Free Essays on A History Paper

Hinton Rowan Helper and George Fitzhugh both had strong feelings regarding slavery and Northern and southern society. George Fizhugh believed that the north’s definition of equality of rights, and liberty was somewhat altered. George Fitzhugh believed that the north â€Å"enslaved† more people than the south in the sense that people that had money and land were the â€Å"new masters† of the poor, and were crueler than any southern slave owner. Fitzhugh, furthermore stated that the slaves in the south experienced numerous more rewards than any free white land worker that were over worked and under paid. Fitzhugh’s argument was that slaves didn’t have to worry about where they were to sleep, or about raising enough money to feed his family, as many white land workers in the north had to do. In the south all these things were provided for the slaves. Another argument was that the slave owners cared more about their slaves than the employers in the north, even through old age of the slave. Hinton Rowan Helper’s views on the north and south were somewhat different. He felt that the north was smart to have employees rather than slaves working in the field. Although Helper was a proud southern citizen, he felt that the south was being very nieve about how well the north was doing. Although southerners didn’t pay their slaves as the north did their field hands, the north was doing far better agriculturally than the south. The statistics from 1850 prove that the free states were making double, if not more, the amounts of wheat bushels and oats than the south. On top of doing better agriculturally they also had the best industry in the nation. All of the south went north for everything from books to clothing, and Helper knew that this put the south in a huge disadvantage. Helper wanted the south to keep it’s money circulating in the south, not given to the north. He felt that the only way for the south to get out of it’s... Free Essays on A History Paper Free Essays on A History Paper Hinton Rowan Helper and George Fitzhugh both had strong feelings regarding slavery and Northern and southern society. George Fizhugh believed that the north’s definition of equality of rights, and liberty was somewhat altered. George Fitzhugh believed that the north â€Å"enslaved† more people than the south in the sense that people that had money and land were the â€Å"new masters† of the poor, and were crueler than any southern slave owner. Fitzhugh, furthermore stated that the slaves in the south experienced numerous more rewards than any free white land worker that were over worked and under paid. Fitzhugh’s argument was that slaves didn’t have to worry about where they were to sleep, or about raising enough money to feed his family, as many white land workers in the north had to do. In the south all these things were provided for the slaves. Another argument was that the slave owners cared more about their slaves than the employers in the north, even through old age of the slave. Hinton Rowan Helper’s views on the north and south were somewhat different. He felt that the north was smart to have employees rather than slaves working in the field. Although Helper was a proud southern citizen, he felt that the south was being very nieve about how well the north was doing. Although southerners didn’t pay their slaves as the north did their field hands, the north was doing far better agriculturally than the south. The statistics from 1850 prove that the free states were making double, if not more, the amounts of wheat bushels and oats than the south. On top of doing better agriculturally they also had the best industry in the nation. All of the south went north for everything from books to clothing, and Helper knew that this put the south in a huge disadvantage. Helper wanted the south to keep it’s money circulating in the south, not given to the north. He felt that the only way for the south to get out of it’s...

How to Use the Spanish Word Como

How to Use the Spanish Word Como Como is a common and useful word in Spanish that is frequently used to compare two things, persons, or actions that are similar. Como Often Equivalent to Like or As Como is frequently used as a preposition or conjunction that means like or as. Regardless of which of the two parts of speech it is used as, it is generally understood much the same way by English speakers, so this introductory lesson will look at examples of its usage as both parts of speech together. (Note: English translations used in this lesson reflect English as it is frequently spoken rather than distinguishing among proper uses of like and as.) Como nearly always means something similar to in the manner of and/or is used to make actual or implied comparisons: Piense como un millonario. (Think like a millionaire.)Dice que usa las redes sociales como un presidente moderno. (He says he uses social networks like a modern president.)Si se parece a un pato, anda como un pato y grazna como un pato, entonces es un pato. (If it seems like a duck, walks like a duck, and quacks like a duck, then its a duck.)Te quiero, pero como amigo. (I love you, but as a friend.)No hay nadie como Francisco. (There is nobody like Francisco.) ¡No me trates como un perro! (Dont treat me like a dog!)Como tu profesor, quiero ayudarte y ser tu amiga. (As your teacher, I want to help you and be your friend.)No duermo como antes. (I dont sleep like I did before.)He decidido vestirme como quiero. (I have decided to dress myself the way I want.)Te odio como jams he odiado a nadie. (I hate you like Ive never hated anyone before.)Como era de esperar, la pelà ­cula ha batido todos los rà ©cords. (As expected, the film has broken all records.)Mà ­rame como si fuera la prim era vez. (Look at me as if it were the first time.) Salieron como si nada hubiera pasado. (They left as if nothing had happened.)El cine se lo conoce como el sà ©ptimo arte. (Cinema is known as the seventh art.)Quiero la piel como estaba antes. (I want my skin to like it was before.) Como the conjunction/preposition should not be confused with the homonym como, the first-person singular indicative form of comer that means I eat. Como in Approximations Colloquially, como is sometimes used for approximations. Typical translations include about and approximately. Tengo un primo que pesa como 200 kilogramos. (I have a cousin who weighs approximately 200 kilograms.)Maneje como dos millas pasando la gasolinera Texaco. (Drive about two miles, passing the Texaco gas station.)Al final me costà ³ como mil dà ³lares tomar el examen. (In the end, it cost me something like $1,000 to take the text.)Llevo como dos semanas intentando comprar los boletos en là ­nea para el concierto. (I spent about two weeks trying to buy the tickets online for the concert.) Using Como for How With an orthographic accent, cà ³mo becomes an adverb and is often translated as how. This occurs most often in questions and indirect questions:  ¿Cà ³mo ests? (How are you?) ¿Cà ³mo puedo adquirir un pasaporte? (How can I get a passport?) ¿Cà ³mo puede algo tan pequeà ±o hacerte sentir tan grande? (How can something so small make you feel so great?)No sà © cà ³mo bajar los fotos del servidor. (I dont know how to download the photos from the server. Note: This is an example of cà ³mo being used in an indirect question.)No me importa cà ³mo lo haces. (It doesnt matter to me how you do it.)

