Sanskrit Schlarship Application Form free essay sample

Rashtriya Sanskrit Sansthan (Deemed University) 56-57, Institutional Area, Janak Puri, New Delhi-110058 Notification of Scholarship Rashtriya Sanskrit Sansthan (Deemed University) set up by the Government of India for propagation and promotion of Sanskrit language invites applications in the prescribed form for award of merit Scholarship to: i. Regular students studying Sanskrit in any recognized traditional Pathshalas/modern institutions / Secondary / Senior Secondary Schools from 9th to 12th standard. ii. Regular students pursuing higher course of studies in Sanskrit in recognized educational Institutions at the levels of Shastri / Graduation / Acharya / Post Graduation / Vidyavaridhi / Ph. D. Details for grant of scholarship are as under:S. No. Courses of Study for which Scholarship is given 1. 9th and 10th classes / Purva Madhyama or equivalent courses with Sanskrit as a paper of least 100 marks 11th 12th classes / Prak Shastri / UttarMadhyama and equivalent courses with Sanskrit as a paper of at least 100 marks Shastri / Graduation / B. A. /B. A. (Hons. ) and equivalent course of three years duration with Sanskrit as a subject of at least 100 marks. Eligibility Criteria Must have passed the previous examination of the respective class with a minimum of 60% marks or equivalent in the aggregate and also in the concerned subject i. e. in Sanskrit Must have passed Plus 2 level examination with a minimum 60% marks or equivalent in the aggregate and also in Sanskrit Must have passed Graduation with at least 60% marks in the aggregate in Sanskrit Must have passed Acharya or M. A. in Sanskrit with at least 60% marks in the aggregate Scholarship Amount Rs. P. M. 250 2. 300 3. 400 4. Acharya Degree in Sanskrit and its equivalent Post-Graduation Degree 500 5. Vidyavaridhi / Ph. D. and equivalent in Sanskrit 1500/-** ** The student of Vidyavaridhi / Ph. D and equivalent courses shall also be entitled for a contingency grant of Rs. 2000/- per annum for two years. Number of Scholarship: Number of Scholarships to be awarded each year depends on the availability of funds. Relaxation: Minimum percentage of marks for the candidates belonging to the categories mentioned below under eligibility criteria shall be as under: – SC / ST OBC Women Physically Handicapped Terms Conditions: 1. Students must have opted for the subject i. e. Sanskrit in the current class of Study for which he or she has applied for the Scholarship. However, the grant of Scholarship will depend on the marks secured in the previous class of study in the concerned subject and also in the aggregate as stipulated in this advertisement. 0 % 55% 55% 50% 2. The Scholarship up to Post-Graduate and equivalent courses will be tenable for one Academic year i. e. (10 months) starting from the 1st July and ending with 30th April. As Scholarship is awarded only for one academic year on the basis of marks obtained in the previous examination, students have to apply every year afresh. It will not be renewed automatically. 3. The Scholarship for the Ph. D will be tenable for two full Years i . e. 24 months subject to satisfactory progress report. 4. Candidates applying for scholarship for 9th and 10th standard must submit the application duly counter signed by the concerned District Education Officer. 5. The Students of faculties of Arts or Humanities having Sanskrit as a major subject will be eligible for scholarship in case of Graduation and Post Graduation level. 6. The Scholarship amount will be payable from the 1st July of every academic year and will be released in the name of the concerned students by account payee cheque through the Head of the concerned institutions. In case any student wishes to receive the Scholarship directly in his/her State Bank Account, he/she must furnish State Bank Account number in the application form legibly. 7. In the case of Ph. D and equivalent students, the institution concerned shall send Utilization Certificate and progress repot on the work done by the scholar through the guide and Head of the Department, to enable the Sansthan to release Scholarship for the second year. 8. A candidate who receives any Scholarship or gets monetary benefits from any other institution will not be considered for Scholarship of the Sansthan under this Scheme. A candidate who accepts any remunerative job during the tenure of the Scholarship or undertakes to any other course of study which does not have component of Sanskrit will be disqualified from receiving this Scholarship. 9. The Sansthan reserves the right to make such changes in these terms and conditions as it may consider necessary. The Sansthan also reserves the right to reject any application after due scrutiny. The decision of the Sansthan in this regard will be final and binding. 10. Every student will be required to submit application form through the Competent Authority in the prescribed pro-forma indicating interalia :- i. ) That he/she is pursuing a course of study for which he/she has applied for the Scholarship with Sanskrit as a regular student. ii. ) iii. ) iv. ) That he/she is not in receipt of any other Scholarship from any other source. That he/she is not employed anywhere. That during the currency of the Scholarship if he/she is awarded Scholarship from any other source and/or is employed he/she will immediately inform the Sansthan through proper channel. Application procedure: The application on the prescribed form alongwith attested copies of the mark-sheet of the latest qualifying examination and caste / category certificate in case of SC/ST/OBC/Physically Handicapped issued by the competent authority must be sent to the Registrar, Rashtriya Sanskrit Sansthan (Deemed University) 56-57, Institutional Area,Janak Puri, New Delhi- 110 058 within one month from the date of publication of this advertisement. The application form can also be download from Sansthan’s website www. sanskrit. nic. in Registrar RASHTRIYA SANSKRIT SANSTHAN Deemed University) 56-57, Institutional Area, Janak Puri, New Delhi-110058 Affix attested Passport size photograph Application for Scholarship 1. Name of the Student (In Capital letters) : 2. Gender Tick in the relevant box Male Female 3. 4. 5. 6. Father’s / Husband’s Name Date of Birth and age on 01. 10. 2010 Class, in which the student is studying Stream Tick in the relevant box Subjec t’s taken : : Class Year I,II,III Modern Traditional : 7. 8. Whether Sanskrit has been offered as a : Major Subject Tick in the relevant box Full Name Address of the Institution / : University in which the student is studying or doing research work Yes No 9. 10. Name of the Institution and full address of : Head of Department / Principal / Director or the authority to whom the cheque may be sent including PIN code and also mobile no. / email 11. Whether you belong to (i) S. C (ii) S. T : (iii) O. B. C. (iv) Handicapped (v) Female (if yes, Please attach copy of certificate issued by Competent Authority in case of (i) to (iv). 12. Complete Residential / Postal address to : which the intimation / correspondence can be sent (Please give phone no. and email id if available) 13. Particulars of examinations passed including latest qualifying examination: Please use additional sheet if required in the same format Name of the Examination Year of examination passed passing body Class/Div. and overall %age of marks Marks in Sanskrit as a Major Subject Total Obtained Percentage 14. 