Senin, 29 April 2013

Phones : 5 reasons to allow it in classroom


                Nowadays, phone is one of the important gadget that everybody needs to have. It is not only because of to communicate but also to find data from internet, with the sopisthicated development of gadget, now it is easy to connect to the second world. With that kind of benefit, it is not a new topic of why every students bring their phones to the school, they have their own reason to have their phones always be with them. For example, students will say that it is a good sources to find data of information on web. so , if there is no sources from books they will find it through internet.
                Now the problem is raising up, are we as a teacher will excuse them to have phones during teaching activities? Do we have to involve them with their gadget? The answer of that questions is YES. We have to let theem involve with second world, we can’t force them to not use their phones because they will use it even we give them punishment. So the better way is to let them use that. As in one source I found, 5 reasons of why we should allow them to use phone.

  1. If we are preparing our students for life after school, we should allow them to use the tools they will be using when they get there.  How many jobs can you think of right now where a smart phone is not beneficial?  Mechanics order parts on their phone, engineers view blueprints, doctors calculate dosages, and grocers check inventory.  The list is endless.  By the time our students enter their professions the need to utilize mobile technology will be even stronger.  Not preparing our students for that world is negligent. 
  2. In a time when schools are facing tightening budgets, using technology that is readily available is logical.  How many schools point to a lack of funds as a reason they are not doing more with technology?  We can go a long way towards solving that problem by using technology that is available for free and probably in a majority of HS students' pockets.
  3. Mobile devices are great for teaching 21st century skills.  If you want kids to learn to collaborate, what better tool can you use than a phone?  Videoconferencing with people all over the world becomes easy.  One of the main arguments against student phone use is that kids might cheat.  My response is that tests that are so lacking in rigor that students can look up answers on a phone or get them from another student are lousy and outdated in a world where information is free and easy.  We need to get used to the fact that kids don't need to know "stuff" nearly as much as they need to learn to use that "stuff."  Tests of recall don't prepare our students for the world ahead.  Kids know this - it's why they think school is irrelevant.  Kids working together to find solutions to problems (collaboration) should be encouraged, not labeled as "cheating."  Policies that ban cell phones because students might text each other are short-sighted.  As Kevin Honeycutt is fond of saying, "Students used to pass notes on paper.  We never banned paper."
  4. Double standards are not OK.  I know of several districts where administrators come into classrooms with iPhones and/or iPads to take notes on teacher observations.  Yet, in these same classrooms students are not allowed to use mobile devices.  The message this sends to students is totally unacceptable.  These are great tools.  Kids know it.  Let them use them.
  5. We need to teach kids responsible ways to use technology.  Keeping them "safe" by refusing to expose them to technology is irresponsible on our part.  Students are using cell phones whether we ban them in school or not.  They are communicating, sending pictures to each other, using social media and social networking, and consuming information.  We need to be teaching them how to do this while protecting themselves from both mistakes they might make that will follow them for decades and others who want to do them harm.  The dangers and pitfalls of using mobile devices aren't going away.  Isn't it our responsibility to teach our students to be safe ?
So, with the benefits like that, are we still have any reasons to not allowed students to use phones? Think wisely... 

Sabtu, 06 April 2013

American vs British English

American vs British English
Basic Differences and Influences of Change
(Introductory Outline for First Course Segment)

Introduction

American English has grown steadily in international significance since World War II, parallel to the growth of U.S. political, economic, technological and cultural influence worldwide. American English is currently the dominant influence on "world English" (cf. British English) largely due to the following:
  1. Population: U.S. vs U.K. (SAE/SBE ca 70% vs 17% of all native English; (Dibul #68 [from Google cache])
  2. Wealth of the U.S. economy vs. the U.K., & influences
  3. Magnitude of higher education in the U.S.[3263] vs. the U.K.[313] (cf. Finland [49]) [July 2012 figures]
  4. Magnitude of the publishing industry in America
  5. Magnitude of global mass media and media technology influence
  6. Appeal of American popular culture on language and habits
  7. International political and economic position of the U.S.
American and British English are both variants of World English. As such, they are more similar than different, especially with "educated" or "scientific" English. Most divergence is due to differing national histories and cultural development (cf. Are Americans Ruining English? [PBS]), and the way in which the variants have changed correspondingly. The following general categories of difference between standard British English (SBE) and standard American English (SAE) each have their own sociolectic value:

I. Different Pronunciation, Although Same Spelling

  • Advertisement (advert, ad), 'either/neither/potato/tomato' [YouTube]
  • Controversy, laboratory, secretary
  • Leisure, schedule, dynasty, vitamin, privacy, dance (cf. Gatsby one and two [YouTube])
  • Renaissance, oregano, migratory, garage, clerk [bank, office], ate
  • 'PC'-influence problematics: harass & harassment, Uranus, etc.
    (Consistency? Predictability? — cf. 'horehound', etc.)

II. Different Spelling, Although Same Pronunciation

  • Axe — ax; plough — plow; colour — color, centre — center
  • Cheque — check (noun form [bank]; verb "to check" the same)
  • Defence — defense (noun form); licence (noun form) — license
  • Alright — all right; manoeuvre — maneuver; tyre — tire
  • Ageing — aging;   gaol — jail; esquimaux — eskimos; liquorice — licorice

III. Same Term, Different But Similar Spelling and Pronunciation

  • Aluminium — aluminum
  • Polythene — polyethylene
  • Maths — math (shortening of "mathematics")
  • Rise — raise (more money in salary, wages)

IV. Same Words, But Different or Additional Meanings

  • I married a homely girl (cf. SBE vs SAE) The opening of our new play was a bomb!
  • We all had tea and biscuits. (cf. Harry Potter, 'crumpets' vs 'English muffins', etc.)
  • The corn harvest was exceptional this year.
    (cf. US "maize" or "sweetcorn"; GB "any cereal" or "wheat", Scotland "oats", etc.; see example)
  • We needed a torch for the dark trail. (cf. flashlight, or GB 'electric torch', flaming torch)
  • IBM made over a billion dollars last year. (cf. "thousand million"; 'changing' GB standards)
  • The committee tabled the motion (GB: put it on the table).
  • Nigel and Trevor purchased 7-day Travelcard season tickets.
  • Ralph needs to write an essay for his university course.
  • GB 'trousers' = US 'pants'; US 'pants' = GB 'underwear pants'
    (cf. 'It was a tremendous storm; when it was over my pants were all wet')

V. Grammar, Syntax, Punctuation, General Usage

    (Punctuation)
    • Date writing, number/word order (never use only numbers!)
    • Use of commas and periods inside quotation marks
    • Business letter salutations, colons vs commas
    • 'Honorifics': Mr. or Mrs. or Dr. Smith (U.S.) vs Mr or Mrs or Dr Smith (GB), etc.
    (Differences in Usage with SBE 'Large Collective Nouns")
    1. (U.S.) Finnair has a flight to London today.
      (G.B.) Finnair have a flight to London today.
    2. (U.S.) England has (...) played well today, even if it lost.
      (G.B.) England have played well today, even if they lost.
    3. (G.B.) The Government are acting like themselves again.
    (Differences in Usage with SBE 'Pluralised Adjectives')
    1. SAE: John failed his drug test and will be excluded from the team.
      SBE: John failed his drugs test and will be excluded from the team.
    2. Cf. also the British "appointments book", "drinks counter", and "careers guidance")
    3. However, there is also SBE "book shop", "magazine rack" and "student meeting", etc.; usage varies with both instance and individual usage
    4. Usage also varies in SBE internationally (e.g. local adaptations?) cf.
      SAE: I purchased my new sandals from the shoe store on Mombasa Road
      SBE: I purchased my new sandals from the shoes store on Mombasa Road
    (Other Common Usage Differences)
    1. (G.B.) Have you got your grade in history yet?
      (U.S.) Have you gotten your grade in history yet?
    2. (G.B.) He went on a course. How many were on the course?
      (U.S.) He was in a course. How many were in the course?
    3. (G.B.) We lived in the High Street. (cf 'street people' ...)
      (U.S.) We lived on Main Street ("on" plus article plus High/Main)
    4. (G.B.) He's in hospital with a broken leg.
      (U.S.) He's in the hospital with a broken leg.
    5. (G.B.) I have got a car. vs. (U.S.) I have a car. I got a car. (different implications)
    6. (G.B.) We weren't able to catch him up
      (U.S.) We weren't able to catch him, catch up with him, catch up [with him].
    7. One was different from/than the other.