Who is The Illuminati and are they running the world Research Paper

Who is The Illuminati and are they running the world - Research Paper Example It is alleged that the Illuminati is the principal motivational force behind the push for one-world religious ethic, global governance, as well as a centralized system of controlling the world’s economy. Organizations such as the IMF, the United Nations Organizations, the ICC, and the World Bank and viewed as appendages of the Illuminati. The Illuminati conspiracy explicates that Illuminati is the impetus behind all the efforts aimed at brainwashing the gullible masses through manipulation of beliefs and thought control using the educational curriculum, the press, and the political leadership of the countries. The Illuminati aims at controlling the world by creating a New World Order. This is a diabolical plan established by the financial elite with intentions of destroying the national sovereignty of the worlds’ governments through world conflict and blackmail. Their ultimate goal of doing this is to enslave mankind into a one world dictatorship government (Burkett 46). The New World Order agents have managed to take control of the financial system of the world. It pains to realize that the politicians that are elected by the common man are the ones who have let that to happen. They have done that by making it legal for private financial institutions to control the stock market, the money supply, and ultimately our destiny. Additionally, they have given the private financial institutions the power to control print money and the printing press, and this has enabled them enslave the people of the world by making them live in debts (Penre). The creation of debts slavery has made governments bankrupt or insolvent. Therefore, in order to keep their economies going, governments’ rely on credit from the New World Order. This enslaves governments since they are dependent of the New World Order. On the other hand, the New World Order makes use of this opportunity to control the destinies of these nations that depend on it.

The Principles of Job Design Essay Example | Topics and Well Written Essays - 2250 words

The Principles of Job Design - Essay Example A good job design will lead to lower staff or employee turnover as well as less absenteeism. Basically, staff turnover refers to the amount of time a worker spends within an organisation from the first day at that new job to the last (Rollinson et al 2008). When employees are satisfied with their jobs, they will be motivated to stay longer and this will positively contribute to the growth and development of the organisation. This means that there will be lower costs for the organisation and it will make life easier for the HRM. There will also be lower costs in recruiting new employees given that the efforts of the HRM will be specifically focused on training and developing the employees already working in the organisation in order for them to keep pace with the changes that may take place within the company. This will also enable the loyal employees to gain the much needed experience required for them to complete the tasks assigned to them. Job design can affect job satisfaction in many ways. People are more satisfied when certain things are present in a job so it is important for the HRM to identify these things (Rollinson et al 2008). Factors such as opportunity for promotion or the use of an employee’s particular talents or skills can contribute to job satisfaction which will entail lower staff turnover. This translates to mean improved profitability for the organisation as well as general worker satisfaction in the workplace. It can also be noted that job design can affect both physical and mental health of different employees within the workplace. There will be fewer chances of employees suffering from stress related... This paper stresses that the major constraint of adopting a new modern job design is that it may be expensive to the organisation given that a lot of resources would be needed to train the employees to meet the standard expectations of the organisation’s operations. Whilst it is a good idea to give due consideration to the needs of the employees, there is also need for the organisation to have a clearly defined line of authority which can make it easier for the responsible people to monitor and manage performance in the organisation. If everyone is given the power to make decisions in their operations, the organisation may not be able to pull the efforts of all the individuals towards the attainment of the set organisational goals since the individuals have different goals which may not be the same as the organisation’s. Tjis report makes a concluison that the main difference between the modern approach to job design and Tayloristic principles is that the modern job design puts more emphasis on the human needs while the while the mechanist approach is mainly concerned with productivity of the organisation. However, some of the Tayloristic principles are still relevant in today’s organisation depending on the nature of the industry concerned. The likely problem with implementing a modern job design is that it can be expensive for the organisation to train and develop all the workers such that they can be able to make decisions on their own. The other problem is that they may have different views about the organisational goals.

