Life Of Harriet Tubman - Free Essay Example

Sample details Pages: 3 Words: 893 Downloads: 9 Date added: 2019/06/10 Category History Essay Level High school Tags: Harriet Tubman Essay Did you like this example? Harriet Tubman was a civil rights activist that led hundreds of enslaved people on a quest towards freedom. She was an exemplary leader for slaves across the U.S. She continued her leadership career in the Underground Railroad and for the Union Army during the Civil War. Don’t waste time! Our writers will create an original "Life Of Harriet Tubman" essay for you Create order Her mission was bringing people to freedom. She had many admiral leadership characteristics that helped her achieve her mission. Harriet was born in 1820, she died in March of 1913. She was born into a life of slavery, along with her family members. Physical violence was a big aspect of Harrietrs life as a child. One injury caused her to suffer from seizures, severe headaches and narcoleptic episodes for the rest of her life (biography.com, 2018). In 1844, Harriet married a free black man, his name was John Tubman. John chose to stay in Maryland, rather than make the voyage on the Underground Railroad with Harriet. In 1869, Harriet married again, a Civil War veteran named Nelson Davis. In 1874, the couple adopted a girl named Gertie. Throughout Harriet Tubmanrs life she is most known for leading the Underground Railroad. Harriet is most famous for being the conductor of the underground railroad. She risked her life to free others from slavery. In 1849, Harriet decided to escape slavery in Maryland for Philadelphia after the death of her owner. Her two brothers joined her, however, the brothers returned home because of second thoughts. Harriet set off alone for freedom. Making use of the network known as the Underground Railroad, Tubman traveled nearly 90 miles to Philadelphia. She crossed into the free state of Pennsylvania with a feeling of relief and awe and recalled later: When I found I had crossed that line, I looked at my hands to see if I was the same person. There was such a glory over everything; the sun came like gold through the trees, and over the fields, and I felt like I was in Heaven (biography.com, 2018). Instead of staying in her life of newfound freedom, Harriet made it her mission to rescue her family and others living in slavery. After many trips, she was able to get family and ab out sixty others to freedom. Harriet earned the nickname Moses for her leadership. Harriet also worked as a spy for the Union Army during the Civil War. After the Underground Railroad Harriet participated during the Civil War. She was working for the Union Army as a cook, a nurse and soon after an armed spy. Harriet was the first woman to lead an armed expedition in the war. Her expedition liberated more than seven hundred slaves in South Carolina(biography.com, 2018). Another one of Harrietrs accomplishments was when she established a home for elderly Black Americans. As she became older, she also resided in the home at the end of her days. Harrietrs leadership style was strong and worked throughout her life. Harriet Tubman was a fearless and courageous leader. Harriet understood the importance of being a source of inspiration to the slaves she was guiding. She would tell stories to make them laugh or to remind them of their past difficulties as a slave to keep them focused on finding freedom (Thompson, 2015). She knew the importance of giving the people hope. This aided in reminding them of their self-value and individual humanity. Even when something didnt seem right or when she was navigating through unknown territory, Harriet always made an effort to hide her fear or concern (Thompson, 2015). She undoubtedly led with confidence. Harrietrs risk of harm to herself did not deter from an unending battle of freedom for slaves. Whether risking her own life for a single slave or hundreds at a time, Harriet did whatever she could to liberate others how had been oppressed. Freedom for herself only seemed to motivate her further in the struggle against slavery (Lichtenalner, 2018). There is no question regarding how Harriet Tubman had risked her life to free others from the horrendous life associated with slavery. She never gave up or got scared from her mission. Harriet could have decided to stay in the free state but instead she was determined and put others ahead of herself. Harriet Tubman possessed and displayed many prime leadership characteristics throughout her life. This is truly the whole-hearted reason why she was such a noble figure. As stated in the Marine Corps Manual, the sum of those qualities of intellect, human understanding, and moral character that enables a person to inspire and control a group of people successfully. Harriet Tubman is a prime example of a successful leader, based on the Marine Corps definition. Some other leadership traits Harriet embodied were initiative, courage, enthusiasm, and decisiveness. She had initiative because when something needed to be done, she got it done. She had courage because even though she safely made it to freedom she was brave enough to go back to assist others. She was enthusiastic because throughout her mission she made sure to be an inspiration to the people and give them hope. Lastly, she was decisive because even in the toughest of moments she had the ability to make sound decisions for herself and others. In my eyes, Harriet Tubman was a truly successful leader. She is someone that I hope to learn leadership qualities from. Without leaders like Harriet Tubman, the course of history and society would have been forever altered.