1. For Research Students only Whether student has been registered for Ph. D/ Vidyavaridhi course? If so, please furnish i. Registration No. and date of : registration ii. Please furnish copy of admission and letter of joining Ph. D / Vidyavaridhi Name of the Research Guide with Full Residential Address/Phone : No. /Email Id. / Mobile No. 2. * Note :- (1)Applications for 9th and 10th standard must be counter signed by the concerned District Education Officer. (2) No column of the application form should be left blank, which may be liable for rejection of the application form. 15. Declaration I hereby declare that all the information given by me in this application form and documents submitted by me in support of this application are true to the best of my knowledge and belief. My mark sheet is duly attested by Competent Authority. I also declare that in case I am selected for the Scholarship applied for, I shall devote my full time to approved course of study/research and that I shall not undertake any other paid work or receive any other Scholarship or any other grant from any source during the tenure of this Scholarship. Date :†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Place :†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. SIGNATURE ( ) Name of the candidate Recommendation of the forwarding authority. (Head of Deptt. /Competent authority of the University in the case of Reasearch student and Head of the Department/ Head of Institution / Prinicpal of the Institution in case of the student of other course of studies) Certified that________________________________is a regular student /research Scholar in Name of applicant ____________________________________________________________ _________________ Name of the university / institution and address in full As per the records, the date of admission and enrolment number of the student to the above Course is as under:Enrolment No Academic Session Date of admission Class to which admitted Date :†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Signature of Head of Deptt. /Head of Institution/Principal with official seal Place:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Countersignatures of District Education Officer (in case of students of 9th 10th standard) Request to the forwarding authority: Forwarding authorities are requested to accord top priority in forwarding the application so that the eligible students do not miss the opportunity of being considered for Scholarship due to non receipt of application on time. IMPORTANT INSTUCTIONS FOR APPLICANTS i. ) ii. ) iii. ) iv. ) v. ) vi. ) vii. ) viii. ) ix. ) Application form must be forwarded through Principal/Head of the institution / Head of Department and counter signed by the DEO as the case may be. Marksheet / document must be attested by the Principal / Gazetted Officer / Any Competent Authority. Application form must be signed by the Principal/Head of the Deptt. /Head of Institution with seal/Rubber stamp. (They should verify signature of student and entries of the form). In case of Ph. D / Vidyavaridhi students, the registration No. and date be mentioned along with documentary proof. Application must be filled in prescribed form only. Each column should be properly filled up. Students of IInd and IIIrd year of any class can also be applicant for Scholarship The application form must be filled in Hindi or English language only. If the student has taken Sanskrit as a subject, it is necessary to write Sanskrit specifically in the subject column, otherwise the application form will not be entertained. Student must submit advance receipt in the following format immediately to enable the Sansthan to release payment in case he/she is selected for Scholarship. ADVANCE RECEIPT I †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦received a sum of Rs†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (Rupees†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦) Name of candidate from the Vice Chancellor, Rashtriya Sanskrit Sansthan (Deemed University), New Delhi being the Scholarship awarded to me for the year 2010-2011 for the class†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Date :†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (Signature of Candidate)

BMGT 500 - Principles of Management Essays - Food And Drink, Cola

BMGT 500 - Principles of Management Essays - Food And Drink, Cola BMGT 500 - Principles of Management Management styles Leadership practices at Coca-Cola . Report submitted to Prof. Chepkilot In partial fulfillment for the award of the degree of MASTER OF BUSINESS ADMINISTRATION (MBA) By Jesse G. Munyua GMB/NE/0645/05/14 -27051026162000 Kabarak University Nakuru Town Campu s Table of Contents TOC \o "1-3" \h \z \u 1.0Introduction PAGEREF _Toc394995264 \h 2 2.0History of the Company PAGEREF _Toc394995265 \h 2 3.0Mission and Vision PAGEREF _Toc394995266 \h 3 4.0Culture and values PAGEREF _Toc394995267 \h 5 5.0Organizational Design PAGEREF _Toc394995268 \h 6 6.0Organization Structure PAGEREF _Toc394995269 \h 8 7.0Organizational goals PAGEREF _Toc394995270 \h 9 8.0Leadership Style PAGEREF _Toc394995271 \h 10 8.1Core Capabilities PAGEREF _Toc394995272 \h 11 9.0Management Styles PAGEREF _Toc394995273 \h 12 9.1Democratic PAGEREF _Toc394995274 \h 12 9.2Autocratic PAGEREF _Toc394995275 \h 13 9.3Laissez-faire management style PAGEREF _Toc394995276 \h 14 9.4Consultative democratic PAGEREF _Toc394995277 \h 14 9.5Team Work PAGEREF _Toc394995278 \h 15 9.6 Employee Engagement PAGEREF _Toc394995279 \h 16 10.0Management Functions of Coca-Cola Company PAGEREF _Toc394995280 \h 16 10.1Planning PAGEREF _Toc394995281 \h 16 10.1.1 Strategic Goals PAGEREF _Toc394995282 \h 17 10.1.2 Tactic Goals PAGEREF _Toc394995283 \h 17 10.1.3 Operational Goals PAGEREF _Toc394995284 \h 17 10.1.4 Decision Making PAGEREF _Toc394995285 \h 18 10.2Organizing PAGEREF _Toc394995286 \h 18 10.2.1 Departmentalization PAGEREF _Toc394995287 \h 19 10.2.2 Work Specialization PAGEREF _Toc394995288 \h 20 10.2.3 Delegation and Accountability PAGEREF _Toc394995289 \h 20 10.2.4 Resource Allocation PAGEREF _Toc394995290 \h 20 10.2.5 Organizing the Human Resources PAGEREF _Toc394995291 \h 20 10.3Leading PAGEREF _Toc394995292 \h 21 10.3.1 Motivation PAGEREF _Toc394995293 \h 21 10.3.2 Communication PAGEREF _Toc394995294 \h 22 10.3.3 Corporate Culture PAGEREF _Toc394995295 \h 22 10.4Controlling PAGEREF _Toc394995296 \h 22 10.4.1 Sales Person's Reporting System PAGEREF _Toc394995297 \h 22 10.4.2 Sales Person Evaluating System PAGEREF _Toc394995298 \h 23 Reference PAGEREF _Toc394995299 \h 24 1.0Introduction The Coca-Cola Company, a retailer, manufacturer and marketer of non-alcoholic beverages, is a market leader in its industry currently offering more than 500 brands in over 200 countries or territories. The company operates a franchised distribution system dating from 1889 where the Coca-Cola Company only produces syrup concentrate which is then sold to various bottlers throughout the world who hold an exclusive territory. The Coca-Cola Company headquartered in Atlanta, Georgia owns its anchor bottler in North America, Coca-Cola Refreshments. This behemoth has managed to maintain its position as a market leader for over a hundred years and is still going strong. This paper explores the history, mission, vision, and organizational structure and management functions of the Coca-Cola Company and tries to explain leadership and some management styles applied by the company. 2.0History of the Company Coca-Cola is a multinational company who started its business on May 1886 in Atlanta as a beverage (formal drink ) industry. Dr. John Styth Pemberton made a cough syrup which he named "coke" on 8 th may 1886. Its price was 5 cent per glass and was available at the largest pharmacy of Atlanta known by the name of Jacob's Pharmacy. Later on it was purchased by a well-known businessman Asa Griggs Candler who introduced it as a "carbonated soft drink" in the market and hid marketing tactics led coke to Coca-Cola and it dominated the market of carbonated soft drinks throughout the twentieth century. In 1895 the company started to sell their product coke in bottles which was a strategy of the company to be recognized well in the International market. Their strategy worked and the bottled form of coke was successfully recognized all over the world in the beginning of 1896. Now a day's Coca-Cola is the most famous and highly consumed brand in all over the world (Wikipedia, 2014). 3.0Mission and Vision The company is facing a huge numbers of challenges from all over the world. Competitors are coming up with brand new strategies that threaten Coca-Cola . T he company's mission is t o continue thriv ing as a business over the next ten years and beyond. The company is looking ahead , understand ing the trend s and forces that will shape its business in the future and moving swiftly to prepare for what's to come. That's what the company's 2020 Vision is all about. It creates a long-term destination for the business and provides it with a "Roadmap" for winning together with its bottling partners. Mission "Our Roadmap starts with of our mission, which is enduring. It declares our purpose as a company and serves as a standard against which we weigh our actions and decisions. To refresh the world. To