Anthem and Farenheit 451 Essay Example for Free

Anthem and Farenheit 451 Essay Fahrenheit 451 and Anthem Comparison Essay When a person is entrapped within a society that dictates their behaviour, thoughts, and opinions they are unable to grasp the realization of their societies corrupt nature. However, there is always the odd individual who willing and capable of uncovering the truth of their society. In the novels Anthem by Ayn Rand, and Fahrenheit 451, written by Ray Bradbury the main characters of the novels were able to find truth by, forming friendships that are banned by their societies, rebelling against the grain of society to gain knowledge or form ideas, and finding flaws within their societies. Thus proving that, when one seeks truth within the confines of a controlling society it leads to self-discovery because they find the courage to escape. When one seeks truth within the confines of a controlling society by forming friendships that are banned it leads to self-discovery, because they find the courage to escape. For instance, Montag a character form the novel Fahrenheit 451. In the society that he lived in, any types of reading material was considered forbidden. Those who took it upon themselves to embrace the reading material were considered to be just as harmful as the material itself, because it lead people to believe â€Å"all the false promises, all the second-hand notions and time worn philosophies† that people had (Bradbury, 76). However, Montag intentially befriended an elderly man named Faber, who in his younger days, before the revolution, was an English professor. Montag know that Faber was knowledgeable in literature, but he became his friend regardless of this fact because he was curious of the forbidden treasures that his society kept from him. On the other hand Faber was aware of the glorious preachings, concepts, and ideas that literature held, and he was also aware of the error his society was making when it decided to eliminate reading material during its transformation. Although he was conscious of the valuable information that would be lost Faber did not speak out or fight against this decision, in turn he lost one of the most valuable things in his life: â€Å"I’m one of the innocents who could have spoken up and out when no would listen to the ‘guilty,’ but I did not speak and thus became guilty myself†¦ Now it’s too late† (Bradbury, 82). Faber’s misfortune friendship and his non-existent initiative to fight for literature inspired Montag to discover his true self, and his own beliefs that lead him to flee form his society in order to end up regretting the fact that he did not protest for his right to knowledge. Thus showing that by Montag forming a friendship that was not excepted by his society he found the courage to escape. A second example of one finding enough courage to escape a controlling society, because of a banned friendship is Equality 7-2521 of the novel Anthem. In the society in which Equality 7-2521 lives feelings and emotions that one may have towards another are forbidden, because it makes that individual different and unique from others within a society where everyone is to be considered equal. Although this is a main law Equality finds himself being drawn to a young girl by the name of Liberty 7-2000. With his new found attraction Equality 7-2521 reaches out to the girl in hopes of grasping a relationship, and this is exactly what he achieves. The relationship between Equaulity 7-2521 and Liberty 7-2000 helped him discover his true self. It made him realize that he was able to have love for someone else and that there was nothing wrong or improper about the feelings that he was experiencing and that this was not curse but an advantage, one that have him an individual. Equality’s self discovery, gave him the gallantry to escape form his society, because it made him recognize how corrupt and controlling his society was and it also made him realize that the only way he would ever truly be happy is if he were free. Both characters with in the novels Anthem, and Fahrenheit 451 discovered themselves by forming friendships that were not excepted in their society, an din both cases they gained enough courage to escape. Montag’s friendship with Faber inspired Montag to escape and realize his true self only because he was afraid to become what Faber was; a coward, not willing to fight for his beliefs. In contrast, the friendship that Equality 7-2521 and Liberty 7-2000 shared inspired Equality to discover his self, and escape, because he was different and enjoyed being unique from the rest of his society. This shows that although both characters were inspired by friendships, the reasons for their actions, and their self-discovery were different. Thus proving that, when one seeks truth within the confines of a controlling society it leads to self-discovery, because they find the courage to escape. A second factor that must be accounted for is the fact that when one seeks truth within the confines of a controlling by rebelling against the grain of society to form ideas or gain knowledge it leads to self revelation and it gives them the courage to escape. A good example of this is Equality 7-2521. In the novel Anthem Equality seeks and finds truth in his society by discovering a source of energy. The process of Equality’s discovery was very long and strenuous and it consisted of disobeying the rules that were set, on many given nights in order to sneak away and work in his secretive tunnel on his invention. Because of what his society preached, he instilled in his thoughts that he was, â€Å"born with a curse† (Rand, 13). Equality 7-2521 believed this because he was curious about the nature of things and broke rules to explore the world in which he lived. However, when he discovered that he was able to produce a light from a source other than a candle his thoughts and opinions towards himself and his society changed. His society did not want to recognize or accept the new energy that he discovered. The society’s ignorant towards Equality 7-2521’s discovery, that could have changed the way that the society lived and worked angered him. In result it made him discover that he was a unique individual that had thoughts that were far more indepth and surpassed the thoughts of others he was surrounded by. Equality 7-2521’s search to gain knowledge helped him build the strength to escape the controlling society that he lived in because he realized that it and the individuals that it contained were just holding him back form discovering his true self and environment further. Equality 7-2521 sought truth within his society by rebelling against it and forming a new idea and that gave him the strength to escape. In addition, Montag from the novel Fahrenheit 451 was also in search of truth and did so by rebelling against his society and gaining knowledge that resulted in courage to brake free. In the society of this novel people were restrained form reading literature, and to ensure that this law was not broken. It was the job of firefighters to burn and destroy all reading materials. Montag was a perfect example of a firefighter he ignighted books to ensure that the evil teachings that they held would never by absorbed by people of his society, until his curiosity overtook him: â€Å"there must be something in books, things we can’t imagine,†¦ there must be something there† (Bradbury, 51). This interest Montag had in hat his society withheld from it’s people soon overwhelmed him and he found himself rebelling by secretly recovering and protecting book form homes that were being destroyed because of the literature that they contained; â€Å"Montag felt the hidden book pound like a heart against his chest’’ (Bradbury, 39). Not only did Montag rebel by stealing books, but he embraced the knowledge inside. The wisdom that he acquired f rom these sources of knowledge lead him to self-discovery, because he realized the corrupt nature of his society. His society was so corrupt that he no longer wanted to take part and inhibit people form opening and expanding their minds. Montag’s self discovery is evident when â€Å"suddenly the odor of kerosene made him vomit,† although it was once such a great smell that only a true firefighter could love, and he could no longer fulfill his job as a firefighter and be happy (Bradbury, 49). Montag’s new found knowledge gave him the courage to escape because he recognized that if he stayed and continued to be controlled by his society that he would never be able to spread the knowledge and wisdom that he had gained. Both Equality 7-2521 and Montag rebelled within their society’s and in result formed ideas or captured some form of wisdom. Furthermore, both discovered themselves and recognized from their discovery that they needed to break free form their society in order to have freedom and the will to share their advanced knowledge and ideas. Montag and Equality 7-2521 both made discoveries that could have and would have changed the way their society’s functioned and thought. Although, what Montag realized had been recognized by individuals in his society before in contrast to Equality’s newly discovered light source that was unknown to his society. Therefore proving that when one seeks truth within the confines of a controlling society, it leads to self-discovery, because it gives them the courage to escape. The last factor that must be accounted for is the fact that when one presues truth within the confines of a manipulating society by finding flaws within, it leads to self-discovery, because they find the courage to escape. An example of this is Equality 7-2521. The society that he lived in is very narrow minded and believes that conformity is essential in order for all to be content. Their Motto: â€Å"We are one in all and all in one. There are no men but only the great WE, one, indivisible and forever,† is the basis of their ethics, and suppresses them form leading a typical lifestyle. No one within the society of the novel Anthem was permitted to have thoughts, pinions, or ideas of their own. Equality 7-2521 was silenced by the conformity that his society had. Finally he came to the realization that his society’s flaw was depriving him and others of their individuality. This realization gave Equality 7-2521 a better understanding of himself. Him recognizing his society’s flaw gave him the bravery to escape, because he realized that his society would never learn from it mistakes and frailties, and that he needed to take action in order to provide a better and more fulfilling life for himself and others. Therefore, Equality 7-2521 investigation for truth within his society led him to the realization of flaws that it contained, and gave him the courage to escape. In comparison, in the novel Fahrenheit 451 Montag uncovers imperfections within his society, that directed him to discover himself, because it gave him the courage to retreat. The society that Montag lives in confines the population by restraining them from any sort of reading material, in fear that the material will cause people to become unhappy, depressed, or angry, with the information that it consists of: â€Å"We stand against the small tide of those who want to make everyone unhappy with conflicting theory and thought†¦ Don’t let the torrent of melancholy and drear philosophy drown our world† (Bradbury, 62). This quotation proves that this society believes that it is truly making people happy by holding back, and not allowing them to have opinions and thoughts of their own, basically controlling them. Not only does the society of the novel control people by making it known that they can not enjoy the pleasure, and benefits of reading, but they also control them with parlor walls, which are giant televisions that take up an entire living room wall. These walls â€Å"tell you what to think and blasts it in. It must be right. It seems so right. It rushes you on so quickly to its own conclusions your mind hasn’t time to protest† (Bradbury, 84). Montag realizes that this is his society’s major fault, and the reason that they are in desperate attempts of controlling everyone is because they believe and want everyone to be alike: â€Å"We must all be alike. Not everyone born free and equal, as the Constitutions says, but everyone made equal† (Bradbury, 58). Montag’s recognition of his society’s flaw leads him to self-discovery ecause he realizes exactly what his society is doing, and knows that it is not mentally healthy for any individual. Montag breaks free of his society by escaping, because he yearns for the knowledge and independency that his society refuses to provide and except. Both characters apprehend that their society’s have major obstacles that they have to overcome before it could ever become a well functioning and productive society with well functioning individuals. They also escape the societies, because they realize that nothing will ever be done about the blunders that they hold. Furthermore, both Montag, and Equality 7-2521 conceive when free from their past societies that they want to take action, and establish a society of their own. Both societies in the two novels Fahrenheit 451 and Anthem find ways of controlling the humanity that it with hold by molding them into what them want them to be. Thus and thus proving that when one seeks truth within the confines of a controlling society it leads to self-discovery, because they find the courage to escape.