Active Icebreakers That Will Energize Your Students

The Piano Lesson - 1155 Words

The Piano Lesson The made for television movie, The Piano Lesson, is based on the eponymous play by August Wilson that seeks to analyze the significance of a piano to the Charles family. Through the course of the teleplay, it becomes evident that the piano is more than just a musical instrument and that it is, in fact, strongly tied to the Charles family and their ancestors. The Piano Lesson is a Southern Gothic play in which the living, as well as the dead, have a strong connection to the piano. The piano has a tragic origin that dates back generations. The piano was originally obtained by Robert Sutter who traded slaves for the instrument because he could not afford to purchase it outright. The piano was meant to be a gift for his wife, who coincidentally grew weary of the instrument and began to miss her slaves. In an attempt to quell her depression, Robert Sutter commissioned that the slaves portraits be engraved in the piano; in addition to the slaves that were traded, the woodcarver also inclu ded their families and family histories. Because of the ties to slavery between the piano, the Sutters, and the Charles family, Berniece and Boy Charles came to believe that as long as the Sutters owned the piano, they would continue to own the Charles. Due to this belief, the Charles become obsessed with obtaining and owning the piano. During the course of trying to get the piano from the Sutters, the Charles sacrificed much of themselves and caused many deaths.Show MoreRelatedSummary Of The Piano Lesson 1750 Words   |  7 PagesIn August Wilson’s The Piano Lesson, there are multiple characters that struggle with things that happened in the past. Bernice Charles is often shown fighting with her brother, Boy Willie, over selling the piano that has carvings of their family’s history, which is very valuable to her. Another thing Bernice fights is her family’s history as slaves and this is shown through her daughter’s lack of knowledge of her familyâ€⠄¢s history. She says she does this to keep her daughter safe because those whoRead MoreSummary Of The Piano Lesson Essay1733 Words   |  7 Pages In August Wilson’s, The Piano Lesson, there are multiple characters that struggle with things that happened in the past. The character Bernice Charles is often shown fighting with her brother over selling the piano that has carvings of their family’s history, which seems to be very valuable to Bernice. Another thing Bernice fights is her family’s history and this is shown through her daughter’s lack of knowledge of her family’s history. She says she does this to keep her daughter safe becauseRead MoreEssay Critique of The Piano Lesson679 Words   |  3 PagesCritique of The Piano Lesson *No Works Cited The Piano Lesson is a masterpiece in itself, earning a Pulitzer Prize in 1990. However, this particular play has elements not typical of modern plays. It has the quintessential plot that encompasses a conflict. On the surface, the conflict is between Boy Willie and his sister, Bernice. However, beneath that conflict, lies the symbolism of the characters. Boy Willie symbolizes the American way or the white mans culture. Bernice is the African-AmericanRead MorePiano Lesson Symbolism Essay1743 Words   |  7 Pagesmethod of storytelling in The Piano Lesson. Symbolism is a technique used by writers to associate one object or idea with another. This technique is essential in The Piano Lesson due to the small-scale, rural environment in which the story is told. Important thoughts and ideas that Wilson is trying to portray about African-American society could never be expressed