VI. Same Concept, Different Terms or Expressions; (or)
Same Word, Differences in Style, Connotation and Frequency

  • Hire a car — rent a car (hire-purchase vs installment plan)
  • Petrol — gasoline; Saloon — sedan, Estate car — station wagon
  • Boot — trunk (storage area); silencer — muffler (to reduce exhaust noise); other auto terms
  • Fortnight — two weeks; Goods train — freight train
  • Barrister vs. solicitor ['brief', 'silk'] — lawyer, attorney, attorney-at-law
  • Sweet (vs "sweets") — dessert; red whortleberries — lingonberries, food terminology generally (see 'Localizations' of Food Terms in Children's Books)
  • GB "bank holiday" vs US "public holiday" or just "holiday"; "Boxing Day"
  • GB "mates" & "lads" vs US "friends"; GB "tossers" & "wankers" vs US "dorks" & "losers" etc.
  • "Could you tell me where Waterloo Station is?" (UK); "Would you be able to use one of these?" (AU);
    "yes/no" vs expected cultural response
  • See also Selected ENGA2 Language Residency Report Observations as well as Lost in Translation for US/GB 'changeability' [quite or very?] and other examples

VII. "Creativity": Spinoffs; Combos; Referencing of Current Events and Brands

  • Hamburger — cheeseburger, beefburger, fishburger, lobsterburger ..
  • Hotel, motel, floatel, boatel
  • Suburb, exurb, technoburb, cyburb
  • Hardware, software, firmware, shareware, freeware, vaporware, "treeware"
  • Citizen, netizen — atmosphere, blogosphere; outsourcing, crowdsourcing, or cloudsourcing
  • Copyright to "copyleft" (cf. 'Wiki' contributions, for example), 'to Google', 'googling'
    Verify to "wherify" (GPS-technology child-tracking system)
    Wikipedia to 'wikiality' ('facts' determined by 'majority rule')
    [cf. Alan Turing's suicide via a bite of a cyanide-laced apple to the Apple logo, etc.]
    Twitter & 'twittering', twitterati, twittiquette, a 'tweet' — (cf. The Twictionary; see also 'hashtag')
  • "Climate canary," "to be YouTubed, to be Plutoed" (cf. WOTY2006 [PDF]), a "plutoid" ['something less than a planet'], etc.; see also WOTY2012 [PDF], where "hashtag" is Word of the Year)
  • The "boingg" effect (cf. 'sproingg', etc.) (N.E. Journal of Medicine 1981, then 21st century)
  • Fashionista, stylista, frugalista, accessorista (all reflective of both the present economic situation and new 'Spanglish' influence)
  • Smoke/fog = smog; cf. cosmetics/pharmaceuticals = cosmeceuticals; pharmaceuticals/farming = pharming
  • Sexploitation, cityscape, zeroscaping (xeriscaping; xeric plants; xerostomia)
  • 'Brand name' recognition — cf. "Half and half"; "A six-pack of PBR tallboys"
  • (Roz, on Frasier): "I'm going to climb into a hot tub with my good friends Ben and Jerry"

VIII. Euphemistic References

  • Security officer, hair stylist, household manager
  • Powder room, ladies' lounge; motion discomfort bag
  • A "pre-owned" car (cf "used car" & "used-car salesman")
  • "The loved one..." (cf. death and funeral references generally)
  • "To deselect, dehire" employees; to "downsize, right-size" the company