19th Century Architecture :: Art Buildings Essays

19th Century Architecture 19th Century architecture is a wide subject only because there were so many beautiful and magnificent buildings built. The Houses of Parliament were built between 1840 to 1865. It was built by Sir Charles Barry in a Gothic Revival style. The buildings cover an area of more than 8 acres and contain 1100 apartments, 100 staircases, and 11 courts. The exterior, in it’s Revived Gothic style, s impressive with its three large towers: Victoria Tower spanning 336ft in the air, Middle tower 300ft, and Saint Stephen’s better known as the Clock Tower spans 320ft to the sky. The latter contains a clock with four dials, each 23ft long, and a great bell, Big Ben, weighing 13.5 tons. Among the house are the House of Peers; House of Commons; Saint Stephen’s Hall on the site of Saint Stephen’s Chapel; the residence of the speaker, the libraries, committee rooms, and lobbies connected with the House of Commons and the House of Peers; and offices. A very well known structure was also built LA TOUR EIFFEL The Eiffel Tower, or as the French call it, La tour Eiffel, is the last metal construction from the 1887 exhibition. From top to bottom the Eiffel tower is a naked construction showing its rivets and seams proudly. Work on the Eiffel Tower began on January 28, 1887. With new techniques for metal construction the Eiffel Tower was completed in 26 months. With little cost and little labor the only complaints about it were directed at its starkness. The Parisian skyline is forever changed by this tower of steel. Three hundred meters tall when finished, it dominated the landscape of Paris. Later a telecommunications antenna was added to raise the tower's height to almost 350 meters. The Eiffel Tower was the tallest building in the world until 1930 when the Chrysler building was built. The Eiffel Tower was built to commemorate the French Revolution. A competition was held for designs for a suitable monument. More than 100 plans were sent in, only three were picked. Of the three the only one standing today is the Eiffel Tower. Conceived by Gustave Alexandre Eiffel, who was an accomplished bridge engineer, the towers' designs were sent in to the Centennial Committee. The reply came not more than a month later, they were to build the tower. Work on the actual tower began more than five months after the designs were accepted.

Integration of psychology & theology Essay

The worldview of Christian counseling is that activity which delves into helping people grow constructively in all aspects of their lives through a caring relationship and it is done by counselor with Christian assumptions and values. Alister E. McGrath, in his book Christian Spirituality (1999) states that spirituality comes from Hebrew â€Å"ruach† which has a set of meanings from spirit, breath to wind. In counseling however it refers to the pursuit for an authentic and fulfilled life, that comprises; taking values of Christianity its beliefs and making them part of our life so that they provide the â€Å"spirit† , â€Å"breath† and â€Å"fire† for our lives . Epistemology refers to the study of source or origin of knowledge. In counseling this helps in knowing the nature of persons, their problems and realizing the appropriate ways of counseling them. Imago Dei simply means the image of God. This helps counseling to direct us toward the relationship us and God. We have the image of God and that is why we value others. Holistic counseling has something to do with mind body and spirit. In essence these are the salient components of a whole human being. Holistic counseling involves the trinity of health by providing individualized services and monitoring all areas of wellness and how they impact the others. Types of confrontation in counseling involve: 1) the personal belief system; personal attitudes, unique experiences, personal and cultural beliefs. This is how a person evaluates life, people and events. 2) Organizational belief system; this is personal beliefs of employees in different roles within the organization. 3) Objective standards; rules and workplace standards that make up objective baseline. 4) Factual reference base; factual knowledge, punitive measures, and realistic understanding of consequences. Therapeutic relationship interacts with particular strategies to hinder or attain a client’s objectives. The relationship is significant to effective therapy. The personality, character, church background professionalism and setting for counseling are very crucial ethical standards for practicing as a Christian counselor. Spiritual formation is a continuous process in Christianity. Hebrews 12:1 describes it as â€Å"running the race with perseverance. † This in essence is God’s endless grace in reality to mankind. The role of spiritual formation is to attract, care and build the clients in life groups Healthy sense of self has a lot to do with self esteem. Sense of self helps us communicate with other about our feelings. References -Alister E. McGrath. (1999) Christian Spirituality. New York: Mc Graw -McMinn, Mark R. (1996). Psychology, Theology, and Spirituality in Christianity Counseling. Carol Stream, IL: Tyndale House Publishers. 6