Discuss and explain situations where OSHA would be able to enter and Assignment

Discuss and explain situations where OSHA would be able to enter and inspect a worksite without obtaining a warrant or the employers express consent - Assignment Example stances where the employer expressly refused inspection would the OSHA, by virtue to â€Å"Section 5(a)(1) of the Act, known as the â€Å"General Duty Clause,† which requires that every working man and woman must be provided with a safe and healthful workplace† (Occupational Safety & Health Administration, 2002, p. 1), obtain a warrant to inspect. Therefore, the instances or situations where OSHA would be able to enter and inspect a worksite without obtaining a warrant or the employer’s express consent include the following: (1) imminent danger situations that required immediate corrective actions (where the definition of imminent danger is explicitly stated as â€Å"any condition where there is reasonable certainty that a danger exists that can be expected to cause death or serious physical harm immediately or before the danger can be eliminated through normal enforcement procedures† (Occupational Safety & Health Administration, 2002, p. 3); (2) accident investigations, especially when more than three employees have been injured, become hospitalized or caused unfortunate deaths; and (3) when there are complaints for unsafe or unhealthy working conditions were apparently received from any member of the organization or its stakeholders (Occupational Safety & Health Administration,

Book Review on Jacob Riis' How the Other Half Lives Essay

Book Review on Jacob Riis' How the Other Half Lives - Essay Example He strongly believed that the upper society can make a strong impact to the lives of these impoverished people and that it was only possible through their support and contribution that the slums of New York could change shape and the people living there could be provided with the basic amenities of life. At the time when this book was written, camera with the flash technology were newly invented, therefore, Jacob A. Riis equipped his book with pictures of the slums because he felt that only words would not have the due impact which the pictures accompanying them would. The book talks about life in tenements. The tenements which were particularly what the author of the book hated about the life that he lived in the slums. In the following quotation from the book the author expresses his reasoning behind the animosity he held against the tenements; â€Å"In the tenements all the influences make for evil; because they are the hot-beds of the epidemics that carry death to rich and poor alike; nurseries of pauperism and crime that fill our jails and police courts†¦Ã¢â‚¬  (Riis, 1890). The former statement shows what the author felt about the slums, he felt that the slums were where the crime began, where diseases started from and a breeding ground for many of the vices that existed in the country. The language used in the novel reflects the fact that it was written in the late nineteenth century, the author needs to be given credit for portraying the dialect of many of the minority groups living in the slums of New York with such perfection that while reading the book one feels that one is actually hearing the people of the slums talk instead of just reading. Moreover, the use of imagery is extremely impactful; one’s imagination can instantly picture the landscape and smell the different types of smells that the author has described in the book. The unhygienic feel gets so vivid n one’s memory that one actually feels appalled at the harsh realit ies of this world and the stark contrast that exists in the living standards of the people living not only in the same country but also in the same city. However, the difficulty with reading the book is that some of the sentences and paragraphs are so long that the author starts by talking about a particular thing and stretches it so much that by the time the paragraph ends he is talking about a different thing which makes it difficult for the reader to keep track of the stated facts. A very central point that has been stressed a lot in the book is that people of different nationalities come and settle in the tenements. These people as stated by the author make their way into metropolitans in search for a chance to make an impact on their lives and those of their families. The author states that if we try to compare the poor Americans to people of other nationalities who come to New York in order to earn and make their lives better, the foreigners make stronger progress in terms of work and careers because they come in search of opportunities and are quick to grab them whenever possible, as opposed to the Americans who would rather wait for the opportunity to come to them as expressed by the following quotation from the novel; â€Å"The poorest immigrant comes here with the purpose and ambition to better himself and, given half a chance, might be reasonably expected to make the most of it†

Research on Work-Family Balance Essay Example for Free

Research on Work-Family Balance Essay Introduction The mastering of a foreign language opens the roads for the transit of citizens whether for work, business, or tourism purposes, as well as for cultural and informational exchanges of all kinds. In this light, the status of English as a global language in politics, economics, education and the media, especially the Internet, is widely acknowledged. Typically, ESP has functioned to help language learners cope with the features of language or to develop the competences needed to function in a discipline, profession, or workplace. (Helen. Basturkman. 2006:6) Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words which is technical, related to their subject matter. †¦knowing the technical terms†¦is not a sufficient condition for successful reading of specialized material. It was, in fact, the non-technical terms which created more of a problem. (Cohen et al. 1988:162) For many people vocabulary, particularly specialist vocabulary (or terminology), is a key element of ESP. Despite this, vocabulary studies and, in particular, the teaching of vocabulary appear to have been somewhat neglected in ESP( Laufer p-167, Swales p224). Reading, for students of English for specific purposes (ESP), is probably the most important skill in terms of acquiring new knowledge. It does, however, often pose learning problems, especially with respect to vocabulary. The psycholinguistic model of reading widely favoured in linguistics and cognitive psychology in the 1960s and 1970s considered that the main constructs underlying reading are making predictions and deducing meaning from context (cf.Goodman 1976:127). However, during the 1980s, the interactive approach to reading became dominant, in which it was proposed that successful comprehension is achieved by the interactive use of two reading strategies: the top-down approach (i.e. making use of the readers’ previous knowledge, expectations and experience in reading the text) and the bottom-up approach(i.e. understa nding a text mainly by analyzing the words and sentences in the text itself: cf. Sanford Garrod 1981; Van DijkKintsch 1983; Carrell 1988. Research in ESP reading (e.gSelinker Trimble 1974; Cohen et al. 1988) provides empirical support for the interactive framework, finding morphonographemic word-processing skills to be a major component of reading. It has also, since the 1980s, been broadly agreed among researchers (cf. Kennedy