E-Books Should Not Replace Conventional Books Essay Example for Free

E-Books Should Not Replace Conventional Books Essay Books have been around for centuries. Technology has greatly impacted the society thus leading to inventions such as E-books. E-books should not replace conventional books mainly because, with books, there is never a need for upgrade in software unlike an E-book. Secondly conventional books are more user friendly for kids and older adults, and are cost effective. And finally if E-books were to replace conventional books this would mean the end of one of the world’s oldest institutions, libraries. Times are changing and Kindles appeal to the modern citizen, we dont want to carry around cumbersome books, we want to be able to read when we want, whatever we want. Not having to order and wait for a book, or go to a bookstore, is incredibly convenient and means particularly that children can get their books immediately, ensuring that when they feel like reading, parents can ensure that they are able to. But, what can compare to the smell of a paperback, or the feel an old book with browned pages? The kindle is as replaceable as any technology, a book you have on your kindle won’t be there ten years from now, because the kindle won’t be there, however, a tangible real book that you’ve treasured and kept safe since childhood will. Not to mention there is never a need for an upgrade in software or updates on a traditional book unlike an E-book. Secondly, books are without a shadow of a doubt cost effective and are more user friendly for children and older adults in that which it is much easier to operate. Conventional books don’t need to be charged and is affordable for one and all; unlike an E-book that needs to be charged and is very expensive. While some may argue that E-books are eco-friendly and saves millions of trees, it is still nothing compared to physical books which satisfy a tactile need in us that e-readers cant stimulate. The scent, the feel, the weight of a book in the hand is a true comfort. Statistics showed that the US giant Borders was forced t close its 600 stores recently, physical book sales having declined so sharply, whilst Amazon’s sales of Kindles and E-books continue to thrive. How do you browse the shelves of a virtual book store? Not everyone enters a bookstore to specifically purchase book X and then leave the easy browsing and discovery of titles that you wouldnt otherwise consider has not been replicated online. Can you throw a kindle in the bottom of your bag and take it to the beach? And not care if you drop it in the sand? So the statistics suggest anyway; the US giant Borders was forced to close its 600 stores recently, physical book sales having declined so sharply, whilst Amazon’s sales of Kindles and E-books continue to thrive. Where to for the future of the physical book If Im reading a book and I am incredibly enticed and the page is about to end, I want that feeling of paper between my fingers, waiting to finish this first half of the sentence and find out what happens next. An ebook is just a button or a finger sliding on a cold glass surface. And along with the two reasons above, there is the reason that you NEVER own the ebook youre only licensed it. You can only read it on that device, you cant share it with your friends or family. They have to buy it themselves. The only way I could think of is by letting that person borrow said device. With an actual physical book, I can SHARE it to my friends and family. I can let them BORROW it. I have the comfort that I OWN the book and am not licensed it.

The Story of Evolution as a Utopia and the Evolution of the Story of Utopia :: Theory of Evolution Utopia Essays

The Story of Evolution as a Utopia and the Evolution of the Story of Utopia In my first semester I had the college seminar that focused on the idea of Utopia in fiction, politics, and philosophy. Our discussions and readings went through a process of evolution that begin as rather simplistic and then followed a steady path to much more involved. Honestly, a reason that I chose the class was because I had done many of the readings before, but once the work began I realized that myself, and all the others in the class, would be looking at works, such as Candide and 1984, in an entirely different fashion. Many of the stories we read were written a substantial amount of time in the past and it was interesting to see how their meaning changed and evolved over different generations. While reading the books on biological evolution I could not help but see aspects of a desired Utopia in the theory of evolution. In this paper I hope to explore the evolution of selected works from my class last semester and address my feelings on the idea that the theory of evolution is a utopian notion. One of the works we focused on a great deal was George Orwell's 1984. This counted as a utopian and distopian society because the higher powers in the book were able to control the underlings exactly as they wanted to; whereas the underlings who were suffering it all, lived in great fear and unhappiness. Orwell wrote the book in 1948 as a warning to what he felt the world may become. As we well know, his prophecies were not entirely fulfilled but the meaning of the story has evolved over time and still has relevance in today's society. When 1984 was written it was a lightly disguised reflection of the communism and capitalism. It also served as a warning for where the world might become if there came to power only a few dictators to reign over the entire world. My father read the book in 1983 on the suggestion of my mother and he said that, at the time he only felt like it was fiction but in the newspapers everyone was raving about how IBM and other up and coming corporations were tu rning into exactly what the book made them out to be. He then added that society today is more like the society in the book than ever before, especially with the war going on.

