Saturday, May 23, 2020
The Meaning of Nani in Japanese
The word naniÂ ä ½â€¢ (㠪ã «) in Japanese means what. And depending on the situation, you might, instead, use nan (㠪ã‚“). Which term you use depends on the context, in particular, whether you are speaking or writing formally or informally. The sentences below are listed first in a transliteration of the Japanese phrase or sentence, followed by the spelling in Japanese charactersâ€â€using kanji, hiragana, or katakana as appropriateâ€â€followed by the translation in English. Where indicated, click on the link to bring up a sound file and hear how to correctly pronounce the word or sentence in Japanese. Using Nani or Nan in a Sentence Nani is the more formal and polite term to use when asking a question, as in: Nani wo suru tsumori desu ka? (㠪ã « ã‚’ 㠙る 㠤ã‚‚ã‚Š㠧ã â„¢ ã ‹)  What do you intend to do? or What are you planning to do? In more casual situations it would be fine to use nan. As a general rule, if the word following what begins with a syllable from the t, n, and d groups, use nan, as in: Nandeshou? (㠪ん㠧ã â€"ょã †) What do you want? More on Using Nan vs. Nani Nan is used before particles. A particle is a word that shows the relationship of a word, phrase, or clause to the rest of the sentence. Particles are added to the end of sentences to express the speaker or writers emotions, such as doubt, emphasis, caution, hesitation, wonder, or admiration. You might use nan with a phrase such as /ã ®, /ã § (which means of the and is pronounced no de) and verb da/desu (打㠧ã â„¢ ), meaning it is hitting or it is striking. Nani is used before: /ã ‹ (meaning or and pronounced as ka) and /ã « (meaning into a and pronounced as ni). Be careful when you use nan because, for example, if you use nan before ka (/ã ‹), which means or, it would sound like the word nanka (㠪ã‚“ã ‹), which means things like. Another example would be if you were to use nan with ni (/ã «), it would be nanni (㠪ã‚“ã «), meaning why, but this sounds very much like nannimo (㠪ん㠫ã‚‚), which translates as nothing at all. Using Nani or Nan in Context You might use nani or nan in a restaurant. Depending on whether you are at a formal business luncheon or a casual eatery, you might use either of these terms. For example, at fast food eatery you might say: Osusume wa nan desu ka. (ã Šå‹ §Ã£â€š 㠯ä ½â€¢Ã£ §Ã£ ™ã ‹) What do you recommend?Are wa nan desu ka. (ã ‚ã‚Å'㠯ä ½â€¢Ã£ §Ã£ ™ã ‹ã€‚) What is that? If you are at a more formal eatery, but you dont know what to order, you might ask a fellow diner: Nani ga oishii desu ka. (ä ½â€¢Ã£ Å'ã Šã „ã â€"㠄㠧㠙㠋。) What is good? If you are traveling on a train and need to ask for help from a stranger or train conductor, that would be considered a more formal situation in Japan. Thus, you would use nani and might say: Tsugi wa nani eki desu ka. (æ ¬ ¡Ã£ ¯Ã¤ ½â€¢Ã© §â€¦Ã£ §Ã£ ™ã ‹ã€‚) What is the next station? However, if you are traveling with a friend, you might use  the informal nan, as in: Nan-ji ni demasu ka. (ä ½â€¢Ã¦â„¢â€šÃ£ «Ã¥â€¡ ºÃ£ ¾Ã£ ™ã ‹ã€‚)  What time does it leave?
Monday, May 11, 2020
Anne Bradstreet The First American Poet And Woman Writer...
