Korn- Pretty Essays - Class, Films, Cinema Of The United States

Korn- Pretty i see a pretty face smashed against the bathroom floor... Jonathan sat on the floor next to the window in his dark bedroom alone. He watched the cascade of rain drip down his window from off the roof. Lighting stroke across the morbid night sky. His body, which was curled up in a ball, was leaning against the wall. His sad brown eyes were filled with salty tears while listening to his father and stepmother fight in the kitchen. His stepmother was very contemptible. His father wasn't. He was a good man, very benign, but Jonathan didn't realize that when he was a child. He resented his father for always being away from home, on the road touring, but he didn't know at the age of 3 what it meant by having to support your family in any way you can. Even now, when he was a teenager he resented his father for not understanding him. It seemed as if no one understood him. And that bisected his heart. It was going on 2:30 A.M. and Jonathan knew he should have gone to sleep hours ago. He had to wake up at 6:30 in the morning to go to work at the corner's office. Many people found it bizarre that he worked at such a morbid, strange place, especially for someone at the age of 17. It wasn't just the fact that he was working there that made it so strange it was how his personality didn't match with one who is meant to work at a corner's office. He seemed very aloof. He didn't dress in gothic garb nor did he dress in gaudy garb, he just seemed normal, like any other kid. But he wasn't normal; there was an undertone of something along the lines of eccentric-ness in his personality, which you had to strain to see. He did however wear eyeliner from time to time but no one found that to be odd, they just thought of him to be gay. The town faggot is a name, which would be linked to Jonathan for the rest of his life. Being a corner's assistant was a dexterity job. He seemed to enjoy the job a nd was very diligent, but at the same time, it destroyed him. Jonathan's eyelids began to grow heavy. His parents had stopped fighting an hour ago and that was really the only reason why he wasn't asleep but he had so much on his mind that he couldn't and didn't feel like sleeping. He rubbed his face away of the dry tearstains. He stood up and stretched from sitting down in the corner for so long. He clambered into his bed and fell asleep within minutes. The alarm clock beside his bed went off at 6:30 A.M. He was still half-asleep when he tried turning off the clock. It took a while for him to find the off button so instead he threw the clock across the room. Jonathan got dressed and walked down the hall to the kitchen. He usually didn't eat breakfast, but he hadn't eaten the night before for his stepmother was too bust fighting with his father. He opened one of the cabinets and took out a white bowl with a crack running down the side. Then he reached into the fridge for some milk and oddly enough found the cereal in there as well. As he sat down and began eating, his younger sister walked into the kitchen. What are you doing up so early? Jonathan asked with his mouthful. Couldn't sleep. She answered, she her self was still half asleep. You going to school today? She asked. Naw, gotta work today. Damnit. She said under her breath as she threw an apple, which she had retrieved out of the fridge into the garbage can, frivolously. I was hoping you could get me out of class early and drive me over to Brenda's. Jonathan's right eyebrow rose as she sat down, yawing. Girl, you know I can't do that. Remember what happened the last time-no wait, uh, last..two, three, four, yeah, four times I did that? Dad got so pissed and almost made me get a job at his