without symbolism, due to this small setting. There are many examples of symbolism in The Piano Lesson, but one can get a good ideaRead MoreThe Piano Lesson, By August Wilson1054 Words   |  5 PagesIn The Piano Lesson, by August Wilson, Berniece struggles with her personal connection with the piano. Her families past reveal her relationship with the piano. The piano meant a lot of things to a lot of different people over the years. The piano is a complex and multilayers symbol; its meanings are both personal and political. For example, Berniece was affected by the piano positively and negatively. She had a sentimental connection with it and never wanted to get rid of it. But the piano had aRead MoreThe Piano Lesson by August Wilson Essay2077 Words   |  9 PagesThe Piano Lesson by August Wilson: The Wisdom of the Ivories Can a treasured object of the past serve as a teacher for the future? Once people share the historical significance of it, an object can symbolize the overcoming of hardships of those lives in which it becomes a part. Therefore, it may indeed â€Å"instruct† future generations to glean wisdom from the past. August Wilson’s play The Piano Lesson centers on the trials and triumphs of a family affected by the enslaving of their ancestors andRead MoreEssay about Analysis: The Piano Lesson by August Wilson1735 Words   |  7 Pages August Wilson’s The Piano Lesson, tells a story of a family haunted by the pain of their past and their struggle to find peace to move forward. The story begins with character Boy Willie coming up from the south visiting his sister Bernice. Boy Willie introduces the idea of selling the family’s heirloom, a piano, to raise enough money to buy the land on which his ancestors were enslaved. However, both Boy Willie and his sister Be rniece own half a half of the piano and she refuses to let Boy WillieRead MoreEssay on Symbolism in August Wilsons Piano Lesson1006 Words   |  5 Pages In The Piano Lesson each central character learns a lesson. August Wilson uses plenty of symbolism throughout his play, the strongest symbol being the piano itself, representing the familys history, their long struggle, and their burden of their race. Throughout the play, the conflict revolves around the piano, and Berniece and Boy Willies contrasting views about its significance and about what should be done with it. Berniece is ashamed and cannot let go of the past, or the piano, and Boy WillieRead MoreThe Piano Lesson Is A Play That Was Written By August Wilson.1345 Words   |  6 PagesThe Piano Lesson is a play that was written by August Wilson. The story is used in a collection of plays by Wilson to show the struggles of African Americans throughout the twentieth century The story takes place in 1937 Pittsburgh with an Afr ican American family that battle within themselves on whether or not to keep a family heirloom, a carved piano. Wilson hits hot points of the past and today with his view on civil rights and the power of death. In The Piano Lesson is a tool that allows the readerRead More Taking a Deeper Look at The Piano Lesson by August Wilson Essay1171 Words   |  5 PagesTaking a Deeper Look at The Piano Lesson by August Wilson Winner of multiple awards such as the Tony Award, the New York Drama Critics Circle Award, and the Pulitzer Prize, August Wilson is known most for his forceful cultural plays. Born and raised in Pittsburgh, Pennsylvania, Wilson was born to a white father that later abandoned his family, and a black mother. Wilson dropped out of school in the ninth grade after being accused of plagiarism. Wilson after went to public libraries and read

The Human Body One of the Most Complex Productions in the...