The Role of Local Culture and Context in English Language Teaching

The Role of Local Culture and Context in English Language Teaching -Mabindra Regmi The Relation between Language and Culture The structuralists portrayed language as an entity that could be segmented and through learning these segments, the totality would also be learnt. This method has been tested, challenged and in many cases discarded in the world of linguistics. The conception, propagation and inevitable discontinuation of ever new methods has prompted Sowden to express â€Å"there has indeed been methodological fatigue, leading many to the pragmatic conclusion that informed eclecticism offers the best approach for the future. (Sowden, 2007, p. 304). Perhaps, eclecticism is the right trend while implementing ELT methods. One of the factors that should be considered, however, is that there seems to be a deep connection between language and culture unlike the belief of the structuralists. The concept of language teaching now is that of concentration in what the learners learn or w ant to learn rather that what is to be taught. As the classrooms get more learner-centered, it can be assumed that the attitude and the initiatives from the learners’ side will be more prominent.Since a person is shaped by ones culture and local setting, we can assume that the importance of cultural context in language teaching will grow as learning becomes more learner centered. It is in conjunction with this shift of emphasis away from teaching and towards learning, that there has appeared a growing awareness of the role played by culture in the classroom. (Sowden C, 2007, p. 304) It is not only the learners that come with their own culture in the classroom, the teachers also bring their own culture. This is particularly true if the language teacher is not from the locality.Sowden warns the teacher â€Å"to be aware not only of the cultures of their students and their environment, but also of the cultures that they themselves bring to the classroom† (Sowden, 2007, p. 305). Thus, it can be seen, however inconclusive, that culture of both the teacher and learner plays an important role in the language learning environment and they have to be addressed for effective learning to take place. This intricate mutual relationship between language and culture may be the key to unlock the language teaching methodologies of the future. Whenever we talk about anguage and its use, it is important to figure out the relation between language and culture. There are few things we need to ask ourselves in this regard. Can language exist independent of culture? Is learning a new language (English) definitive of learning the culture of native speakers of English? Who are the native speakers of English? Will the culture of the native speakers be appropriate in the setting of the language learner? Can language exist independent of culture? A language cannot exist in vacuum. It has to express some objective function when utterances are made or some text is written.Whe n we do make use of language, the production made is generally about what we know or what we have experienced. What we know and experience mostly confines within the local setting that we have grown up and where we are residing. Thus, local context becomes inseparable from the use of language. Is learning a new language (English) definitive of learning the culture of native speakers of English? When we learn a new language, we need to adopt the culture of the target language to a certain extent because the cultural aspect comes amalgamated with the target language. But what about the learners?The learners have their own set of cultural experiences and objectives of using a language. They have their own cultural amalgamation which has to be addressed during target language learning process to make it meaningful and relevant to the learners. We can assume that integration of local culture and context is inevitable while learning a target language. Who are the native speakers of Englis h? The distinction that makes a native speaker is generally very vague and often misleading. It might be important to look into the terminology if we are to explain what English is.A dictionary definition might say that native is belonging to a certain geographic location. In the case of English we must consider the fact that it is spoken in many parts of the world and more and more people are adopting it as the first language of communication. In this setting we must consider the appropriateness of calling certain speakers native and others not. Furthermore, even within the native speakers we find many varieties as in the British English, American English, Australian English, or South African English. If the English language is to be made a ruly global one, one must leave the notion of ‘native speakers’ behind. Will the culture of the native speakers be appropriate in the setting of the language learner? The culture and context of the learner and the native user of Eng lish may differ very contrastively. The traditional native speakers of English have their own cultural and contextual setting and it creeps into the language that they use. It should not be surprising thus, that the English used in non-native setting has the purpose of academia without much cultural interference.But can English have the same purpose if it were to only transfer the cultural and contextual nature of the target language? In order to make English learning a holistic experience, it is important that culture and local context are integrated so the learner has a more comprehensive grasp of the language. Different Views Regarding the Role of Culture in Language Class Different people have expressed their opinions regarding the role of culture in language class. Phyak, P has collected four such opinions from various personnel in his article integrating local culture in the EFL context of Nepal: An ignored agenda?The first view expressed by Byram and Flemming (Byram, 1997; By ram and Fleming, 1998) states that the target language culture should be taught in ELT in order to help learners to acculturate into the culture of English countries. The second view expressed by Karchu, Nelson and Canagaraja (Kachru, 1986; Kachru and Nelson, 1996; Canagarajah, 1999) opines that there is no need of teaching target culture especially in the contexts where different institutionalised varieties of English are in practice. Similarly, the third view by Kramsch and Sullivan (Kramsch and Sullivan, 1996) states plainly that ‘local culture’ in TEFL should be taught.Finally, the fourth view by Alptekin, Jenkins and Seidlhofer (Alptekin, 2005; Jenkins, 2005; Seidlhofer, 2001) says that since English is a lingua franca, it should be taught in a culture-free context. In the same article Phyak gives a fifth opinion regarding the use of culture in language class by assimilating the highlights of the above opinions where he advises the teachers to use both target and n ative cultures with priority to local culture (Phyak, P). Whatever the views of applied linguists all over the world, we cannot disregard two core realities.The first is that while learning a second language, the influence of the culture of that language is inevitable. The second fact is that the learner of second language comes equipped with the culture of the first language. If no association is made between the culture of the first language and the learning of the second one, the learning will not be as effective. Therefore, inclusion of local culture and context should be more prominent in the initial phases and gradually gear more towards the target culture so that the integration is seamless in the end and language skill transition is more comprehensive.English as an International Language Hegemony of English language is a global phenomenon and the onset of modern technology, the computer; and as the choice language of the academia will further strengthen it. Eventually, the s pread of English will probably be the root cause for disappearance of majority of world languages. Having said that, one must accommodate the fact that the use of English in international communication is increasing, and thus, it is gaining momentum as being an international language. The rise of English as an international language has created many concerns among the laymen, experts, anglophiles and chauvinists alike.The concerns can be divided into two factions. The first leads us towards convergence of all world languages into one giant English language. Because of the advent of printing, and more recently, media; languages, specifically English; are being standardized so that there is uniformity in the manner we write and speak. Many believe this to be a positive step towards world unification. There may be advantages to uniformity, but the question is; does it outweigh the disadvantages that it might bring in the form of ‘language death’ as expressed by David Cryst al or loss of identity?The other faction is made up of personnel who are asking this very question. The prominence of English might be an indicator of decline of other languages. When a language is lost, it is not only the means of communication that is lost with it. There are contextual and cultural associations with languages, and in addition; it also forms the corpora of accumulated knowledge of a community. All this will also be lost with the dying language. Moreover, there is a strong affinity of the language with the identity of a person or a community.Although English may provide with alternate identity, as shall be discussed later in this paper, the primary form of identity shall be lost, especially if the learning of English is subtractive in terms of the first language. Discrepancies aside, internationalization of English is inevitable. The question now remains is how we are going to bring about policies for other languages that are in existence. In order to understand why English is fast becoming a global language, we must try and analyze why is it important for us to learn English.There are many reasons why an individual would want to learn English. i. English may be a factor for obtaining better employment opportunities. ii. English is the medium of communication for business, recreation and competitive tournaments. iii. English is almost mandatory for learners pursuing higher academic achievements and publishing of one’s findings. iv. The knowledge of English may provide higher social standing or identity in many cases. We can see that English language empowers a person both in terms of social and material power.Thus we can see the attraction towards learning English. The choices that the language communities have is either to have subtractive learning of English and forget one’s own linguistic heritage, as is happening mostly in developing countries like Nepal; or to make the learning process additive by retaining one’s own language intact. It can be assumed that the later alternative is more acceptable. The reason for the long windedness of the explanation above brings us back to the core discussion of this paper: local context and culture in teaching or learning English.Now as we have made a huge circle from the inevitable internationalization of English to the better alternate of additive learning of English; it is time to ponder over how we are going to teach English language. English Language, Local Culture and Social Identity If we want to have mastery over English language, then I believe we must find a way to make the language practical to its learners. Just reading the literature of the language or using the language in stereotype British or American cultural setting will not hold much significance to the learner of English as a foreign language.What needs to be done is to bring about association between the language being learnt and the experience of the learners. This will provide platform f or practicality of the language being learnt. In order to understand why local context and local culture must be integrated into teaching of English language, we must also be familiar with how culture and local context plays a role in language learning. Culture and Language Reflect each other The common notion regarding the purpose of language learning has been related to communication.Because of the researches done in sociolinguistics and discourse, we should consider the fact that language is not only ‘understanding’ what the other person is expressing but it is also necessary that we understand the text at a discourse level where cultural and individual background conveys deeper meaning to the language items used. Language is not only communicating with words but we have deep rooted cultural and contextual schemata and frames which are reflected in the language that we use. Thus it is important to analyze the meaning of discourse at cultural and contextual level.The reason that we should consider the Frame and Schema theories of discourse analysis when talking about the language is that if we are not able to express or comprehend the schema created through cultural setting, only understanding the text in communication will not be able to justify the meaning that should have been understood. Only through associating and integrating the language that we are trying to learn (English) into social and cultural setting shall we be able to exploit the nuances of the expression made in a language.Englebert believes that there is a cultural variation between the learner and the language and that the â€Å"teacher hosting foreign students must come to terms with the fact that those students are immersed in a culture with which they are not familiar, and that they bring with them not only their limited knowledge of the language, but a myriad of assumptions based on generations of cultural indoctrination†. (Englebert, 2004). These assumptions based on â€Å"cultural indoctrination† are at the core of schema of the learner.Not only the culture of the target language but even the prescribed packaged methodology might create confusion in teaching English as a foreign language. In her study among the Asian students studying in New Zealand, Li found that â€Å"the interactive teaching methods adopted by New Zealand teachers are culturally incompatible with Asian students’ learning conceptualizations. The findings suggest that some teachers’ adoption of the communicative or interactive teaching approach led to Asian students’ negative learning experience in New Zealand† (Li, 2004).This shows that the cultural background and the mindset of the learner should be considered while teaching English. Subsequently, it also indicates the integration of local context and culture of the learner for smoother and more effective teaching learning experience. If the learner of English is only familiar with her o wn experience based on her own cultural and local setting, trying to incorporate a different language with a different setting will make it literally ‘foreign’. The ‘foreignness’ can be significantly eliminated if local context and culture of the learner is being used in the target language.Thus integrating the cultural and contextual setting in language learning will be important. English Language and Social Identity Bonny Norton has explained that in the current social situation, English language helps create a more powerful identity for the individuals because of