Anne Bradstreet Anne Bradstreet was the first American poet and woman writer of America. Bradstreet was a well-educated woman; she used her father’s library to educate her self. Bradstreet’s writings were about her personal and puritan life. Her poetry expresses emotional and personal feelings. She produces a strong Puritan voice and also was one of the first to write English in the American colonies. Anne Bradstreet individualism lies in her choice of material rather than her style. Anne Bradstreet was born in 1612 in Northampton, England. Her parents were Thomas and Dorothy Dudley. In 1630 she moved with her husband and her parents to the Massachusetts Bay Colony, where her husband and her father served as governors of the settlement. The families moved to America just like many Puritan settlers, in hopes of religious freedom, which could not be obtained in England. Bradstreet’s husband was frequently absent, but still managed to find time to write her poetry while raising 8 children. Also Her health was often poor, and she had bouts of serious illness. It is likely that she had tuberculosis. Yet among all this, she found time to write poetry (womenshistory.about.com). Bradstreet s work has endured, and she is still considered to be one of the most important early American poets (poetryfoundation.org). Bradstreet was only sixteen and her husband was twenty-five years old but it was obvious they had a happy marriage as evidence of her poem, â€Å"To my D ear and LovingShow MoreRelatedEssay on Anne Bradstreet: The Pioneer Puritan Poet1124 Words  | 5 Pagesatypically for a renowned American poet, Anne Bradstreet was an English-born writer who moved to America in 1630 after enduring an arduous journey (â€Å"Anne Bradstreet†). Bradstreet was a devoutly religious Puritan, following the precedent of her father and husband, the most prominent men in her life. Her dedicated Puritan beliefs greatly molded her writings. Many of her poems contain references to sin, redemption, and immortality among other recurrent Puritan topics (â€Å"Anne Bradstreet†). Anne Bradstreet’s publishedRead MoreFeminist Poets Like Emily Dickinson And Anne Bradstreet881 Words  | 4 PagesPuritans). But, slowly and gradually, situation being changed: â€Å"During the first half of the 19th century, women s roles in society evolved in the areas of occupational, moral, and social reform. Through efforts such as factory movements, social reform, and women s rights, their aims were realized and foundations for further reform were established†(Lauter 1406). Feminist poets like Emily Dickinson and Anne Bradstreet talked substantially about feminism in different lights in the past two centuriesRead MorePuritan and Neoclassical Literature981 Words  | 4 Pagesthe literature of American authors. When the Puritans came to the New World, they led a life that was focused on their religious beliefs. Through the course of time, the people of the British colonies developed an identity apart from both the homeland of England and their religious predecessors. Anne Bradstreet, a Puritan, was one of the first women writers to gain international fame as a New World writer. In her poem Prologue she writes about what it is like for a Puritan woman living in the NewRead MoreWomen s Role For Literature887 Words  | 4 PagesPuritans). But, slowly and gradually, situation being changed: â€Å"During the first half of the 19th century, women s roles in society evolved in the areas of occupational, moral, and social reform. 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As a Puritan woman, AnneRead MoreAnne Bradstreet The Flesh and the Spirit1698 Words  | 7 PagesAnne Bradstreet: The Flesh and the Spirit Anne Bradstreet Anne Bradstreet was born in 1612 in Northampton shire, England. Anne along with her husband and parents emigrated to America with a Puritan group. They settled in Massachusetts. She became one of the first poets to write English verse in the American colonies. However, the idea of the women writer was not popular at this time. It was quite rare and uncommon thing to find a woman writing poems or essays. She was also a daughter of a PuritanRead MoreSimilarities Between Anne Bradstreet And Society1353 Words  | 6 PagesCorrelations Between Anne Bradstreet’s Poems and Society Today The name Anne Bradstreet may not be as infamous to some ears as the name Virginia Woolf or Mary Shelley, but her influence on the inclusion of women in a predominantly â€Å"male society†prevails nonetheless and reigns just as prominent as other women of her time. Anne Bradstreet was a devoted wife and mother, who was also bound by the impediments of being a Puritan woman. In fact, she summited herself to her husband and demonstrates herRead MoreMary Rowlandson vs Anne Bradstreet Essay994 Words  | 4 PagesMary Rowlandson and Anne Bradstreet are two women with different stories and one similar faith. Their similar faith in God and passion for writing allowed the two women to survive the contrast of hardships each woman had to endure. Furthermore, in this essay, I will compare and contrast the lives and faith of Rowlandson and Bradstreet. In the story â€Å"Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson†written by Mary Rowlandson herself, we read that she is taken captive by a groupRead MoreEssay on Anne Bradstreet and Her Feelings Toward Men1528 Words  | 7 PagesAnne Bradstreet and Her Feelings Toward Men Growing up in the early 1600s was a tough time for many people, especially women. Women were very much discriminated against and made to fulfill the duties that were in the household and nothing else beyond that. Anne Bradstreet was a woman that grew up during this time as a Puritan. Puritans believed that humans could only achieve goodness if they worked hard, were self-disciplined, and constantly examining themselves to make sure that they wereRead MoreEarly American Literature Vs Modern United States1538 Words  | 7 Pages As a student I often find myself showing little interest in early American Literature vs modern United States. The text can be boring mostly because it is primarily authored by Anglo-Saxton Puritans. Once the text was read, it started to make more sense to me about the way of puritan life; as well as being more relevant on the views of America. The Puritan way of life was a man’s world. Women had separate roles in Puritan society; women se rved as secondary subjects their husbands. The