The human body is, in its simplest observation, an extensively vast web of cells. The human body is one of the most complex productions in the world. Looking at just one part of the body such as the eye makes it apparent the complexity of the body’s makeup. The body is comprised of cells that come together to make tissues. These tissues fit together to make organs. The organs coexist to form organ systems. These organ system make up the entire organism that is man. The Nervous System is the pivotal system of the human body. Everything that goes on in the body is regulated by the nerves of the Nervous System. The nervous system has a few basic building blocks that make it in its entirety. Nerve cells are comprised of a few parts that are†¦show more content†¦The nervous system is comprised of two major portions. One is the peripheral nervous system mentioned previously and the central nervous system. The central nervous has two parts: the brain and the spinal cord. The brain is the control center of the body. The brain is fed with information and sends information via the spinal cord. â€Å"The brain is the most complex part of the human body. This three-pound organ is the seat of intelligence, interpreter of the senses, initiator of body movement, and controller of behavior. Lying in its bony shell and washed by protective fluid, the brain is the source of all the qualities that define our humanity. (Brain basics: Know your brain1) The muscular system is a system in the body that is comprised of tissues that make up the muscles. â€Å"Muscles are all made of the same material, a type of elastic tissue. Thousands, or even tens of thousands, of small fibers make up each muscle (Your muscles).† There are three types of muscular tissue that make up this system. Skeletal muscles are muscles that are usually attached to bones. These make it possible for us to move our limbs and trunk. Most of the muscles can be moved voluntarily. A physical characteristic of these muscles is that the muscles are coated with red and white striations. Smooth muscles are muscles that act automatically without conscious intervention. These are usually found in theShow MoreRelatedFrom the Mind to the Body, Self Comes to Mind1652 Words   |  7 Pagesï » ¿ From the Mind to the Body, Self Comes to Mind The mind emerged from the body through the originations of conscious thoughts in an introspective manner that is accessible to the self. A connection between mind and body eventually developed a proprietor within the thinking mind. The neuropsychologist Antonio Damasio believes that a mind with subjectivity is a conscious mind, otherwise one would not know of his existence, who he is, and what he thinks (Damasio, 2010). At some pointRead MoreThe Concept Of Individual Liberty1299 Words   |  6 Pagesis an idea that has been the result of centuries of class struggle. 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Jane Eyre Feminism Free Essays

Feminism: Jane Eyre Unveiled Brittney Christensen English 153 Shona Harrison November 15th, 2012 â€Å"Feminism: The advocacy of women’s rights on the grounds of political, social and economic equality to men, statuses and classes. † The novel Jane Eyre greatly depicts many forms of feminism throughout, and is an eye opener as to how much time have changed and in a sense stayed the same since the Victorian Era. The thought of being exposed to such standards and conditions at such a young age onward outlines the realest forms of commitment to independence and dignity. We will write a custom essay sample on Jane Eyre: Feminism or any similar topic only for you Order Now Jane is a victim of feminism in the instance that she is subjected to the power of men and also plays the role of a feminist role model shown by multiple examples throughout the novel, whether referring to relationships or to personal attributes. The comparing and contrasting between the other characters and characteristics of the novel also unveil forms of feminism and feministic senses. The word â€Å"feminist† or â€Å"feminism† is a very obscured word, with many different points of views considering their meanings. In the terms of feminist, â€Å"a doctrine advocating social, political, and all other rights of women equal to those of men. And reference to Jane Eyre, Jane only hopes for equality between men and women, herself in particular, obviously due to the specific situations and circumstances she is exposed to. Jane proposed her acts upon facing women’s rights and equality by enforcing her words and good deeds, proving her lack of ignorance and retaliat ion. Jane represents a feminist in the Victorian Era, and mainly targeted at younger readers, preferably female considering the context, with the purpose to help the young females learn about maturity, growing up in the world, and the possible variety of obstacles that they may be faced with. With that said, Jane’s actions and words throughout the novel decipher her life and her experiences are what built her courage and strength as a woman. Jane Eyre is proof that love and affection are two things that cannot be bought and that that her courageousness will not be underestimated. Rochester tries to persuade Jane into falling for him by offering her luxurious stones and lavish pieces of clothing. â€Å"Glad