the advantages associated with the proficiency of English Language (Norton, 2007). She further explains that construction of identity through learning English are complex and dynamic. The five examples that she has taken in her article all give different perspectives people have for English language based on their cultural and contextual backgrounds.If individuals from different social and ethni cal backgrounds have different concepts about how English should be taught and learnt, then we can assume that it is the experience of the learner that is influencing such perspectives. An individual is the product of the local culture and context, so we cannot ignore the importance of inclusion of local context and culture in English pedagogy. Norton recommends that we should not overlook the focus on individual account while teaching English.She further explains that the researches on language teaching and identity is fragmented and it has to be made more organized, and if English belongs to the people who speak it, expansion of English in this Global era is better (Norton, 2007). Inclusion of Local Context and Culture in ELT in Nepal Along with the gathering momentum of inclusion of local culture and context in language teaching across the world, an initiative has been started in Nepal where linguists and social activists are advocating for inclusion of local context and culture, namely, ethnic languages in mainstream education.Alongside with this initiative there are many linguists and teachers of English language who are advocating for inclusion of local context and culture in English Language Teaching. The problem that the Nepali society is facing is how to bring about the implementation of such content and context in English language. Looking at the coursebooks and educational materials, it is evident that the English teaching is heavily influenced by the culture of target language users. Although some content and stories seem that they have local context, but the exercises that follow again reflect to the target language culture.On the other hand, the teachers are also imparted trainings and education aligning with the target language culture. In this ambience, it will be difficult to implement inclusive local content and culture while teaching of English. In order to overcome this impasse, some measures can be taken so that there is a momentum towards progressive implementation of the discussed issue. First, the language policy makers and the educators of the country need to come together to make a master plan on how to develop materials, train teachers and set objectives on inclusion of local culture and context in ELT.Only when a concrete set of objectives and a clear vision of the implementational procedures have been codified, the initiative can move forward. Second, there has to be a mass drive for collection of local content in the form of stories, poems, articles and the like which also reflects local culture. The content corpus has to be exhaustive so that all the major aspects that need to be covered are covered. Agencies like Nepal English Language Teachers’ Association, NELTA, can be instrumental in taking the necessary initiatives.It is wise to include people from different academic, professional, age group, ethnic, gender, and geographical backgrounds to make the corpus comprehensive and complete. Third, the gathered content has to be carefully cataloged, edited and selected for practical use. There may be many ways by which the content can be used. The content can be an integrated one where a little of everything is included, or it might also be ethnic or locality specific where different communities make use of different relevant parts of the corpus.The fourth, which might also be the most important, is to enable the teacher of English to believe that local content and context is not only necessary but is the most effective way of teaching or learning a language. The teacher should also have autonomy to develop content from her own locality adjusting to the need of the learners there. Perhaps the most difficult part of this endeavor will be to discard the prevalent target culture based content in favor of local culture based one. But once the importance is felt and the initiative commenced, language learning process will take a meaningful and applicable turn.The learners then will not be learning English in vacuum but they can associate their own life experiences to the language being learnt. Finally, a monitoring and evaluation mechanism should be developed in order to judge how successful the implementation of the initiative has been. The monitoring and evaluating body can also make necessary changes in the whole process as the problems arise. Association and Comprehension through Local Context in ELT If there is association between the local context and culture, and English Language teaching; the learners might benefit in many different ways.As Lengkanawati states â€Å"we can conclude that the choice and the intensity of using language learning strategies is influenced by many factors, one of which is the students’ cultural background† (Lengkanawati, 2004), the association of local culture and English language teaching might help the learner build better learning strategies. It will lead the learner to grasp deeper meaning of the target languag e and use it efficiently and productively. Moreover, the differences that lie within the variations of English will make the learner appreciate that context and culture are essential for language learning.All this will lead to a global culture where one retains her native culture while learning that of the target language and thus of the whole world. We have discussed previously about the nature of association between language and culture. In addition, we also discussed about the emergence of English as an international language and the advantages of learning it. Then we went on to how local context and culture can be integrated into teaching English in Nepal. Now, we shall focus on advantages there might be in integrating local context and culture while teaching English in three different stages.The association of local context and culture can be done in three levels: using local context and culture while learning English, Using the context and culture of the target language, and i ntegrating the two cultures to create multicultural or global comprehension. 1. Using the local cultural and contextual setting while learning English. Using local context and culture will enable the learners to grasp the deeper meaning of English because they can associate the cultural and contextual meaning that they are familiar with.In Barfield and Uzarski’s findings, â€Å"the classroom observation showed that students in pair and group works were more interactive when they had to discuss on their local cultures than when they had to discuss on different stories or texts which they were not familiar with. † Contextualization will further enable the learner to be proficient in the language at a faster pace. The learner will understand how a different language is not very different from one’s own. This methodology needs to be applied on the learners at least at the beginning.The learners must be given ample opportunities to interact in the target language. Th is is only possible if the content that is being used is related to local context or culture. If target language culture is given as a topic of interaction, the learners may have nothing to contribute and will be less willing to proceed further. 2. Using the culture and context of the target language The users of the target language are varied. There is no single context or culture that defines a language like English. Therefore, it will be difficult to identify the target culture when we talk of English.This also indicates that even within the same language there is influence of local context and culture. This will make the learner understand that the language is not entirely free from the culture and context of a community. For example, we can take metro English that the Londoners’ use. It is very different from the traditional Standard or BBC English that we learn in Nepal or the other parts of the world. Sometimes there is a discrepancy in lexical meanings and pronunciati on too. A pavement for the British might be sidewalk for the Americans.A mate is a friend in Australia and spouse in England. The fact that even among the native speakers of English in different countries the linguistic items have different meanings will enable the learners to realize that culture or local context is the key factor in using and understanding a language. It will also give an insight that language is culture and context specific and not medium specific. To clarify this statement we can safely assume that the people coming from same cultural and contextual setting will share more meanings than people from cross-culture sharing the same language.This demarcation will be of vital importance because the learner will be able to comprehend that to understand a person is not only understanding the language but understanding the local context and culture as well. It will further inspire the learners of English to be familiar with different cultural settings of the people that use the language. This kind of interpretation of language should be carried out at intermediate and advanced levels where the learners have been made familiar of the inclusion of their own cultural and local contexts while learning English. 3.The emergence of a Global culture When more and more people start becoming familiar with the local culture and context of more and more places, then a common, integrated culture will emerge. This is the Global phenomenon that has been extensively discussed in every sphere of modern human civilization. This global concept of the language and cross-cultural integration should be the ultimate outcome of language learning. When we are able to identify issues of global importance and contribute to it in a local way, then we will be adherent to the post-modernist maxim of â€Å"think globally, act locally†.This is a concept that might be difficult to understand for many learners. There is also a paradox of going local to harbor a global outlo ok. This in turn complicates the nature of language that we use in the modern world. The learners of languages, and specifically of dominant language like English, should consider the integration of local context and language. Considering the complexity of the process and inputs, learners of the tertiary level of English should be taught at this comprehensive level. Assimilation of Various Cultures for Global InterpretationBarfield and Uzarski have a very interesting notion regarding language integration when they opine that even if an indigenous language is lost, which is happening at an alarming rate all over the world, through integration it can be preserved within another language like English. Interestingly, despite the loss or future loss of an indigenous language, the â€Å"roots† of that indigenous culture can be preserved through the learning of another language, such as English. (Barfield and Uzarski, 2009) This is one notion that can be construed as positive aspect of assimilation of local culture into a Global one.Even though we might have strong opinions regarding local languages and cultures that we have inherited, and feel strongly towards dominance and ultimate displacement that a language like English will do to other local languages, the only way to actually save a part of the culture and local form of language might be through English. In order to achieve this, it would be important to integrate local context and culture in teaching languages like English. On the other hand, because English is fast becoming the lingua franca of the world, there should also be a global ownership of the language.If we consider only one of the cultures of the native speakers then the globalization of the language will not be possible. In order to truly make a language like English a global one, and for all the cultures to feel that they are also a part of this global phenomenon, integration of local culture and context is important. So, at the end, every individual language community can feel the ownership of global English through integration and assimilation. Contrastively, the cultural and local contexts of societies that use English language are varied and it would be impossible to integrate everything about all the cultures.To make it comprehensible in the global arena, we should find out commonalities that exist in all the cultures and localities across the world and try to establish a common contextual and cultural condition for the language to evolve into a Global Language. Such understanding and cohesion will provide â€Å"the abilities to perform effectively and appropriately with members of another language-culture background on their terms† (Barfield and Uzarski, 2009). Conclusion This article has assumed certain developments in English language based on current global trends.It has assumed that English is fast becoming a global language and it will become more so in the future. It has also assumed that the local languages will decline and decay in the face of English as their adversary. Considering these base assumptions, the article has provided insight into understanding the importance of English language and equal importance of using local context and culture while teaching English. In conclusion, we can reaffirm the essence of the whole discussion in the following manner: first, we need to understand that we use English as a method of communication and this language is fast becoming a global anguage. Because we use it in our communication, the language cannot be excluded from the local context and culture because they are what we are likely to be communicating about. There may be differences in opinions regarding how or if local context and culture should be used in teaching English, but it is essential that we integrate local context and culture. Second, use of local context and culture in teaching English will depend on the nature of the local setting. Same system may not be applicab le in all communities.Therefore, how the integration is to be done should be tailored to suit the needs of a particular community or a country. In case of Nepal, this can initiate with development of content corpus based on multilingual communities existing in the country and making a broad plan on what and how to integrate the content thus collected and selected. Third, the use of local context and culture can be done following a procedural format where local context and culture can be given more priority in the earlier stages of learning English language.Slowly, learning of the culture and context of the target language is to be achieved for more comprehensive understanding. When integration is done among various communities and language groups, then English will emerge as a true global language with global ownership. Finally, we should also consider the possibility that many present languages of the world might one day die. And the only possibility of its context and culture to b e passed on may be through integration into a dominant language like English. All these expositions make the use of local context and culture in English Language Teaching a necessity.