Bolitho 1984; Trimble 1985; Cohen et al. 1988) that for non-native ESP readers the most problematic element in comprehending scientific and technical (ST) texts is a set of vocabulary items that has been variously labeled technical and semi-technical. Whatever the name given to the words in this group, if they appear to hinder students of ESP in comprehending texts in their discipline, it is worthwhile for language teachers and ESP practitioners to seek ways in which learners’ lexical repertoires can be raised to at least the threshold level of skilled readership in their chosen fields. It is known to most second language learners that the acquisition of vocabulary is a fundamental and important component in the course of their learning. A good mastery of vocabulary is essential for ESP/EFL learners, especially for those who learn for specific purpose or expect to operate at an advanced level in English. ‘It is wise to direct vocabulary learning to more specialized areas when learners have mastered the 2000-3000 words of general usefulness in English’ (Nation, 2001:187). I will identify the types of vocabulary in ESP texts and their relative importance. I will provide an overview of some key issues relating to the teaching of ESP vocabulary. Types of vocabulary In teaching and learning vocabulary, it’s essential to distinguish between different types of vocabulary because different types of vocabulary need different focus and treatment or some types of vocabulary will be given priorities and emphases in teaching and learning according to leaners’ different aims of learning. 1. Core and non-core vocabulary One way of looking at the status of words in lexical fields is to consider whether some words are more core, or central to the language, than others. The idea that there might be a core or basic vocabulary of words at the heart of any language is quite an appealing one to language educators, for if we could isolate that vocabulary then we could equip learners with a survival kit of core words that they could use in virtually any situation, whether spoken or written, formal or informal, or any situation where an absolutely precise term, might be elusive and where a core word would do. (McCarthy.1990:49) As the word ‘core’ suggests, core vocabulary refers to those words that are more central to the language than other words and tend to be the most frequently occurring ones. ‘People prefer to use such words because they do have core meaning-potential’ (McCarthy, 1990). They are thought to be more ‘core’ because it is easy to find an antonym, also t hey are neutral in formality and usable in a wide variety of situations. Furthermore, an important point is that such words can be used to paraphrase or give definitions of other words. For example, (McCarthy, 1990) the following instruction is given : [decide which is the core word in the set of words: slim, slender, thin, emaciated and scrawny and we can easily figure out that ‘thin’ is the core word] Core vocabulary: words of neutral meaning in any lexical set; core words collocate more readily with a wide range of words, they may be used in a wider range of registers, and are usually involved in the definition of non-core members of their set. In ESP teaching, we may come across subject-specific vocabulary, which is non-core as far as the language as a whole is concerned. ‘This is because it is not neutral in field and is associated with a specialized topic’ (Carter, 1988:172).They are subject-specific core vocabulary; conglomerate, sandstone, siltstone, limestone and dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igne ous rocks, metamorphic rocks. In fact that the need of ESP students is to learn such above mentioned core vocabulary in written and spoken language in their profession, ESP students with specific and academic purpose may need to acquire technical and semi-technical words in their specialist texts which are in need for them to learn and use it in speech and writing documents. Specialist vocabulary can be core in the job establishment where specialist use it frequently and in need, as well as during the ESP classes where ESP teacher and student’ fruitful interaction and it is very central for communication, especially, writing documentations where specialist uses core-specialist vocabulary as well as ESP student may learn that core vocabulary in texts which are full of technical and semi-technical vocabulary and which is central to learning. 2. Spoken and written vocabulary The spoken text is an example of what Ure(1971) calls ‘language-in-action’, that is , people are using language as an accompaniment to the action they are engaged in, and the feeling of lightness or heaviness of vocabulary is what Ure calls ‘lexical density’(McCarthy:1990:71) The written text is less dependent on physical context and its words make specific reference to items in the situation. Speaking versus writing is one important dimension affecting lexical density, but some spoken modes(e.g. oral narrative, or a formal lecture) might be lexically quite dense.(McCarthy.1990:71) Although most of the existing literature on vocabulary has grown out of the study of written texts. spoken texts seem less ‘dense’ than the most written texts in vocabulary items, which is characterized in language-in –action texts; repetition and lexical negotiation occur much more often in spoken discourse than in written texts; vague and rather general words are more frequently used in everyday talk than in written texts. Spoken vocabulary is what we got from written vocabulary to use orally, by contrast we can’t use full written information in speech as well as possible, there are a lot of written information in the past and in the present, for using significant ideas, at first, we should consider which is more available and more demanding for job and for daily life to use. ESP students who study the written texts, based on technical and semi-technical vocabulary, consequently, will product spoken vocabulary which is resulted from the information of written vocabulary. That’s why spoken and written vocabulary is essential in ESP courses. 3. Procedural vocabulary Vocabulary used to explain other words, to structure and organize their meaning. Procedural Vocabulary consists of words with a high indexical potential, which means that they can be interpreted in a wide range of ways. Identifying items in the lexicon that seem to carry a heavy work-load(e.g. the core vocabulary) must include a consideration of how some words are characteristically used to talk about other words, to paraphrase them and define them and to organize them in communication. Widdowson(1983) describes this kind of vocabulary as ‘procedural’. Robinson (1988) refers to ‘this simple lexis of paraphrase and explanation’ to illustrate procedural vocabulary and calls the procedural words ‘the main element in our interpretation and categorization of specific frames of reference’:Ver-mic-u-lite-type of Mica that is a very light material made up of threadlike parts, that can be used for keeping heat inside buildings, growing seeds in, etc.