was I to get him out of the silk warehouse, and then out of a jeweler’s shop: the more he bought me, the more my cheek burned with a sense of annoyance and degradation. † (Bronte, Page 229). Jane is getting the feeling of aggravation towards Rochester’s offerings in a sense that she does not need nor want such things and refuses to become exposed to the world of the materialistic lifestyle. Her hesitation towards marriage is also expressed in her statement, providing evidence that she does not feel the need to go to these extremes and expenses when it comes to marriage. â€Å"Marriage: the state of being united to a person of the opposite sex as husband or wife in a consensual and contractual relationship recognized by law. † Nowhere does it state that the experience as a whole has to be lavish, proving Jane’s point of view. Jane, as a feminist believes that everything and everyone can be beautiful without the extent of needing a man and the accommodations and luxuries one has to offer. Jane, being exposed to independence at such a young age gave her the leverage and confidence she needed to stand up for herself and express her view of women’s equality through her eyes. She comes to the consensus about her values and duties of herself as an individual when states, â€Å"I care for myself. The more solitary, the more friendless, the more unsustained I am, the more I will keep the law given by God; sanctioned by man. I will hold to the principles received by me when I was sane, and not mad – as I am now. † (Bronte, page 270). This quotation depicts and unveils Jane’s powerful feelings towards how she sees herself and what her morals are versus what they should be. Jane believes to be â€Å"mad†, which refers to the fact that it is somewhat insane that she can love Rochester when he is married to Bertha Mason, someone completely opposite to Jane. Because of Rochester’s argument for her to be with him, Jane’s statement also shows that her realization that Rochester has strong feelings towards her regardless of his current relationship status with Bertha Mason. Jane fears that if she is to lose anything important in her life then that will result in losing Rochester, despite the aspect of negotiating her own feelings. Jane refrains from going with Rochester after this confrontation†¦ â€Å"’You will not come? – You will not be my comforter, my rescuer? – My deep love, my wild woe, my frantic prayer, are all nothing to you? ’ What unutterable pathos was in his voice! How hard it was to reiterate firmly, ‘I am going. ’† Jane realizes Rochester’s true love for her, but also realizes that they are not meant to be, or so she thinks. In this instance, Jane is letting feelings between herself and another man jeopardize her life, which goes against her beliefs as well as a woman, although her rejection provides proof that she loves herself more, therefore showing her independence and pride in being a female. â€Å" I am no bird; and no net ensnares me: I am a free human being with an independent will; which I now exert to leave you. † (Bronte, Page 216). Jane represents many things throughout the novel, mainly her strong feminist side is most relevant until closer to the end part of the novel, where she seems to let â€Å"love† get the best of her. Jane has found herself to fall deeply for Rochester despite her beliefs, she has resisted and now sees him for his true self, money aside. With that said, Jane herself, had not a clue that she would soon be facing some inheritance, â€Å"My uncle I had heard was dead – my only relative; ever since being made aware of his existence I had cherished the hope of one day seeing him: now, I never should. And then this money came only to me: not to a rejoicing family, and me but to my isolated self. It was a grand boon doubtless; and independence would be glorious – yes, I felt that – that thought swelled my heart. Jane inherited twenty thousand pounds and now felt as though her and Rochester were socially and economically equal, putting her at ease in a sense referring to her standards. Although Jane’s decision may come across somewhat hypocritical, she still stays true to herself and her feminist ways when she stands up to St. John, the clergyman that provides Jane with a place to stay. St. John is also in love with Jane and wants to be with her, but she does not feel the same way, â€Å"You have hitherto been my adopted brother: I, your adopted sister; let us continue as such: you and I had better not marry. (Bronte 345) Jane is trying to be nice about breaking the news to St. John to show her caring side as a woman, but St. John did not agree with this confrontation, â€Å"I must seek another interest in life to replace the one lost: is not the occupation he now offers me truly the most glorious man can adopt or God assign? It is not, by its noble cares and sublime results, the one best calculated to fill the void left by uptorn affections and demolished hopes? † (Bronte 344) This is one of St. John’s methods as to keeping Jane in his life, by bringing god into the equation, by insinuating that God does not agree with her and that St. John should have her for himself, which Jane really does not agree with, being as she believes in religion separately aside from her feminism beliefs. In a sense St. John’s statement