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Lesson Plan Sample for 3rd Grade PA Standards READING- MATH- 1.1,1.2,2.3,3.4 1.1,1 .2,2.3,3.4 Objectives: MONDAY-FRIDAY 3RDGrade  Ã‚   3rd Grade Students should: Read 17 wpm at an accuracy rate of 85% Read and write 10 whole numbers in expanded Pronounce sounds correctly at 25 sounds per minute (spm) form in 10 out of 15 trials Read 200 vocabularies at 115 words per minute (wpm) with 2 errors Read and write 15 whole numbers in a standard Read a passage at 140 wpm with only unsystematic errors form in 15 out of 18 trials Learn to decode words easily at 105 wpm accurately Classify the place and value of a digit in a four Reading and analyzing the main concept in each paragraph digit numeral Decode words as well as write the title or topic with random faults Round place valued numbers to the nearest 10, State the main concept in 3 paragraphs out 5 100 and 10 000 Read and tell the correct time in a clock Identify factors of whole numbers and their Read and analyze the faces of clocks in 3 out 6 trials multiples in 3 out of 5 trials Read and follow single-step direction less than 1 out of 6 times -Compare whole numbers and learn to use a Read evaluate spoken words in every sentence at 100 wpm number line with 5 integers in 7 out of 10 trials Read 400 words with utmost understanding and fluency Use fractions and multiples of whole numbers Read 90 wpm at an accuracy rate of 90% to compare sections of whole numbers Read and retell a story in a sequential order with 100% accuracy Identifying the dimensions of shap