Wednesday, May 6, 2020
Ict in Teacher Education Free Essays
ICT in Teacher Education Dr. R. Sivakumar Assistant Professor Department of Education Annamalai University Annamalai Nagar – 608002. We will write a custom essay sample on Ict in Teacher Education or any similar topic only for you Order Now Abstract Information and Communication Technologies has a great potential to contribute positively towards knowledge dissemination, effective learning and the development of more efficient education service. In teacher education, student-teachers acquire appropriate knowledge, skills and competences on how to integrate technology in education. The knowledge and competences are how to use ICT in teaching and learning has gained enormous importance in today’s teacher education programs. The integration of information and communication technologies can help revitalize teachers and students. This can help to improve and develop the quality of education by providing curricular support in difficult subject areas. Use of ICT in learning settings can act to support various aspects of knowledge construction and as more and more students employ ICTs in their learning processes. ICT enabled education will ultimately lead to the democratization of education. Introduction Teacher is considered to be the architect of the nation. One can realize how important education is which makes one a teacher. Teacher education is looked after by a systematic operation of various agencies involved in it. Various education commissions and a number of expert committee have discussed the aims of teacher education in India. One of the main reasons is the inadequate academic, professional and pedagogic preparation and insufficient level of knowledge and the skills of the faculty. Besides this, traditional versus modern methods of teaching, outdated knowledge and information and lack of skills, teachers attitude, aptitude and authenticity of their sources of knowledge are some of the other core issues. Owing to knowledge explosion and tremendously fast changing ICT, the teachers sometimes find it rather difficult to cope with the new intellectual challenges being thrown up by the changed global and local context. Therefore, they need to acquire new knowledge, and reliable and authentic information. In present scenario, teachers need to help their students in: how to learn, how to grow in future, how to develop study skills, how to conduct fundamental research, how to examine, evaluate and assess information This is necessary if the teachers really want to survive in the ICT world of education. A teacher plays a significant role not only in class teaching learning situation but in social engineering too. Society gives a respectable place to teachers who are really perspective empowered. This empowerment is not at in terms of physical perspective. It is in academic, intellectual, social, and national perspectives. ICT in Education Information and Communication Technologies has a great potential to contribute positively towards knowledge dissemination, effective learning and the development of more efficient education service. Information and Communication Technologies are becoming increasingly pervasive in reaching schools. It is essential that teachers and teacher-educators have a thorough working knowledge of these media and their influence on the performance and engagement of their students. ICT includes, but is not limited to, personal computers, laptops, printers, LCD projectors, palm devices, iPods, fax machines, cell phones, Internet, Intranet and Web-Based Education that offers accessibility, flexibility and innovativeness in teaching and learning. Teachers have ability to use digital technology, communication tools, and networks appropriately to solve information problems in order to function in an information and knowledge society. This encompasses three areas of ICT literacy, namely cognitive, technical, and social. ICT integrated teacher education is more important to Indian education system that is committed to maintain global partnership as well as leadership in knowledge-based society. ICT in education are not only new tools bringing evolution and changes. They raise new fundamental paradigms, new fundamental concepts, which change profoundly our societies, which change knowledge and access to knowledge. The digital natives will bring this new context, whatever the schools do or not. This is a new challenge for schools and for teachers. Digital natives are not only new pupils, a kind of new step in the humankind; they are the main actors of the new digital society, the new citizens of the knowledge society. Learning and teaching in the digital society. It should be no surprise that teachers who, like other professionals, are expected to be lifelong learners, must also meet the challenges of digital and mobile technologies. It is not simply a matter of mastering new technology; since the entire traditional paradigm has been up-ended, they must re-examine their profession and redefine their role of the teachers in the learning process. Understanding and mastering technology is the starting point of a process of creating a new school. ICT in Teacher Education Information and Communication Technology (ICT) have the potential of educational challenges. In teacher education, student-teachers acquire appropriate knowledge, skills and competences on how to integrate technology in education. The knowledge and competences are how to use ICT in teaching and learning has gained enormous importance in today’s teacher education programs. This is because student-teachers’ adoption of ICT use in the classroom has strong positive correlation with the pedagogical training rather than