IX. "Equality" Vocabulary

  • Fireman/firefighter, policeman/police officer, mailman/mail carrier
  • Stewardess/flight attendant, salesman/salesperson, etc.
  • Chairman — chairperson, chair, presiding officer
  • Manmade — artificial, synthetic, manufactured

X. "Politically Correct" References

  • Seniors; 'older' adults (55 & older) vs. "elderly" or "old" people
  • African Americans vs 'black Americans' or 'blacks' or 'people of color'
  • 'Stay-at-home mom' vs "housewife" (not 'married to one's house')
  • "Canola" vs "rapeseed" oil; animal companion vs "pet", Native American vs "Indian"
  • Recent controversies: an 'articulate' black politician? A 'niggardly' budget?

XI. 'Ethnolects': "Black English" (specific terminology in cultural context)

  • Everybody look down at they feet; I ain't afraid of nuthin'
  • You ugly, man; I the baddest cat around; He be good.
  • Boy, nigger, soul food, honkie, rapping (note the disagreement over the term)

XII. Yiddish and Ethnic Jewish Influence (lexical & structural) on SAE

  • Schlep, goy, schlemiel, schlock, chutzpa, nebbish, shtik
  • I should have such luck!   He's complaining yet!   This I need?   What's not to like?
  • "Schm-/shm' reduplication," from the Yiddish koyfn, shmoyfn (to buy, not to buy; who cares?)
    e.g. 'fat-shmat, so long as she's happy,' 'fancy-schmancy' (pretentious) or 'Oedipus, schmoedipus — as long as he loves his mother!')

XIII. Various Jargons; Changing Cultural References...

  • Computer culture: fonts, multitasking, up/downloading, blogging, lurking, flaming, etc.
  • Technoculture: technocrat, technopeasant, techno-potato; a virtual corporation
  • Infoculture: telecommuting, edutainment, 'terrestrial' TV (vs cable, satellite); [broadcasting to] 'narrowcasting', broadband vs narrowband, digital vs analogue watches
  • "Gay" culture: (drag, closet, fairy, fruitcake, 'to out' — 'he was outed') [vs GB 'poof', etc.]
  • Drugs: Cocaine (coke, leaf, snow, angel dust); crack, valise, kilos, brick, 'trips'
  • Social 'Trendiness' (status): Yuppie, Buppie, Puppie, Dinks, Woofs
  • Business: Power breakfast, Valium picnic, warm fuzzies
  • Youthisms: dork, nerd, geek, dweeb; psyched, pumped, barf

XIV. Regional Variation, Identity, Stereotyping

Variation in Terminology
  • Soda vs Soda Pop vs Pop vs Coke vs 'tonic', etc. (see map from www.popvssoda.com)
  • 'Ice cream soda' vs 'milk shake' vs 'shake' vs frappe vs cabinet
  • 'Rubber band' vs 'gumband' (Pittsburgh region), etc.
Terms for general, 'anonymous' or 'stereotypical' persons
  • "Uncle Sam" (U.S.) vs "John Bull" (U.K.)
  • John Doe, John Q. Public, Joe Citizen, Joe Senior
  • Joe Blow, Joe Shmoe, Joe Six-Pack, "brother", "sister"
  • "Southern" names: Billy Bob, Jimmy Joe, Bubba and Beauregard
Varying implications (region, education, ethnic) of "non-grammatical" language
  • (a) "He ain't done nothin' yet" (uneducated, rural?)
  • (b) "He done et over at th' Hatfields" (hillbilly...)
  • (c) "You be late...the food be cold." (Black English)

XV. "Four-letter words", Obscenities and Implied Obscenities

  • Damn, fart, piss, crap, turd, shit, fuck, cunt; vs GB bloody, bugger, bollocks, sod, tosser, etc.
  • His daughter was a thespian who matriculated at the state college. She came to the party with a homo sapiens! The dean said he was an extrovert. He masticated throughout the meal. 

Sources : http://www.uta.fi/FAST/US1/REF/usgbintr.html