(McC arthy.1990:51) We need sense (relations between words) and denotation (relations between words and the world) in conjunction. However, learners at all levels will need to confront the procedural lexicon of the language they are learning (McCarthy.1990:52) Widdowson (1983:92) makes a distinction between words which are schematically bound and words of high indexical (or procedural –they are synonymous) potential. The schematically bound words narrow the frames of reference and identify particular fields; ‘hydrometer’ has low indexical potential and will occur in a narrow range of texts identifiable within certain scientific and technical fields (McCarthy.1990:51) Procedural vocabulary is characteristically used to talk about, paraphrase, define and organize words in communication. They are commonly used in dictionaries to give definitions. Students of Petroleum engineering may find them useful when learning other words for the accumulation of their vocabulary. It is true that students are required procedural vocabulary that helps them understand the technical vocabulary used in the process of establishing word meaning. The important role of procedural vocabulary lies, therefore, in the assumption that meaning is not static, but can be negotiated through interaction between participants hence, demanding when? and why? Because of unknown technical and semi-technical vocabulary, which is quite complicated to understand, and is the main tool in the texts to apprehend their own specialty. ESP teachers should give definitions by using procedural vocabulary, which may give a specific description of the word. On the other hand, to use procedural vocabulary, ESP students need to know, approximately 2000 vocabulary words. After having gained them, students are able to define the technical and semi-technical vocabularies which are very complicated to comprehend and to predict. However, with the help of procedural vocabulary use, I believe that ESP teachers, after having used the procedural vocabulary, could give the exact definition of the unknown word. Consequently, ESP students may guess what it is in L1. That’s why the use of procedural vocabulary is essential in ESP classes. 4.Technical and semi-technical vocabulary Many ESP teachers have found that vocabulary can be one of the major problems that effect students’ understanding of scientific and technical texts. According to Kennedy Bolitho (1984), Trimble(1985) and Nation (1990), the difficulty lies not with technical vocabulary as such but, as Cohen et al. (1988: 153) put it: †¦even students with mastery over the technical terms become so frustrated in reading technical English that they seek native-language summaries of the English texts, or native-language books covering roughly the same material, or do not read the material at all, but concentrate rather on taking verbatim lecture notes. ESP students generally find their difficulties in reading Petroleum engineering texts because of not knowing technical and semi-technical vocabulary in L2, and this does indeed appear to be one of their major problems in comprehending texts of their subject area, especially during second and third years of study. Many of the problems that the students encounter in using English are related to comprehension, and are caused by their limited knowledge of vocabulary, including crucially, a lack of awareness of polysemy. Increasingly researchers have favoured the view that such an area of vocabulary creates significant barriers to students’ understanding of (ST) texts, but the discussion has been complicated by the use of several different terms for what appears to be the same intermediate-level area of difficulty, for which commentators such as Cowan (1974), Robinson (1980), Trimble(1985) and Tong(1993a, 1993b) use the term sub-technical vocabulary, while others use non-technical with or without (cf. Barber 1962; Nation 1990; Tao 1994), and still others use semi-technical (St John Dudley-Evans 1980; Farrell 1990; McArthur 1996b). We cannot teach our scientific and technical students the whole of the scientific vocabulary: this is beyond the capacity of any individual. Nor do we normally want to teach them the specialized technical terms of their own subject†¦.what the English teacher can usually hope to do is to teach a vocabulary which is generally useful to students of science and technology-words that occur frequently in scientific and technical literature of different types. Some of these words will be technical ones, but many will not. The real justification for having highly specialized texts is to achieve face validity. Learners may be more motivated by them, because they make the language seem more relevant. But learners can be fickle. And if the use of such texts makes work in the classroom difficult, learners will soon lose their liking for such texts (Tom Hutchinson and Alan Waters.1995:162) Coxed and Nation(2001) categorize vocabulary for teaching and learning into four groups of words: high frequency words, academic vocabulary, technical vocabulary, and low frequency vocabulary. They argue: ‘when learners have mastered control of the 2,000 words of general usefulness in English, it is wise to direct vocabulary learning to more specialized areas depending on the aims of the learners’ (p. 252-253).( Helen. Basturkemn.2006:17). According to Bloor and Bloor(1986), teaching a specific variety of English (ESP) can start at any level including beginners. Moreover, learning from the specific variety of English ( for example, English for doctors, English for hospitality), is highly effective as learners acquire structures in relation to the range of meanings in which they are used in their academic, workplace, or professional environments (Helen. Basturkmen. 2006:17) Sager(p-98) writes: terminology is an applicable field of study concerned with the creation, collection and ordering of the vocabulary of special languages†¦..this work is carried out by relatively few people for the benefit of all users of special languages. Sager notes the assumption that specialized communication can be made more effective If terms are formed according to certain prevailing patterns which have a predictive value. Alber-De Wolf( p-167) suggests that a good knowledge of term-formation processes improves the reading skills necessary for reading foreign LSP but most work in terminology is aimed not at teachers but at translators and, increasingly, at machine translation and the development of term banks( Ross, Thomas). Sager makes the important observation that terminology is not so fixed as might be supposed. (Pauline Robinson. 1991:27) Voracek compares terminology across the natural sciences and social sciences. He suggests that because political terminology can never be emotionally neutral, it can be hardly accurate and unambiguous and it will always cause problems for translators and interpreters. Economic terms, while emotionally neutral, also cause problems of translation across economic systems (Pauline Robinson.1991:27). In fact, technical terms which are used only in a specialized field are sometimes less troublesome than vocabulary that looks familiar. Students recognize the need to find meanings for technical terms, and most dictionaries define them. On the other hand, students assume they already know the meaning of an ordinary word, so they do not try to find a specialized meaning for it (Virginia French Allen.1983:88). Technical vocabulary is words or phrases that are used primarily in a specific line of work or profession. Similarly, engineer of petroleum engineering field needs to know technical words such as organic decay, conglomerates, clay schist , siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igneous rocks, metamorphic rocks and may acquire technical and semi-technical vocabulary in the Petroleum engineering texts where they come across frequently, and words which most people outside of that industry never use. In terms of language content, there is little reason why , say, a Biology text should be more useful to a Biology than, say, a Physics text. There is no grammatical structure, function or discourse structure that can be identified specifically with Biology or any particular subject. Such things are product of the communicative situation (lecture, conversation, experiment, instructions) and the level (engineer, technician, manager, mechanic, university)there are only two ways in which the subject has any kind of influence on the language content We can distinguish four types of vocabulary: -structural: are, this, only, however; -general: table, run, dog, road, weather, cause; -sub-technical: engine, spring, valve, acid, budged; -technical: auricle, schist some, fissure, electrophoresis. Technical vocabulary was used far less frequently than the non-technical. These technical terms are also likely to pose the least problems for learners: they are often internationally used or can be worked out from knowledge of the subject matter and common root. (Tom Hutchinson and Alan Waters.1995:166) Comprehension in the ESP classroom is often more difficult than in real life, because texts are taken in isolation. In the outside world a text would normally appear in a context, which provides reference points to assist understanding (Tom Hutchinson and Waters.1995:16) In terms of teaching in ESP, it is most important to make a distinction between the two types of vocabulary: technical and semi-technical because they are of great importance for learners to study English for specific purposes and academic purposes. Baker(1988) lists six categories of vocabulary, all of which relate to EAP. They are: 1. Items which express notions general to all specialized disciplines; 2. General language items that have a specialized meaning in one or more disciplines; 3. Specialized items that have different meanings in different disciplines; 4. General language items that have restricted meanings in different disciplines; 5. General language items that are used to describe or comment on technical processes or functions in preference to other items with the same meaning, for example occur rather than happen. 