Free Essays on The Scarlet Letter And Hawthorne

The theme of the story is sin because Hester, Dimmesdale, and Chillingworth all have some sort of sin. Good and evil battle within each character and battle between the characters. Each character has some good in them, but sin makes each one evil. The scarlet letter is an outward symbol of shame, but instead it becomes a powerful symbol of identity to Hester. The letter’s meaning changes in the story. Originally intended to mark Hester as an adulterer, the â€Å"A† eventually comes to stand for â€Å"Able.† At the end of the novel, Hester continues to wear the â€Å"A† even as she counsels other people with their problems. Leech was another name for a physician during that era. The word has two meanings in the story. Roger Chillingworth was the physician and â€Å"leech†. Chillingworth also was like the animal, leech, because he was sucking the life out of Arthur Dimmesdale. Chillingworth latched on to him, lived with him, and gave him stra nge medicines that made from herbs. The color red is used many times by Hawthorne. The reader sees it in the rose bush by the prison, in the scarlet letter worn by Hester, in Pearl’s clothing, in Chillingworth’s eyes, and in the streak of the meteor. Red means passion. It is a bright color that marks things and draws people’s attention to the object or person. Black represents gloom, death, and evil. The reader especially sees this in the frequent use of the term â€Å"Black Man† that means the devil. First, the brook has a melancholy sound to it, which describes the tone of the novel. The Scarlet Letter is not a happy story. Second, the brook separates reality from fantasy. It separates the reality that Hester and Dimmesdale can never be together from the fantasy that they want to be together. Lastly, the brook is water that cleanses. When Dimmesdale kisses Pearl, she goes to wash off the kiss. It is like she is washing off Dimmesdaleâ€℠¢s sin. Hester was forced to publicly f... Free Essays on The Scarlet Letter And Hawthorne Free Essays on The Scarlet Letter And Hawthorne The theme of the story is sin because Hester, Dimmesdale, and Chillingworth all have some sort of sin. Good and evil battle within each character and battle between the characters. Each character has some good in them, but sin makes each one evil. The scarlet letter is an outward symbol of shame, but instead it becomes a powerful symbol of identity to Hester. The letter’s meaning changes in the story. Originally intended to mark Hester as an adulterer, the â€Å"A† eventually comes to stand for â€Å"Able.† At the end of the novel, Hester continues to wear the â€Å"A† even as she counsels other people with their problems. Leech was another name for a physician during that era. The word has two meanings in the story. Roger Chillingworth was the physician and â€Å"leech†. Chillingworth also was like the animal, leech, because he was sucking the life out of Arthur Dimmesdale. Chillingworth latched on to him, lived with him, and gave him stra nge medicines that made from herbs. The color red is used many times by Hawthorne. The reader sees it in the rose bush by the prison, in the scarlet letter worn by Hester, in Pearl’s clothing, in Chillingworth’s eyes, and in the streak of the meteor. Red means passion. It is a bright color that marks things and draws people’s attention to the object or person. Black represents gloom, death, and evil. The reader especially sees this in the frequent use of the term â€Å"Black Man† that means the devil. First, the brook has a melancholy sound to it, which describes the tone of the novel. The Scarlet Letter is not a happy story. Second, the brook separates reality from fantasy. It separates the reality that Hester and Dimmesdale can never be together from the fantasy that they want to be together. Lastly, the brook is water that cleanses. When Dimmesdale kisses Pearl, she goes to wash off the kiss. It is like she is washing off Dimmesdaleâ€℠¢s sin. Hester was forced to publicly f...

Work place emotions and attittude Dissertation Example | Topics and Well Written Essays - 250 words

Work place emotions and attittude - Dissertation Example How so? Emotional intelligence plays a vital role in navigating situations at workplace. It is the skill through which employees deals situation at a more tactful and effective way. Often it happens that negative emotional state rejects amazing ideas and takes situation in a negative manner. If employees and act accordingly let’s say if an employee wants to place and idea to the supervisor when he is in a negative mood then there is high chance of irritating the supervisor and the idea gets rejected. With positive mood and emotions people are more open to take information and handle them effectively. Motivation also plays an important role in generating positive emotions and moods amongst the employees as they feel satisfied with their work they performed and facilitates in building a positive workplace culture (Knowledge@Wharton, 2007). What are the causes and symptoms of the problems in the case and its possible solutions? The case study shows that the attitude and behaviour in the workplace can result in a very worst situation and could generate negative emotions amongst the employees.

Modern Day Attacks Against Firewalls and VPNs Essay

Modern Day Attacks Against Firewalls and VPNs - Essay Example VPN is an important technological advancement for remote workers as well as organizations to share the data in privately. The security issues surrounding VPNs are cracking of offline password, deficiency of account lock out, poor default formation and VPN thumbprint among others (Hills, 2005). In the similar context, firewalls are the security system used as secure the flow of information between the two networks. Firewalls places a bottleneck between the networks which ensures the privacy and confidentiality of the data shared between the two networks. There are two types of firewalls such as ‘packet filtering firewall’ and ‘stateful inspection firewall’. The common threats pertaining to firewalls include attacks from malicious codes such as virus, worms and information theft among others (Rao et al., 2011). This paper intends to explain the modern day attacks against firewalls and VPNs by explaining concepts of these two information technology tools. In th e light of aforesaid description, the essay intends to explain and discuss modern day attacks against firewalls and VPNs. The technology of firewalls was first established in 1980 and since then it has undergone several modifications and alternations. Firewalls are integrated security system designed to secure network from unauthorized access. Firewalls are also useful for protecting the outside fire. Firewalls are also considered as a system of network security which controls flow of traffic over the network created by set of protocols (Brown University, n. d.). Firewalls as act as a ‘software solution’ and ‘hardware appliance’. Firewalls can also be defined as the security measures, which protect local system as well as network system from the potential threats. The two types of firewalls are packet filtering and stateful inspection firewall. A packet filtering firewalls allows the flow of packets that meets certain specific criteria. The rules of the filtering depend on