Living and non living things Essay

Abstract Whenever you are teaching student a new language that they are not used to speaking at home or around their peers; require a lot of sacrifice for the he teacher and the students that are usually speaking their native tongue. With the challenges ahead the teacher will need to dedicate more time for teaching and instruction for the English Language Learner. And for the student wishing to learn a new language it will also take some sacrifice on their end as well. For the teacher and the pupil it will be very crucial that the students know and see the different language acquisition theories; how they are used in a classroom setting and how to implement those theories in a lesson plan. Introduction As the English Language Learner’s numbers start to increase in districts around the United States; many instructors are looking for more effective ways to teach the ell a new language. The Sheltered Instruction Observation Protocol (SIOP) is an avenue that teachers use to decide how he/she will attack the different ways of delivering the lessons to the ell so they will be able to understand and gain knowledge and deliver lessons that allow English learners to acquire academic knowledge develop some English language proficiency. When the SIOP method is used all students benefit from the lessons and instructions not just the ells. The more the instructors use the SIOP model the English learner’s progress shall be seen in their academics. Since there are so many language acquisition theories that go along with SIOP; the two methods used in my lesson plans are an Innatist and Interactionist methods. Within both methods there is an emphasis on natural language development and they focus on interaction between people as the main ways to learn and develop a new language. Innatist Theory In the innatist natural language development is received by the students through materials such as books, friends and other resources. The input of this theory given to the students by the teacher is very important for the learning process. The ideal classroom setting would consist of students who have equal proficiency to those who are learning a second language. By  having the setting in such a way; this will ensure that all of the students are on the same level and can better work with another in improving language development. During this time a students’ output is not a concern and it is shown that language will occur naturally. There is also, a silent period to be expected during this time but there should be no worries. Innatist also believes that errors should not be corrected; students will correct them over time. â€Å"Most English language learner errors among their subjects were best described as similar to errors made by children acquiring English as a first language† (Peregoy, et al., 2008, p. 53). Some students are known to make the similar mistakes of those who are learning English as a small child. So the innatist theory is a way of making the students learn on their own, at their own pace, and use the interactions they have with others to build different skills. The lesson plan discussed will work jointly with the theory; due to the fact that the students will continue to use resources and do normal activities that they do on the normal. There will be times when the students will pair off with another student who may speak their native tongue so he/she will be able to relate to his/her peers; during this time they will bouncing ideas off each other to find out what the other may have learned so the will be able to teach each other. My lesson plan was given to a teacher of 6 and 7 years students where there are quite a few of English language learners. If the teacher were using the innatist theory he/she would pair students according to language level. The students who are considered more proficient in their native language would be paired with an student who may be ELL. With this lesson plan it was a good way to use group discussion it was an interesting to keep those students attention in order to make them more interested and excited to discuss the big ideas. Interactionist Theory The interactionist theory and the innatist theory are very similar. . The input of this theory given to the students by the teacher is very important for the learning process. The ideal classroom setting would consist of students who have equal proficiency to those who are learning a second language. By having the setting in such a way; this will ensure that all of the students are on the same level and can better work with another in improving language development. On the student output end, speaking occurs  naturally in communication with others. This theory puts no pressure on speaking, except when the student has the natural impulse to communicate with others. As for the treatment of errors is concerned, errors that impede communication will be naturally corrected as the meaning is negotiated; some errors may require explicit corrective instruction in order to make sure that the student is not being taught in the wrong way. â€Å" Interactionists view the communicative give and take of natural conversations between native and non-native speakers as the crucial element of the language acquisition process† (Peregoy et al., 2008, p. 55). Lesson Plan Success As you can see from the reading innatist and interactionist theories were present in the discussed lesson plan. As noted before the theories are very similar and the key purpose is to let the student learn and interact with each other in hopes that they will pick up on a new language and possibly learn to speak a new language. By using different activities that may be interesting and engaging to the students is also a big part of learning success. Many students like to hang out in groups; so with making a lesson plan around having the student to work in groups doing so can really help with the success of the students. The only major opposing view is that one theory would not make any correction on errors and the other theory would correct the wrongs. In a classroom setting it is important for teachers to correct errors as much as possible, this would help make sure that students are not abusing the language in the negative manner; and it would be easier to correct errors as they happen instead of having to force a student to change a habit he/she has been doing for a while My plans were not difficult; I made it interesting and fun for all students. As the students learn it becomes evident that the plan fits everybody. Conclusion When you have to create a lesson plan to teach students of different language backgrounds and make the plan fun and enjoyable for all students in the class; and when you also have to make the lesson where any teacher is able to instruct any group of students and keep them interested is not an easy task. And do keep in mind while creating these plans you may have some students in the selected class that may have no knowledge of the current  language being spoken in the class. In order to make the plans enjoyable for all students it is very important that a teacher or whomever is creating the plans have knowledge of the student that they may be potentially teaching and trying to get to grasp the English language. If the SIOP lesson plan broken down in it will be easier to follow and keep student interested in the learning process. If the lesson plan is followed no areas will be omitted and the students’ success will be seen in their academic increase. So as a teacher; you will have more time for teaching and less time trying to plan and focus more on ensuring that all the objectives and language acquisition theories are in place to assure that the all student have an equal chance to obtain the and learn the English or any other language. (Building Background) Students will read the book See How They Grow: Owl. Pose class discussion questions from the story such as: Is the owl from the story a living thing? Why or Why not? What does the owl do to make it a living thing? What does the owl need to survive? Steering the conversation into differentiating between living and non-living. Presentation (Language and content objectives, comprehensible input, strategies, interaction, feedback) Using a whiteboard divide the board into two categories, living and non-living things. Introduce the various pictures of living and non-living things. Do not tell students which is living or non-living. Students will approach the white board and place the living and non-living pictures under the correct category. Discuss with students why these things are living and why they are non-living. Using the teacher pointer ask for a volunteers to point out living or non-living things in the classroom. Discuss the differences among the things that the students  pointed out. Practice/Application (Meaningful activities, interaction, strategies, practice/application, feedback) Two stations should be created in the classroom. One station will be the â€Å"plant station† and the other will be the â€Å"Fish station.† Students should be divided into two groups also. One group will observe like scientists at the plant station and the other group will observe like scientists at the fish station. Pass out data sheets and magnifying glasses prior to students going back to their station. At the plant station the fake plant and the real plant should be positioned in the middle of the table and be labeled plant #1 and plant #2. At the fish station the beta fish and the candy Swedish Fish should be positioned in the middle of the table and labeled fish #1 and fish #2. Students will go to their assigned station and predict which plant or fish they believe is a living thing and which they believe is a non-living thing. Students will use their magnifying glasses like scientists and record on their data sheets characteristics of each plant and fish. Water for the plant and food for the fish should be available for the students to use when recording observations. Students will complete their data sheets by concluding which plant and fish was living and non-living. Students will discuss their conclusions as a class. Review/Assessment: Content (Review Objectives and vocabulary, assess learning) Students will use their science journals to draw a picture of a living thing and a non-living thing. The students will write in their journals what makes the picture they choose to draw a living and non-living thing. Extension: Introducing the word metamorphosis and how some living things can change when they grow. Reference Peregoy, S., Boyle, O. (2008). Reading, Writing, and Learning in ESL. New York: Allyn and Bacon.