6. Items used to signal the writer’s intentions or evaluation of material presented (Dudley-Evans and St John. 1998:83). Dudley-Evans and St John (1998:83) suggest resolving the overlapping six categories (Baker, 1988:91) into two broad areas: A) Vocabulary that is used in general language but has a higher frequency of occurrence in specific and technical description and discussion. B) Vocabulary that has specialized and restricted meanings in certain disciplines and which may vary in meaning across discipline. It is quite clear that the first area would be referred to as semi-technical and the second area would be regarded as technical vocabulary. We can examine the following text to illustrate the difference among them below. Some extracts are taken from the texts of Petroleum engineering field, to analyze which is technical and semi-technical and what students of this area study during the class and what kind of information a ESP teacher should provide within the class. These texts are central in the heart of learning and there is a need, lack, desire of students to be competent with. In the second and third year courses, students of the Petroleum engineering field, in Karshi Engineering-Economics institute, the faculty of Oil and Gas, in Karshi, Uzbekistan, study this specialty in English during English classes. How may we inform them about the specific knowledge of their profession if we are not subject matter teachers? We are English language teachers who did not study the specialty of these students at all. Consequently, only the job for us to do is to teach these texts, which are written in English and specially contain technical and semi-technical vocabulary. 1. The thickness of the layers of sedimentary rocks may vary greatly from place to place. They can be formed by the mechanical action of water, wind, frost and organic decay. Such sedimentary as gravel, sand, and clay at the beginning and conglomerates, sandstones and clay schists later are the result of the accumulation of materials achieved by the destructive mechanical action of water and wind (extract from the text ‘Sedimentary Rocks’ M.Ya. Barakova.1977:74-75) 2.The most principal kinds of sedimentary rocks are conglomerate, sandstone, siltstone, limestone and dolomite. Many other kinds with large practical value include common salt, gypsum, phosphate, iron oxide and coal (extract from the text ‘Sedimentary Rocks’ M.Ya. Barakova.1977:74-75) 3. Fossils are usually found in sedimentary rocks, although, sometimes they may be found in igneous and metamorphic rocks as well. They are most abundant in mudstone, shale and limestone, but also found in sandstone, dolomite and conglomerates (extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977: 108-109) 4. Liquid fuels are derived almost from petroleum. In general, natural petroleum, or crude oil, as it is widely known, is the basis of practically all industrial fuels. Petroleum is a mixture of hundreds of different hydrocarbons-compounds composed of hydrogen and carbon together with the small amount of other elements such as sulphur, oxygen and nitrogen. Petroleum is associated with water and natural gas(extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977:108-109) 5. Of gaseous fuels the most important are those derived from natural gas, chiefly methane or petroleum. Using gaseous fuels makes it possible to obtain high thermal efficiency, ease of distribution and control. Today, gas is widely utilized in the home and as a raw material for producing synthetics. (extract from the text ‘Fossil Fuels) (extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977:108-109) The technical vocabulary is quite obvious. The items are: organic decay, conglomerates, clay schist , siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igneous rocks, metamorphic rocks, and etc. The semi-technical vocabulary items are as follows: mechanical action, liquid fuels, petroleum, industrial fuels, natural gas, raw material, layers, abundant, accumulation, destructive and chiefly, ease of distribution and control etc. As every specialist has their own specific vocabulary to use in speech and writing, the technical and semi-technical vocabulary is also the main source for Petroleum engineering students to go through. In fact, to succeed in comprehending the written vocabulary and spoken language in this area, ESP students should have access to these technical texts where they can find a way to know about this specialty in English. Technical and semi-technical vocabulary is the main instrument for survival in this area of study. As we can see from above, learners who will do academic study in English must focus on academic vocabulary which is variously known as ‘general useful scientific vocabulary’ (Barber, 1962) and semi-technical vocabulary (Farrell, 1990), because they need to exhibit a wide range of academic skills like reading about research papers in their own fields, listening to teachers speak about their work, writing academic papers and presenting oral or written evaluations of methods or results in many cases, or writing documentations of the industrial company where the learner may use technical words , which is very needful , and use it for communication with foreign company by doing export or import business. Technical and semi-technical vocabulary, which is used in this text, may not be occurred in the texts of other fields of study, for example, medicine, business, but it can occur in other parts of engineering areas. We may use general vocabulary in all fields of study where technical and semi-technical vocabularies of petroleum engineering field occur. With its importance shown above, technical vocabulary or semi-technical vocabulary should be given priority in teaching by ESP teachers because, according to Dudley-Evans and St John (1998:83), this type of vocabulary is used in general life contexts but has a higher frequency of occurrence in scientific and technical descriptions and discussions, especially in their specific field and conferences, meetings referring to specialty. ESP teachers should teach learners general vocabulary as well as technical vocabulary that has a higher frequency in a scientific field such as: -general: thickness, place, wind, frost, value, common, and etc. -petroleum engineering: organic decay, conglomerates, siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics and etc. -verbs: vary, achieve, found, form, derive from, include, compose, associate, obtain, utilize, produce. -collocations: destructive mechanical action, organic decay, accumulation of materials, hydrocarbons-compounds, associate with. The issue of teaching technical vocabulary It is often claimed that it is not the job of the ESP teachers to teach technical vocabulary (Barber, 1964; Higgens, 1966; Cowan, 1974). In general, we agree it is not but it may be the duty of ESP teachers to teach vocabulary in certain circumstances. Beyond the duty of ESP teacher In discussing the teaching of ESP it has often been said (Hutchinson