Computers and Information Systems Essay Example for Free

Computers and Information Systems Essay INTRODUCTION OF INFORMATION SECURITY POLICY Information is a valuable asset. The protection of these assets is a basic management responsibility. Employing officers are responsible for: †¢ Identifying and protecting computer-related information assets within their assigned area of management control and ensuring that these assets are used for management-approved purpose only and all employees understand their obligation to protect them. †¢ Implementing security practices and procedures that are consistent with the Company Information Asset Security Manual and value of the assets. PRIVACY AND SECURITY POLICIES TAKEN CARE BY VARIOUS HIGHLY RECOGNIZED HEALTHCARE ORGANIZATION PARTNERS HEALTHCARE ORGANIZATION Partners HealthCare is committed to ensuring the privacy and security of patient health information. In order to facilitate and implement the activities related to the privacy and security of Protected Health Information (PHI), Partners HealthCare has appointed a Corporate Privacy Officer. The privacy officer responsible for implementation and oversight of the policies and procedures regarding the privacy of health information at their site. BETH ISRAEL MEDICAL CENTER Beth Israel Medical Center has adopted CPRI Toolkit -Technology Resources Policy to ensure uniform and appropriate use of its computer and telecommunication resources (the â€Å"Technology Resources,† defined below). POLICY: In using or accessing the Technology Resources, Users must comply with the following provisions. NO EXPECTATION OF PRIVACY â€Å"Users understand and agree that: BIDMC retains the right, with or without cause or notice to the User, to access or monitor the Computer Information, including User e-mail and Internet usage.†(Hodge et al. 1968, pg 17) Please keep in mind that anything created or stored on the Technology Resources, including the Computer Information, may be reviewed by others and that even deleted files may be recovered. USE OF E-MAIL AND INTERNET ACCESS AND USE All User e-mail addresses assigned by BIDMC shall remain the sole and exclusive property of BIDMC. Users should endeavor to make each of their electronic communications truthful and accurate. â€Å"Users should use the same care in drafting e-mail and other electronic documents as they would for any other written communication. The quality of your writing will reflect on BIDMC. Users are encouraged to use the Internet and intranets to assist them in the performance of their jobs.† (Thomas. R. 2001, 87) PASSWORDS Users are responsible for safeguarding their passwords for access to the Technology Resources. Users should recognize that the combination of a logon identification and password is the equivalent of a signature and that the disclosure to another individual is the equivalent of handing that individual a signed blank check. MAYO HEALTHCARE ORGANIZATION Mayo HealthCare is committed to ensuring the privacy and security of patient health information by means of certain policies. ACCESS CONTROL TERMS Individual-based access control. Role-based access control. Context-based access control. POLICY-RELATED TERMS Policy: a broad statement of principle or intent that presents Mayo’s position. Policies are interpreted and supported by standards. Standard: a rule or regulation that specifies conduct or a course of action. Standards are mandatory directives for implementing Mayo policy that ensure uniform compliance. Guideline: a recommended course of action or a response to a given situation. Guidelines should be considered when determining how to implement standards. PROTECTED HEALTH INFORMATION (PHI) I. Information security Mayo Foundation will protect its vital information from unauthorized access, modification, disclosure, or destruction, by conducting security program with patients and of Mayo Foundation. II. Security administration A group will exist to develop and maintain an information security program for Mayo Foundation entities. THEMES COMMON AMONG EACH ORGANIZATION`S POLICIES †¢ Controlling Access to Information and Systems, Operations and Administration. †¢ Network Security Policies. †¢ E-mail and the Worldwide Web, Telephones and Fax. †¢ Data Management. †¢ Backup, Recovery and Archiving. †¢ Document Handling. †¢ Securing Data. KEY SECURITY PRINCIPLES AND ELEMENTS FOR INFORMATION SECURITY AND PRIVACY MANAGEMENT The key security principles and the critical areas needing improvement for the healthcare organization. SECURING REMOTE ACCESS AND OTHER DRIVERS OF PHYSICIAN EFFECTIVENESS For many providers, ensuring physician effectiveness and quality of life is a top priority. This includes helping physicians gain off-site access to records, without having to come to the hospital or sign into multiple hospital systems. EXTENDING SECURITY AND PRIVACY TO THIRD PARTIES Secure interoperability from hospitals to physician practices is also becoming a requirement as the healthcare industry in many global markets moves towards wider use of electronic medical records and information sharing across collaborative groups (such as the emerging US regional health information organizations). (Perry. E., 1967, 48) DEVELOPING BUSINESS CONTINUITY AND DISASTER RECOVERY PLANS In the wake of high-profile natural disasters and health-related crises worldwide, most healthcare respondents (70%) identified business continuity and disaster recovery planning as one of the most critical business factors driving their information security spending. Forty-four percent, however, do not yet have such a capability, and 59% report that developing or improving these plans is a strategic security initiative for the coming year. References Hodge, Bartow, Hodgson, Robert. N. (nod.). 1968 Management and the Computer information system McGraw-Hill Companies, The, New York, NY, U.S.A. pg 17 Peltier, Thomas. R. (n.d.). 2001, Information Security Policies and Procedures: A practitioners Reference. TAYLOR FRANCIS LTD, pg. 87 Rosove, Perry. E. (n.d.). 1967, Developing Computer-based Information system. John Wiley Sons, NY,pg. 48