History of Baseball - Alexander Cartwright

History of Baseball - Alexander Cartwright Americans began playing baseball on informal teams, using local rules, in the early 1800s. By the 1860s, the sport, unrivaled in popularity, was being described as Americas national pastime. Alexander Cartwright Alexander Cartwright (1820-1892) of New York invented the modern baseball field in 1845. Alexander Cartwright and the members of his New York Knickerbocker Base Ball Club devised the first rules and regulations that were accepted for the modern game of baseball. Rounders Baseball was based on the English game of rounders. Rounders become popular in the United States in the early 19th century, where the game was called town ball, base, or baseball. Alexander Cartwright formalized the modern rules of baseball. Yes, others were making their own versions of the game at the time, however, the Knickerbockers style of the game was the one that became the most popular. History of Baseball - Knickerbockers The first recorded baseball game was held in 1846 when Alexander Cartwrights Knickerbockers lost to the New York Baseball Club. The game was held at the Elysian Fields, in Hoboken, New Jersey. In 1858, the National Association of Base Ball Players, the first organized baseball league was formed. History of Baseball Trivia 1845: Alexander Cartwright published a set of baseball rules for the Knickerbocker Club of New York, and his rules were widely adopted.1869: The Cincinnati Red Stockings became the first openly-salaried team and are thus considered the first professional team.1871: The first professional baseball league, the National Association of Professional Base Ball Players, was established.1876: The first major league, the National League, was formed.1878: Frederick Winthrop Thayer of Massachusetts (captain of the Harvard University Baseball Club) received a patent for a baseball catchers mask on February 12.

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Biomedical ethics - Essay Example Joe fulfills the age requirement of Medicaid’s rationing scheme because he is below age 65 and unless he did not fulfill its other fundamental requirements, the Medicaid official could have denied him benefits unfairly (Beauchamp & Childress, 2013). Dr. Adams fulfilled the requirements of the biomedical principle of beneficence when she went out of her way to attend to Joe while at the scene of the accident. She demonstrated the principle of respect for persons when she attempted to rescue Joe who was incapable of self-determination immediately after the accident. Both Dr. Adams and the emergency personnel in the ambulance demonstrated non-maleficence when they helped save Joe’s life because they did not harm him even when his condition exposed him to mistreatment and harm. Facts provide that Dr. Benson had performed substandard surgeries before Joe’s case. If indeed the Southwest Hospital knew about Benson’s quality of service, it was immoral to have allowed him to operate on Joe (Beauchamp & Childress, 2013). The motorist who cut Joe off might have been reckless. The motorist should have been cautious when driving knowing that obstructing others on the traffic could cause an accident. Recklessness implies that the actor (the other motorist) foresaw the danger that could accrue from his action but did not take precautions to remove the danger. There was an element of negligence in the way that Southwest Hospital handled Joe’s case. Negligence embodies the issues of duty, breach, causation, and damages. Given Joe’s condition after the accident, the hospital had the duty to protect and rescue his life. Assigning Dr. Benson to Joe’s operation breached the hospital’s duty to protect their patient’s (Joe’s) life and wellbeing. It is possible that Dr. Benson’s lack of care during operation is what led to Joe’s hemorrhage and hospitalization thereafter. The hospital could therefore be charged for the

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Different modes of interpreting treaties between North American Aboriginal Peoples and the Crown - Essay Example Hence treaties between the aboriginal people and the crown establish a moral basis and a moral and constitutional basis of alliance between the people of the first nation and the sovereign institutions of Canada. The treaties which they have made are right important to the Canadian natives because they perceive them to be sacred. The binding character and the sacredness of their treaties with the crown is not to be primarily found on the legalistic language or the signature marks which adorned the treaty documents. The sacredness of the aborigines treaties were rooted in what they referred to as the aboriginal languages (Canadian natives), at the time when they were negotiating the treaties with the crown, deliberations were usually accompanied with an exchange of some presents which were symbolically significant or by smoking a sacred pipe. On the side of the crown the basic principles of treating making was initiated by King George III. Most recently these treaties have been interpreted differently by different institutions such as the courts. The discussion in this paper will include the literal approach, focusing on the written version of treaty presented by the Government of Canada; "spirit and intent" approach, focusing on the Indian understanding of the treaty terms and the oral account of the treaty; and the legal interpretation of treaties by Canadian and International courts. The writer will also suggest the mode of interpretation which it’s perceives to be more accurate or correct. The binding character and the sacredness of treaties on the Aboriginal side is not to be found in the legalistic language or in the signature marks which adorns the documents of the treaty, (Bear 1991 p. 8) Instead these treaties forces are rooted in what is shown by the aboriginal languages during negotiations when treaty signing were