about God made Jane think about how married life actually will be and the possibility of her lack of enjoyment due to the fact that a label may disrupt the actual love. Despite St. John’s feelings, Jane knows where he heart is and stays true to her own feelings, showing her independence as a female. In terms of women’s and men’s rights, views on the issue can arise in a variety of opinions due to the difference in peoples views. The two main men characters in the novel, Rochester and St. John really enhanced Jane’s inner feminist by each pulling out specific traits in her that portrayed what she really believed in and what it takes to alter them; traits such as independence and personal strength as a woman, providing a learning experience from experiences. Jane grows to be able to form her own opinions and stand up for what is right in her eyes while still staying true to her beliefs as a feminist. Jane Eyre not only sets goals for herself, but also for other females, being such a great role model proven through her life choices and acts of strength. If I told anything, my tale would be such as must necessarily make a profound impression on the mind of my hearer: and that mind, yet from its sufferings too prone to gloom, needed not to deeper shade of the supernatural. I kept these things, then, and pondered them in my heart. † (Bronte 381) This really summarizes Jane’s journey from a girl to a woman, and is an inspiring and knowledgeable story. Work Cited Bronte, Charlotee. Jane Eyre. New York: W. W . Norton Company, Inc. 2001. Eagleton, Terry. â€Å"Jane Eyre’s Power Struggles. † Myths of Power: A Marxist Study of Bronte. Totawa, NJ: Barnes and Noble Bookes, 1975. Rpt. In Bronte 491-496. Web. 14 Nov. 2012. â€Å"Feminism. † Collins English Dictionary. 2009. William Collins Sons Co. Ltd 1979, 1986. Web. 14 Nov 2012. Roberts, M. J. D. â€Å"Feminism and the State in Later Victorian England. † The Historical Journal, Cambridge University Press. MLA Online Book. Vol. 28, No 1. pp. 85-110. Mar. 1995. Web. 15 Nov. 2012. Garton, Stephen. â€Å"The Scales of Suffering: Love, Death and Victorian Masculinity. †, Taylor Francis Ltd. MLA Online Article. Vol. 27, No. 1. (Jan. 2002), pp. 40-58. Web. 15 Nov. 2012. How to cite Jane Eyre: Feminism, Essay examples

The Impact of Using Technology in Teaching English as Second Language free essay sample

Mahsa Rabiee Khouzestan Science and Research branch, Islamic Azad University Ahvaz-Iran Abstract The purpose of this study was to investigate the effects of using technology in teaching English as a second language. It considers some techniques which can promote English language students to take a step forward on their learning skills by using technology. In this research, the focus is on reading and writing ability of learners. During the study, some techniques, such as: Use of Computers, Use of Electronic Dictionaries, Use of Internet Text-Chatting and writing E-mails were taken into account and the results of these techniques on the learners were examined. In order to do the research, 20 students at pre-university level were selected according to their English scores in final exam of previous year. The students were examined by test-retest. Retest was taken from them after a month of using such techniques. Findings of the study indicate that students have the same performance on re-test. Then, they were asked to answer a questionnaire and state their comments on deficiency and advantages of this study. Suggestions for further research are also offered at the end of this paper. 1. Introduction It is well known that our new life is highly affected by the era of information technology, and technology plays an important role in today’s human society development. Based on this fact, it is indispensable to take advantage of the modern technological facilities in aiding the task of English language education. Technology has surely influenced human activities and education is not an exception. Applying technology to the learning is becoming an important educational issue today. It has also influenced foreign language teaching and learning in many different ways. The application of practice with the most relevant technology in a particular context is challenging language teachers to achieve effective teaching with technology. Computers like other forms of technology are linked to peoples lives, jobs, hopes and dreams. Students trying to learn English as a second language need further language support. They need to practice in hearing language, reading language, speaking language, and writing language in order to develop their experience and skills (Ybarra Green, 2003). For doing such tasks, they are in need of using various tools which can help them learn the language easily and effectively. In this way, the effect of technology has become huge in teaching and learning the language in addition to the instructors role. In other words, the role of the instructor together with the role of the technology can lead to advanced learning results (Sharma, 2009). 