technical skills a particular ICT-related teacher education program or course must seek to promote the following aspects of knowledge so as to help students-teachers know how to use technology in the teaching and learning processes: * Knowledge of problems or situations that can be solved by technology. * Knowledge of the kind of technology that can solve this kind of problem. * Knowledge of how the technology can solve a specified problem. This kind of knowledge is known as Technological Pedagogical Content Knowledge (TPCK). It is important that student-teachers are trained on how to use ICT in delivering of education to make learning more meaningful for using Education Technologies to support instruction. Student-teachers should be introduced to TPCK concept and should work in an environment that promotes this understanding for effective integration of technology in their future teaching. ICT courses in teacher education must also strive to develop a sound understanding of the learning theories and ways how ICT can be used to enhance teaching and learning. It is expected that ICT courses in teacher education should make student-teachers appreciate that the choice of any particular technology should be grounded not only on specific learning theory but also on pedagogical needs and the context. This ICT course must promote among student-teachers the knowledge and competences related to the application of ICT to promote teaching and learning process. Using ICT in education includes: * the use of ICT as object of study: which refers to learning about ICT which enables student-teachers to use ICT in their daily life. the use of ICT as aspect of a discipline or profession: meaning that ICT is used for development of ICT skills for professional or vocational purposes. * ICT as medium for teaching and learning which focuses on the use of ICT for the enhancement of the teaching and learning process. To effectively use the new information and communication technologies (ICTs) to improve learning, the following essential conditions must be met: * Students and teachers must have sufficient access to digital technologies and the Internet in their classrooms, schools, and teacher education institutions. High quality, meaningful, and culturally responsive digital content must be available for teachers and learners. * Teachers must have the knowledge and skills to use the new digital tools and resources to help all students achieve high academic standards. Teacher education institutions are faced with the challenge of preparing a new generation of teachers to effectively use the new learning tools in their teaching practices. For many teacher education programmes, this daunting task requires the acquisition of new resources, expertise and careful planning. In approaching this task it is helpful to understand: * the impact of technology on global society and the implications for education, * the extensive knowledge that has been generated about how people learn and what this means for creating more effective and engaging student- centred learning environments, * the stages of teacher development and the levels of adoption of ICTs by teachers, * the critical importance of context, culture, leadership and vision, lifelong learning, and the change process in planning for the integration of technology into teacher education, * the ICT competencies required of teachers related to content, pedagogy, technical issues, social issues, collaboration, and networking, * the importance of developing standards to guide implementation of ICTs in teacher education, * the essential conditions for successful integration of ICTs into teacher education, * important strategies to consider in planning for the infusion of ICTs in teacher education and managin g the change process. Integrating ICT into teaching The integration of information and communication technologies can help revitalize teachers and students. This can help to improve and develop the quality of education by providing curricular support in difficult subject areas. To achieve these objectives, teachers need to be involved in collaborative projects and development of intervention change strategies, which would include teaching partnerships with ICT as a tool. ICT enhancing teaching and learning process Introduce ICT into their classrooms: teachers should believe in the effectiveness of technology, teachers should believe that the use of technology will not cause any disturbances, and finally teachers should believe that they have control over technology. The use of ICT will not only enhance learning environments but also prepare next generation for future lives and careers. The integration of ICT into teaching and learning processes contributes to increase the interaction and reception of information. Such possibilities suggest changes in the communication models and the teaching and learning methods used by teachers, giving way to new scenario which favours both individual and collaborative learning. Students using ICTs for learning purposes become immersed in the process of learning and as more and more students use computers as information sources and cognitive tools. The influence of the technology on supporting how students learn will continue to increase. In the past, the conventional process of teaching has revolved around teachers planning and leading students through a series of instructional sequences to achieve a desired learning outcome. Learning approaches using contemporary ICTs provide many opportunities for constructivist learning through their provision and support for resource-based, student centred settings and by enabling learning to be related to context and to practice. Use of ICT in learning settings can act to support various aspects of knowledge construction and as more and more students employ ICTs in their learning processes, the more pronounced the impact of this will become. Teachers generate meaningful and engaging learning experiences for their students, strategically using ICT to enhance learning. ICT enhancing the quality of