Comparing Waste Land with Other Myths :: Comparison Compare Contrast Essays

The Waste Land: Parallels with Other Myths The Waste Land summarizes the Grail legend, not precisely in the usual order, but retaining the principal incidents and adapting them to a modern setting. Eliot's indebtedness both to Sir James Frazer and to Jessie L. Weston's From Ritual to Romance (in which book he failed to cut pages 138-39 and 142-43 of his copy) is acknowledged in his notes. Jessie L. Weston's thesis is that the Grail legend was the surviving record of an initiation ritual. Later writers have reaffirmed the psychological validity of the link between such ritual, phallic religion, and the spiritual content of the Greek Mysteries. Identification of the Grail story with the common myth of the hero assailing a devil-dragon underground or in the depths of the sea completes the unifying idea behind The Waste Land. The Grail legend corresponds to the great hero epics, it dramatizes initiation into maturity, and it bespeaks a quest for sexual, cultural, and spiritual healing. Through all these attributed functions, it i nfluenced Eliot's symbolism. Parallels with yet other myths and with literary treatments of the "quest" theme reinforce Eliot's pattern of death and rebirth. Though The Tempest, one of Eliot's minor sources, scarcely depicts an initiation "mystery," Colin Still, in a book of which Eliot has since written favorably (Shakespeare's Mystery Play), had already advanced the theory in 1921 that it implies such a subject." And Tiresias is not simply the Grail knight and the Fisher King but Ferdinand and Prospero, as well as Tristan and Mark, Siegfried and Wotan. In his feminine role he is not simply the Grail-maiden and the wise Kundry but the sibyl, Dido, Miranda, Brà ¼nnhilde. Each of these represents one of the three main characters in the Grail legend and in the mystery cults--the wounded god, the sage woman (transformed in some versions of the Grail legend into a beautiful maiden), and the resurrected god, successful quester, or initiate. Counterparts to them figure elsewhere; Eliot must have been conscious that t he "Ancient Mariner" and "Childe Roland" had analogues to his own symbolism. In adopting fertility symbolism, Eliot was probably influenced by Stravinsky's ballet Le Sacre du printemps. The summer before writing The Waste Land he saw the London production, and on reviewing it in September he criticized the disparity between Massine's choreography and the music. He might almost have been sketching his own plans for a work applying a primitive idea to contemporary life:

English language Essay

Why choose Westminster Kingsway College? Our central London location: courses take place at our Victoria Centre which is a five-minute walk from Victoria mainline and underground stations Our facilities and resources: the centre has a very well-equipped Learning Centre with IT facilities and an extensive range of teaching and learning materials Our online Virtual Learning Environment ‘Moodle’: this allows access to a range of support materials on your home PC Our experience: we have been running teacher training courses for over 25 years and have a well-deserved reputation for extremely high quality, effective teaching Our training team: we have a large team of highly-qualified and experienced teacher trainers. They have all worked in the public and private sectors in the UK and overseas and some are CELTA assessors. You can find out more about them in the â€Å"Trainer Profile† section Our quality assurance systems: in addition to external monitoring by Cambridge, we are part of the public sector and are inspected by OFSTED Our success rates: we have a proven track-record of extremely good pass rates on all our courses The level of individual attention we offer: our trainers are involved at every stage of your course, from initial enquiry to post-course advice and guidance The profile of our teaching practice groups: our students are highly motivated and come from a very wide variety of linguistic, geographic and social backgrounds. Some are asylum seekers and refugees whilst others are living and working in London for a relatively short time. This mix of students means that your teaching practice gives you experience to equip you to teach in a range of contexts in both the private and public sector in the UK or overseas. It also helps you decide which sector you would prefer to work in Extremely high level of trainee satisfaction: see â€Å"What CELTA did for me† for comments from past trainees Advice and guidance on employment opportunities: all our courses include sessions on finding teaching work, and some of our candidates go on to work in Westminster Kingsway and other colleges If you have any questions, or would like to discuss your application, please contact one of our trainers on 020 7802 8940 / 8343 / 8378. The College is closed over Christmas, Easter and during the summer holidays. During these times, you will hear a voice-message giving you further information.3 About Westminster Kingsway College: Teacher Training Westminster Kingsway College’s Teacher Training courses are based at the Victoria Centre, right in the heart of London, about 5 minutes walk from Victoria underground and main line station. In addition to Teacher Training courses, the College offers part-time day and evening courses in English/ESOL (English for Speakers of Other Languages). We are part of the public sector and receive government funding for our courses. This means that our fees compare favourably with other teacher training providers. Our facilities include a large cafeteria, a very well-equipped Learning Centre and computer access for all learners. Our Teacher Trainers All our team are qualified teacher trainers, with extensive experience of teaching EFL and ESOL in a range of contexts, both in the UK and overseas. The majority are also Cambridge-accredited external assessors. They are all directly employed by the College and regularly update their teacher training skills and expertise. Trainer Profiles Katerina Ashiotis: Katerina started her teaching career as an EFL teacher in the private sector in London soon after leaving college. She travelled, then taught in Greece for two years in a private school. She then returned to London and worked as an English teacher teaching adults full-time. She worked in three different private schools as an EFL teacher, Senior Teacher and Director of Studies and started teacher training in 1994. Katerina has a Diploma and an MA in Linguistics and in 2002 completed a PGCE in FE (PCET with ESOL Specialism). Parallel to working and training in the private sector she worked as a visiting EFL lecturer at Westminster Kingsway College for over 12 years. She started working at Westminster Kingsway College full-time as an ELT lecturer and teacher trainer in 2002. In addition to the CELTA course, Katerina is also a teacher trainer for PTLLS and DTLLS courses. Most recently, she has been involved in the design and delivery of a number of training programmes for teachers from South Korea and Albania. Chris Brain: Following a degree in history and a PGCE at the University of London, Chris started teaching EFL in London in 1979. He then worked in Italy from 1980 to 1988 and took the RSA Diploma at International House in Rome in 1986. He returned to London in 1989 and subsequently trained as a CELTA trainer. He continued to work in the private sector, became a CELTA Assessor in 1992 and a DELTA trainer in 1998. Chris joined Westminster Kingsway College in January 2000 as a full-time member of staff and has worked on a variety of courses including EFL, ESOL, CELTA and DELTA. Michael Harmsworth: Michael began teaching in 1982 and became a teacher trainer in 1986. He has been at Westminster Kingsway College since October 1997. Before that he was Director of Teacher Training at two private language schools in London after spending a total of eight years working abroad, in Greece, Italy and Spain. In 1992 he became an Assessor for the CELTA course. Michael has an MA with Distinction in TESOL (Teaching English to Speakers of Other Languages) and the Cambridge/RSA Diploma with Distinction. He has delivered an extensive range of training courses at all levels. His current studies are focused on his obtaining Associate Membership of the British Dyslexia Association (AMBDA). Gabriel Mulcauley: Gabriel completed a degree in English Literature at the University of Sheffield followed by a PGCE in English and Drama at the University of Leeds. Her first experience of teaching English was in a Summer School in Greece. Having spent several years travelling and teaching in private language schools, Gabriel came to London in 1991 and took the Diploma in TEFL at Waltham Forest College in 1992. She began working in Further Education in 1994 at Hackney Community College before joining Westminster Kingsway College in 1998. Gabriel started training to be a teacher trainer in November 2004 and is enjoying this interesting new challenge. 