and Waters, 1987; Higgins, 1966)that the teaching technical vocabulary is not the responsibility of the EAP teacher and that priority should be given to the teaching of ‘semi-technical’ or ‘core vocabulary’. The technical vocabulary is rather more complicated than the simple notion that the ESP teacher should not touch it. While in general we agree that it should not be the responsibility of the ESP teacher to teach technical vocabulary, in certain specific contexts it may be the duty of the ESP teacher to check that learners have understood technical vocabulary appearing as carrier content for an exercise. It may also be necessary to ensure that learners have understood technical language presented by a subject specialist or assumed to be known by a subject specialist (Dudley-Evans and St John. 1998:81) In any ESP exercise which exploits a particular context, that context will use certain technical vocabulary. It is important that both the teacher and the learners appreciate that this vocabulary is acting as carrier content for an exercise, and is not the real content of the exercise. However, students usually need to be able to understand the technical vocabulary in order to do exercise (Dudley-Evans and St John. 1998:81) How do we deal with this technical vocabulary? In some circumstances a term will be cognate with the equivalent term in the students’ first language and will not therefore cause difficulty. If the term is not cognate and is unfamiliar, then it may need to be introduced and explained before the exercise is tackled. In many cases there is a one-to-one relationship between the terms in English and the learners’ L1 and so it will be enough to translate the term into the L1 after a brief explanation (Dudley-Evans and St John. 1998:81) A technical word is one that is recognizably specific to a particular topic, field or discipline. It is likely that they can only be learned and understood by studying the field. Such words are considered to be the responsibility of the subject teachers. Strevens (1973:223) claims ‘that learners who know the scientific field may have little difficulty with technical words; but a teacher who may not have a great deal. We can examine the examples in the given text. Technical words like organic decay, sedimentary, igneous, metamorphic rocks, limestone, clay schist, methane and others are specialized words in the field of petroleum engineering, which may be quite easy for a student in L1, who studies the petroleum engineering. However, it is a different matter for ESP teachers. There are some other technical words that are quite familiar to learners even if learners are not studying the specific discipline to which the technical words belong because the words are widely, even internationally, known. Some very frequently occurring words in computer science, such as browser, program, log, hypertext and internet, are quite familiar to learners and these technical words have a high frequency occurrence in the texts of computer sciences and in information. The English teacher is an ideal informant, who may inform the students of the petroleum engineering field with the information of their profession in L2 for non-native speakers. Even if it is the beyond of his/her duty, the English teacher should certainly explain the technical and semi-technical words in L1 or in L2 for successful learning. As a matter of fact that English teacher teaches texts, which are full of technical and semi-technical vocabulary. That’s why ESP teacher should know the subject matter in L1 and in L2, if not, not be able to teach the students of petroleum engineering field because of not knowing specialist knowledge. Furthermore, even he/she can’t translate the text. As a result, no well-designed teaching will be done. A teacher of General English may not know the technical and semi-technical words because she/he is not a specialist of this area. For example, the English teacher who teaches medical students should know the medical terminology. If she/he does not know the technical vocabulary relating to medicine, how can she/he help the translation of meaning of medical treatments or drugs which is being manufactured in Foreign country, most medicine production instruction is written and explained, given information about medical drugs, and available devices in English. That’ why the role of Technical and semi-technical vocabulary is not only valuable in the Petroleum engineering field, but also important in other fields of study. The ESP teacher should corporate with subject matter teacher in order to know subject matter for successful teaching. Which vocabulary type should the ESP teacher teach? According to Hutchinson and Waters, (1987) ESP should be seen as an approach to language teaching, which is directed by specific and apparent reasons for learning. The main of their vocabulary acquisition is surely academic vocabulary and they mainly learn technical and semi-technical vocabulary of their specialty in texts, which are main support for learning their specific field through unfamiliar words. The text is an informant where has full of special information for learners’ desire, and learners try to predict what the word is about with his/her specific background knowledge and define the word. Nowadays, a lot of Educational grant programmes demand English knowledge as well as with specific disciplines, where learners study subject matter in English. That’s why learner, who is willing to study in European or US, Foreign universities and desires to make a progress in profession, consequently, needs to learn technical vocabulary. Learning technical and semi-technic al vocabulary is the most essential need for such desire, and teaching technical and semi-technical vocabulary is more demanding. Learnability Ease or difficult in the learnability of vocabulary is not unconnected with the notion of frequency, since the most frequent words will probably be absorbed and learnt simply because they occur regularly. But words may be easy or difficult for a variety of other reasons, and may need special attention or focus in teaching. 1. Words may present spelling difficulties. Even native speakers of English have difficulty remembering whether single or double consonants appear in words like ‘occurrence’, ‘parallel’, and ‘beginning’. Languages with more regular spelling patterns present fewer difficulties of this kind. 2. Words may present phonological difficulties, either because they contain awkward clusters of sounds ( English ‘thrive’, ‘crisps’), or because spelling interfaces with perception of what the sound is (English ‘worry’ is regularly pronounced by learners as if it rhymed with ‘sorry’). Such words may be effectively learned in all other respects, but pronunciation may remain a long-term difficulty, especially where old habits are ingrained. 3. The syntactic properties of words often make them difficult. In English, ‘want’ presents fewer syntactic difficulties than ‘wish’, ‘want’ is followed by an infinitive and / or an object; ‘wish’ may be followed by a variety of verb patterns in ‘that’ clauses, as well as by the infinitive. 4. Words may be perceived as very close in meaning by the learner, and therefore difficult to separate one from another. ‘Make’ and ‘do’ are notorious in this respect in English. Learners of Spanish often find it difficult to separate ‘ser’ and ‘estar’, which to the English-speaker seem both to mean ‘be’. The difficulty, or lack of difficulty, a word presents may override its frequency and/or range, and decisions to bring forward or postpone the teaching of an item may be based on learnability. Published materials handle features of learnability and difficulty in different ways.p-86 (McCarthy) Difficulty and learnability cut right across the notions of frequency and range. We cannot predict that just because a word is frequent it will be learnt quickly and thoroughly or, conversely, that, because a word is infrequent, it will not be easily learnt. Technical and semi-technical vocabulary has also difficulties for pronunciation and for communication to study.