education ICT increases the flexibility of delivery of education so that learners can access knowledge anytime and from anywhere. It can influence the way students are taught and how they learn as now the processes are learner driven and not by teachers. This in turn would better prepare the learners for lifelong learning as well as to improve the quality of learning. In concert with geographical flexibility, technology-facilitated educational programs also remove many of the temporal constraints that face learners with special needs. Students are starting to appreciate the capability to undertake education anywhere, anytime and anyplace. One of the most vital contributions of ICT in the field of education is- Easy Access to Learning. With the help of ICT, students can now browse through e-books, sample examination papers, previous year papers etc. and can also have an easy access to resource persons, mentors, experts, researchers, professionals, and peers-all over the world. This flexibility has heightened the availability of just-in-time learning and provided learning opportunities for many more learners who previously were constrained by other commitments. Wider availability of best practices and best course material in education, which can be shared by means of ICT, can foster better teaching. ICT also allows the academic institutions to reach disadvantaged groups and new international educational markets. As well as learning at any time, teachers are also finding the capabilities of teaching at any time to be opportunistic and able to be used to advantage. Mobile technologies and seamless communications technologies support 24Ãâ€"7 teaching and learning. Choosing how much time will be used within the 24Ãâ€"7 envelope and what periods of time are challenges that will face the educators of the future. Thus, ICT enabled education will ultimately lead to the democratization of education. Especially in developing countries like India, effective use of ICT for the purpose of education has the potential to bridge the digital divide. Uses of ICT in language arts How ICT improves the teaching/learning of language or how to improve language teaching through intelligent and informed use of technology * Searching and using Internet resources for language materials and lessons * Searching literature-based, creative writing, problem-solving Internet projects with the option of using interpersonal exchanges, virtual gatherings, peer feedback or mentoring to support student learning. * Constructing technology-enhanced lessons or lesson plans within a language art curriculum Uses of ICT in science * How ICT improves the teaching/learning of science or how to improve science teaching through intelligent and informed use of technology * Searching and using Internet resources for science materials and lessons * Science education on the Internet Use of computers software and calculators for science teaching * Use of computer to simulate scientific phenomena and use of graphic calculators to collect and analyse data * Constructing technology-enhanced lessons or lesson plans within a science curriculum Uses of ICT in mathematics * How ICT improves the teaching/learning of mathematics or how to improve mathematics teaching through intelligent and informed use of technology * Searching and using Internet resources for mathematics materials and lessons * Use of computer software and ca lculators for mathematics teaching * Use of computers and graphic calculators to collect and analyse data and to build and test mathematical models of the real-world * Constructing technology-enhanced lessons or lesson plans within a mathematics curriculum Uses of ICT in social studies How ICT improves the teaching/learning of social studies or how to improve social studies teaching through intelligent and informed use of technology * Searching and using Internet resources for social studies materials and lessons * Searching problem-solving, enquiry and creative thinking materials with the option of using interpersonal exchanges, virtual gatherings, peer feedback or mentoring to support student learning * Constructing technology-enhanced lessons or lesson plans within a social studies art curriculum Conclusion The teacher education system empowered by ICT driven infrastructure can have a great opportunity to come up to the centre stage and ensure academic excellence, quality instruc tion and leadership in a knowledge-based society. ICT has revolutionized the entire concept of education. It is really a challenging task to strengthen ICT in teacher education because a large majority of the teacher education institutions are unequipped or under-equipped in the terms of digitized and high-tech infrastructure. References Ahmed, S. and Singh, M. (2010). Multimedia in Teacher Education Empowering Accessible, Flexible and innovative learning, Shikshak – Shikha Shodh Patrika Vol. (04) No (1) pp. 32-33. Flecknoe, M. (2002). â€Å"How can ICT help us to improve education†? Innovations in Education Teaching International, Vol. 39, No. 4, Pp; 271-280 Mishra, P. , Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Montgomerie, C. , Irvine, V. (2001). Computer skill requirements for new and existing teachers: Implications for policy and practice. Journal of Teaching Learning, 1(1), 43-55. Moore, M. amp; Kearsley, G. (1996). Distance Education: A Systems View. Belmont, CA: Wadsworth. Paliwal A. K. (2006). Faculty development in teacher education perceptions and changing context, sovinier 7th National conference MATE pp 10-11. Takwal, R. (2003) Problems and Issues faced by Indian Education system UGC Golden Jubilee Lecture serie s. pp. 5. Venna S. K (2010) Teacher Education some qualitative consideration, Shikshak – Shikha Shodh Patrika vol (04) NO (1) pp. 10. Yusuf, M. O. (2005). Information and communication education: Analyzing the Nigerian national policy for information technology. International Education Journal Vol. 6 No. (3), Pp; 316-321. How to cite Ict in Teacher Education, Papers
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