2. Review of Literature, Study Purpose and Significance Technology and English language education are related to each other (Singhal, 1997). During the sixties and seventies of the last century English language learning laboratories were being used in various educational institutions. The traditional language laboratory was consisted of a number of small cabinets, provided with a cassette deck, a microphone and a headphone for each one. Teachers use a central control panel to monitor their students interactions. The main advantage of that type of technology was that verbal behavior of students would help them to quickly learn the second language. The students’ skills can be enhanced by encountering more practical drill problems. Although the language laboratory was a positive step in linking technology and language education, this technique was actually tedious and boring for learners (Singhal, 1997). Also, there were minimal interactions between the teacher and his students. In the way that English language is an international language and is being used widely in businesses, academic, and other aspects of life, research efforts have been going on to investigate ways to improve learning languages including learning English as a foreign language. In Iran, English language education is considered especially important for experts of the other fields. The problem is that students who have received several years of formal English instruction frequently face difficulties to use the language, whether in the spoken or written form. You may see someone who has studied 18 to 20 terms in an institute but he/she is unable to express himself/herself in English. The gravity of the situation comes to eyes when, if not many, some technical subjects are not satisfactorily learned until the students study relevant text books and materials in English. Most students have problems when they are asked to learn the new words in a single lesson. Some of them who have found the job very difficult will quit the job at the very beginning, and some try to memorize a word list. None of us can forget the tough job of memorizing word lists during the school days. Learning vocabulary in isolation, in a non-meaningful way, without any pronunciation hints, as it is common among Iranian students, will definitely lead to short term memory storage, frequent mispronunciations and a total lack of knowledge of the usage. Students, unfamiliarity with phonetic alphabet, on the one hand, and the teachers, incorrect pronunciations in some cases, on the other hand, prevents students from getting help from their auditory memory when they need to remember the previously learned items. The present study aimed at investigating the ways that technology can help students of the second language to learn English in an effective way and somehow solve their learning problems. 3. Research Questions This study was guided by the following research question: 1. Does technology have any effect on improving input and output skills? Do you think technological tools can motivate students more in learning English as a second language? 3. How is the technical capability of schools and English institutions to support the teaching process? 4. Method 4. 1. Participants The study was conducted at a class of Fatemiyeh High school which is located in Ahvaz, Iran. The participants were 20 female students whose field was Natural Science, between the ages of 17 to 18. They were selected according to their English scores in final exam of previous year. The scores ranged from 14 to 18 out of 20. They all were native Persian speakers and enrolled before in this high school. 4. 2. Instruments The research utilized the following materials. It consisted of a test on reading and writing, use of technological tools like: Computer, Electronic Dictionaries, Internet Text-Chatting, writing E-mails, re-test and a questionnaire. The following sections include further details about these instruments: Test: At the first of study, a test on vocabulary, grammar and reading comprehension, based on the first lesson of pre-university English book was taken from students to check their reading and writing abilities. Use of Computer: Computers can be used to develop the writing skills of English language learners. Writing statements and paragraphs in a foreign language can be very challenging for the students. However, the use of computers and writing-based programs can make the writing task much easier and enjoyable. Grammar skills can also be improved with the aid of word processing programs. The learner can highlight a specific part of the written text through underlining, bolding, italicizing, or changing the font size and color of the text with the aid of these programs which have the capability of automatically checking the spelling and grammar. So, the use of the computer as a tool in studying grammar is much more motivating for the student than the process of traditional writing with a paper and a pencil (Ybarra Green, 2003). Use of Electronic Dictionaries: Another modern way for improving the vocabulary of the learner focuses on the use of electronic dictionaries designed specifically for English language learners. These dictionaries have several built-in functions and tools that are not provided in book dictionaries (Constantinescu, 2007). Electronic dictionaries are also easy to use and represent quick tools for vocabulary acquisition. Use of Internet Text-Chatting: Text chatting is another important technical method for developing writing ability. It provides an on-line and quick tool for writing and expressing thoughts, transferring ideas, and responding immediately with the other side writer. Writing E-mails: Electronic mail is a modern way for writing and transferring messages through the internet. Using e-mail can be a very effective means for improving writing skills. Students can use E-mails to learn how to respond to the incoming messages using some formal statements and meaningful language (Singhal, 1997). Re-Test: After a month of using such techniques, the same test as re-test was taken from students to see what changes happen. Questionnaire: A set of questions about the advantages and limitations of this study asked from students to consider the barriers and suggestions for further studies. 