Comparig To Kill A Mocingbird And The Man Without A Face :: essays research papers

Courage is a valuable and rare attribute in people today. In Harper Lee's novel, To Kill a Mockingbird, courage is shown by a reclusive character named Arthur "Boo" Radley. In Mel Gibson's movie, The Man Without a Face, courage is shown by Justin McLoud. Due to the noble actions of others, one can discover the true meaning of courage. In To Kill A Mockingbird by Harper Lee, Arthur Radley is a person who has not left his house for many years. Because of this, the townspeople have made up many rumors about him, most of which are not true. These rumors added to him not wanting to come out in public. His neighbors, Jem and Scout Finch, are the only ones who try to communicate with him, and he gives them gifts. Arthur Radley shows courage later on in the book, when the two children are attacked by Bob Ewell. Arthur Radley, a person who lived inside for years, ran outside with a kitchen knife to save his only friends. He proceeds to help Jem home, and in doing so reveals himself to even more people. If Jem and Scout had not been friendly to him, Arthur Radley probably would not have come out of his home. In The Man Without A Face directed by Mel Gibson, a hideously scarred former teacher named Justin McLoud lives in solitude on a large estate, like Arthur Radley. Also like Arthur, Justin has not made contact with anyone for seven years. One day, a struggling student named Charles Norstad come to Justin's house to be tutored. Over the summer, the two become friends. Because of Charles, Justin has the courage to teach again, and tries to clear his name of charges made against him. Like Arthur Radley, the friendship of a child gave Justin courage. Like Justin and Arthur, a child younger than me gave me help dealing with a problem. My younger sister was listening to me tell my older brother about a person older than me who was bothering me and my friends. She turned to me and said, â€Å"Well, why don’t you tell him to stop bothering you or he will get in trouble? But you gotta make it sound scary!† So, I told this person that if he didn’t stop bothering me, he will get in trouble with my brother.

According to Aristotle

According to Aristotle, Oedipus is an archetypal tragic hero. Plot plays an integral role in developing Oedipus’s character throughout the play which thus impacts the play's storyline. Aristotle states that â€Å"The plot is the imitation of the action:-for by plot I here mean the arrangement of the incidents† (Aristotle 01). In this quote Aristotle emphasizes the importance of plot development. He explains how each event has a specific role in the playing out of the tragedy. In the beginning of Odedipus Rex, the audience assumes that Odepois is a sympathetic king who cares about his people. However, as one reads further on Odepoi’s true character is revealed. Subsequently â€Å"the most powerful elements of emotional interest in Tragedy-Peripeteia or Reversal of the Situation, and Recognition scenes-are parts of the plot† (Aristotle 01). These are the most prominent characteristics of the tragic genre. Furthermore they play a key role in drawing the reader’s attention. Significant emotional upheaval occurs when it is revealed that Odepois himself fulfils the prophecy and has killed the prior king. Without the emotional aspect of the play, the reader would not relate to the character or understand the plot. A person's character remains less important than a person's actions as Artistrole argues, â€Å"Now character determines men’s qualities, but it is by their actions that they are happy or the reverse† (Aristotle 01). The character supports the plot due to the personal motivation that precisely connected part of the cause-and-effect chain of actions thus producing pity and fear in the audience. Odepois’s determination to finding the murdered of laius, the original king, even though many warned him from discovering the truth is the play's main story-line. The prophecy that Odepois had fulfilled, played a major role in his character development throughout the play. As Aristotle states, â€Å"Now any speech or action that manifests moral purpose of any kind will be expressive of character: the character will be good if the purpose is good† (Aristotle 06). Aristotle explains the importance of the actions of the character and the impact his or her actions will make on the audience, that the actions of the character defines their characteristics. Odepois's blaming of individuals, when in search for the true murderer of Laius whilst remaining unaware of the facts, shows how over dramatic and hasty he is. This foreshadows the future due to the actions that were going to occur because of Odepois’s characteristics. Lastly, he states that the consistency (true to them) is a quality a character should have in a tragedy. Once a character’s personality and motivations are established, these should continue throughout the play as he defends, â€Å"For though the subject of the imitation, who suggested the type, be inconsistent, still he must be consistently inconsistent† (Aristotle 06). Aristotle suggests that a character should stay in role throughout the play in order to maintain a personal connection from the audience. â€Å"But, of all recognition, the best is that which arises from the incidents themselves, where the startling discovery is made by natural means† (Aristotle 07). In Odepois, when Odepois discovers that the prophecy was fulfilled after all, he realizes it was not due to another individual but by fate or nature. This explains how the characteristics of the character play out in creating the plot. Therefore, Odepois would be an example of a tragic hero according to Artistotle's standards.