Comparative Commentary Dualism of Fire as a Symbol Essays

Laura Esquivel’s Like Water for Chocolate is the fantastic and romantic depiction of a young Mexican girl named Tita who, in accordance with Mexican tradition, cannot marry because she is the youngest girl in the family. The depravity her situation is only compounded by Mama Elena, her castrating mother, who does everything to make Tita’s life miserable. Tita’s only escape from her monotonous and demanding life comes when a fiery Pedro Musquez asks for her hand in marriage. Tita is crestfallen when she discovers that her own mother selfishly denies her Pedro, but this does not stop the fiery passion Tita and Pedro share. Moreover, in the novel fire and heat are not only representative of love; but also destruction that emanates both†¦show more content†¦The bedspread was woven â€Å"through the night after solitude and insomnia† (Esquivel 176) and represents the sorrow she felt after being denied the chance to be with Pedro. She was initially savi ng it for their wedding night, and now that she has brought it out this night of passion is, in a way, likened to the wedding night. Additionally in this passage Tita â€Å"eating the candle(s) out of the box, one by one† (Esquivel 176), is an allusion to John Brown’s demonstration with the phosphorous and matches. Tita believes that in order to re-ignite her soul, she needs two things: she needs fire and something to burn. The fire and heat is already there, but in order to re-ignite her castrated soul she needs the candles. Also in the first passage the behavior of fire and its tendency to burn bright and hot, but also to destroy is used as to allegorically explain the nature of passion. For instance when Tita and Pedro were, â€Å"experiencing an amorous climax(Esquivel 176) and began to throw off sparks(Esquivel 176) they ultimately ignited the entire ranch(Esquivel 176). The sparks are a figurative representation of their love, but just like with real love and passion, these sparks were also the cause of destruction. However, Tita and Pedros love does not just â€Å"throw off† mere sparks or heat, as did Gertrudis, but it is so intense that it was an, â€Å"erupting volcano(Esquivel 176) that cast stone and ash in every direction(Esquivel 176). This extendedShow MoreRelatedOrganisational Theory230255 Words   |  922 PagesNeo-modernist organization theory: surfing the new wave? Postmodernist organization theory: new organizational forms for a new millennium? Postmodernism as a philosophy: the ultimate challenge to organization theory? Reflective organization theory: symbols, meanings and interpretations Reflexive organization theory: critical theory and psychoanalysis The evolution of management as reflected through the lens of modernist organization theory Perspectives and challenges 2 54 100 148 198 242 282 330