4. 3. Procedures This study used a quasi-experimental test-retest design. The participants of this study attended in English class two sessions on 90 minutes per week. The study took place during participants regular English class period. For achieving the goals of this study, students were asked to answer a test on the base of the first lesson of their English book. After that, they were taught to use technology for learning English during a month. For example, they used e-books or other reading-based programs to improve their reading skills, they sent E-mails or chatting together to improve their writhing abilities and also they used electronic dictionaries to check the meaning of a word or something else to promote their vocabularies. After a month of using these techniques, the same test was taken from them to consider the changes. 5. Results 60% of students believe that they need some courses to learn how to use such programs or tools. 45% of students mentioned that one month is not enough to investigate such study. Nowadays using technology in learning a second language has become a real necessity and computers is being viewed as an integral part of the learning activity. This paper has reviewed briefly how tech nology can be utilized in developing the language skills of the learner. As a result, the following concluding remarks and recommendations can be recorded: 1. Modern technical ways should be followed for effective learning and teaching of the second language. 2. English language teachers should encourage their students to use technology in developing the language skills. 3. Educational institutions should modernize their technical instruction capabilities by using new equipments and laboratories for supporting the teaching process. References Barani, G. (2013). The Impact of Computer Assisted Language Learning (CALL) on Vocabulary Achievement of Iranian University Students EFL Learners. International Journal of Basic Sciences Applied Research.

The Greek Tragedy Antigone free essay sample

Antigone vs. Ismene In the Greek tragedy Antigone, the playwright Sophocles developed his characters with strongly contrasting personalities. The sisters Antigone and Ismene are foils to each other, in that they are characters with completely opposite personalities. Antigone is strong, stubborn, and stands up for what she believes in, while Ismene is weak, obedient to the law, and very passive. Throughout the play, Antigone and Ismene display their opposing beliefs and personalities. When introduced in the prologue, the conflict of Polyneices burial reveals the difference between Antigones strengths and Ismenes weaknesses.The prologue also distinguishes their contrasting values concerning the laws of the gods and the laws of humans. Creons law forbidding the burial of her brother uncovers Antigones courageous, powerful characteristics, and also unmasks her strong belief in the laws of the gods. After hearing of the law, Antigone tells her sister â€Å"Ismene, I am going to bury him. We will write a custom essay sample on The Greek Tragedy Antigone or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Will you come? /†¦ Creon is not strong enough to stand in my way†. (Prologue 31-35). Antigone is well aware of the punishment for defying Creon’s law, but is still willing to suffer the consequences.She believes that divine law overpowers human law, and is not afraid to express her opinion. Another scene of the play in which Antigone displays her strong and brave personality is Scene 2. After the Sentry leads Antigone to Creon, he asks â€Å"Had you heard my proclamation touching this matter? †(Scene II 54). Antigone sarcastically responds by saying â€Å"It was public. Could I help hearing it? † (Scene II 55). The tone of voice Antigone uses in this scene suggests that she is not intimidated by Creon. Antigone’s courage triumphs for not only disobeying the king’s law, but also for speaking to him in the manner she did.Antigone Unlike her sister, Ismene lets her gender and fear of punishment get in her way, causing her to be weak and obedient to the law. When Antigone asks Ismene to help bury their brother, she immediately responds: â€Å"Bury him! You have just said the new law forbids it. / †¦ But think of the danger! Think of what Creon will do! † (Prologue 32-34). Ismene does not dare think of going against Creon’s law, which shows that she is weak. Ismene’s response to Antigone shows that she knows her place in the world as a woman, and knows that she should not express her thoughts.