior.Classroom Interaction TechniqueStudy of classroom had always deserved the attention of research workers and, as a result, it was in the late 1930s that the analysis of teaching behavior was used by Anderson. He was interested in developing a reliable technique for the measurement of domination and of socially integrative behavior in teachers contact with children.Although classroom observation has been there in training programmes for a long time now, objective and reliable scales of observation is of recent origin. conventional observation relied on subjective estimates and could not be quantified. The observational techniques have mechanical devices against subjective examination by the observer. Some of the popular observation schedules were developed over the past few years (Amidon and Hough, 1970).RESEARCH METHODOLOGYRESEARCH DESIGNThe study will focus on patterns of classroom interaction at Elementary level in the light of Flanders Interaction Analysis. This study will be an observational type of the descriptive method. The following procedure will be adopted for studying patterns of classroom interaction.POPULATIONAs the purpose of the study will be to explore the patterns of classroom interaction at Elementary level in the light of Flanders Interaction analysis, so the target population comprised all the Elementary level classrooms in Khyber Pakhtunkhwa.SAMPLEThe sample of the study will be consisted of twenty-five classrooms at Elementary level. The number of observed teachers will be twenty five at Elementary level. The number of observed students will be fifteen hundred. All the twenty five classes of the above level will be selected randomly.RESEARCH INSTRUMENTSThe research instrument will be Flanders Interaction Analysis for observing and measuring classroom interaction patterns. This instrument was developed b y Flander (1970)and has been used extensively in various studies regarding classroom interaction. The items in the Flanders interaction analysis will be converted in an observation sheet called coding chart as illustrated by Gay (2000).The Flanders Interaction Analysis system and precedent of observational sheet is given below.FLANDERS INTERACTION ANALYSIS SYSTEMTEACHERTALKDIRECTINDI RECTAccepts Feelings Accepts and clarifies the tone of feeling of the students in an unthreatening manner. Feelings may be positive or negative. Predicting or recalling feelings are included.Praises or Encourages Praises or encourages students action or behavior. Jokes that release tension, not at the expenses of another individual nodding straits and saying um hm? or go on are included.Accepts or uses ideas of students Clarifies, builds, or develops ideas suggested by a student. As teacher brings more of his or her own ideas into play, shift to 5.Asks Questions Asks questions about content or proced ure with the intent that the student answers.Lecturing Gives facts or opinions about content or procedure, expresses his or her ideas, asking rhetorical questions.Giving Directions gives directions, commands, or orders that students are expected to comply with.Criticizing or Justifying Authority gives statements that are intended to change student behavior from unacceptable to acceptable pattern bawling someone out stating why the teacher is doing in the context of what he or she is doing with extreme self-reference.Student talk-response Talk by students in response to teacher. Teacher initiates the contact or solicits students statementStudents talk-initiation Talk initiated by students. If calling on student is only to indicate who may talk next, observer must decide whether student wanted to talk.Silence or confusion Pauses, short periods of silence, and periods of confusion in which communication cannot be understood by the observer.SubjectThe above observational sheet represent s 90 seconds for 10 categories of FIA. each(prenominal) block in observational sheet represents 3 seconds.PROCEDUREThe design of the study will be observational, In order to secure data, Flanders Interaction Analysis procedure will be employed to observe classroom interaction patterns in Elementary level classrooms. The following observation procedure will be adopted1. In the each class of 45 minutes length, 13.50 minutes (810 secs) will be used for observation.13.50 minutes (810 secs) will be divided in to nine observation session.Each observation session will be for the duration of 1 .30 minutes (90 secs).One observation sheet will be used for each observation session of 90 seconds.Each observation session will constitute 30 observation periods.Each observation period will be of 3 seconds duration.The teachers behaviour in each observation period of 3 seconds will be observed, classified and recorded in the relevant block of the observation sheet till the termination of observat ion session of 90 seconds.Stopwatch will be used to note initiation and expiry of each observation period of 3 seconds.9. Total time for observation in a single classroom will be 13.50 minutesDATA COLLECTIONThe observational session will be an interesting stage for the researcher. He will visit different classrooms, with different subject matter and with different teachers.Twenty five classes (as mentioned in sample) will be observed in a period of 3 months.DATA ANALYSISData collected through the above mentioned research instrument will be coded in the observation sheets. Each table will be analysed and interpreted by using percentages. In order to calculate, all the categories from category 1 to 10 will be added and the mean and standard deviation of 10 categories for 25 Elementary classes will be calculated.LITERATURE CITEDAmidon E. and N. Flanders. 1967. Interaction Analysis as a Feedback System. Theory Research, and Application. Addison-Wesley Reading, MA, USA Pp.121-140.Amidon, E. and J. Hough. 1970 Interaction Analysis Theory, Research, and Application. Addison-wesley Reading, MA. USA Ppl 14-1 18.Amidon, E. and E. Hunter. 1967. Verbal Interaction in the Classroom The verbal interaction category system. Addison-wesley. Reading, MA USA P 52.Anderson, L. W. and R. B. Burns. 1989. Research in Classrooms The study of teachers, Teaching and Instruction. Pergamon Press brand-new York. P.101.Bellack, A. 1965. The language of the Classroom. Teacher college press, mod York.Bruner, J. 1966 Towards a theory of Instruction. Cambridge, Mass, Belknap Press, Harvard University. Pp 87-99.Dewey, J. 1933. How we think. D.C.Ileath, Boston.P.266Donald, E. 1985. Applying Research on Teacher Clarity Journal of Teacher Education, New York.P.44-48Flander, N. 1963. Intent, Action and Feed back, A preparation for teaching. Journal of Teacher of Education. New York. Pp25 1-260.Flander, N. 1967 Teacher Influence in the Classroom. Interaction analysis theory, research, and applicat ion Addison-Wesley. Reading, MAUSA. Pp 103-116.Flander, N. 1970 Analyzing Teacher Behavior. Addison-Wesley. Reading, Mass P.171Flander, N, and G. Morine. 1973 The Assessment of Proper Control and Suitable learning environment. In N. L. Gage (Ed). Mandated evaluation of educators.Stanford California Center for Research and Development in Teaching. Pp 73-78Gage, N. L. 1978. The scientific Basis for the Art of Teaching. Teachers College Press. New York P-287Gay,L R. 2000. Competencies for Analysis and Application (5h ed). Educational Research. Florida International University. Pp.448-457.Goodlad, J. 1984. A Place Called Classroom. McGraw Hill Publishing Company, New York. P.387-91.Jackson, W. P. 1968. Life In Classroom. Hold, Rinehart, New YOrk.P.69.Medley and Mitzel. 1963. Observational schedule. Interaction Analysis, University Press, New Delhi P.86.Mark N. 1994. Problem Based Learning, McGraw Hill, New York. p 110.