4 Our English/ESOL courses and students Our English/ESOL courses are suitable for adult learners (19+) who are living in the UK either permanently or as refugees or asylum seekers and for European migrant workers. We offer a variety of courses to meet a wide range of needs. Some courses are more suitable for EU migrant workers and enable students to gain a qualification quickly. Others are more appropriate for students who need to catch up on other skills, such as basic literacy. All courses are part-time, either day-time or evening, and last either for one term or one semester (18 weeks). Students study either every day (Monday – Friday) or two evenings per week (Monday and Wednesday or Tuesday and Thursday). There are two study options on the daytime courses: ESOL Extra and ESOL Express. On ESOL Extra learners study for 2.5 hours per day and on ESOL Express they study for 2 hours per day. On the evening courses, hours are the same: learners study for 2.5 hours on two evenings per week. Qualifications All the courses lead to an examination: this is usually a Trinity Skills for Life Certificate. We offer these qualifications at 5 levels from Entry 1 (beginner) to Level 2. Students take an examination in Speaking and Listening, Reading and Writing. 5 The Certificate in Teaching English to Speakers of Other Languages: CELTA (incorporating the award in Preparing to Teach in the Lifelong Learning Sector: PTLLS) What is CELTA? CELTA is an initial qualification for people with little or no previous teaching experience. It is the best known and most widely taken initial ‘TESOL/TEFL’ qualification of its kind in the world. Who recognises CELTA? It is accepted throughout the world by organisations which employ English Language teachers. It has also been accredited by the Office of Qualifications and Examinations Regulation (Ofqual) at Level 5 on the National Qualifications Framework for England, Wales and Northern Ireland. Who is CELTA for? People starting a career in English Language teaching: The course will give you a firm grounding in the fundamentals of language teaching practice, and the confidence to use these effectively in the classroom. People looking for a career change or career break: An increasing number of candidates are professionals who would like a new career path or want to take a short break in their existing career, which may involve the opportunity to live and work abroad. People already teaching English but with no formal qualifications: You may already be teaching English but have no formal teaching qualifications. CELTA will help you improve your teaching, confirm your ability and may lead to internal promotion or a better teaching job. Who is eligible to apply? We recommend that candidates have a standard of education equivalent to that required for entry into higher education (normally 2 â€Å"A† levels and above). You will also need good numeracy skills. However, we are happy to consider applications from candidates who do not have formal qualifications at this level but who can demonstrate that they have appropriate language competence, skills, and experience. The course is open to both native and non-native speakers of English. If English is not your first language, you must have a command of written and spoken English that enables you to teach across a range of levels and complete the written assignments. In our experience, most successful candidates have English as their first language and are graduates. What does CELTA involve? The course is extremely demanding and requires a high level of commitment. You are required to attend the whole course, and complete homework assignments. You will have to devote a considerable amount of time to course work outside class hours, and we strongly recommend that you do not do any part-time work or other studies during the course. You should also be prepared to accept constructive criticism from your trainers and other trainees and be willing to reconsider your assumptions about teaching and learning. What does the course cover? The course aims to teach the principles of effective teaching and a range of practical skills for teaching English to adult learners. You will have hands-on teaching practice, observe experienced teachers and complete four practically-focussed written assignments. 6 There are five main units of learning: Unit 1: Learners and teachers and the teaching and learning context Unit 2: Language Analysis and awareness Unit 3: Language skills: reading, listening, speaking and writing Unit 4: Planning and resources for different teaching contacts Unit 5: Developing teaching skills and professionalism. How will I be assessed? You will be assessed throughout the course: there is no final examination. An external assessor, appointed by Cambridge ESOL, moderates each course. There are two components of assessment: Teaching Practice: You will teach for a total of six hours, working with classes at two ability levels. Assessment is based on your overall performance at the end of the six hours. Written Assignments: You will complete four written assignments: one on adult learning and learning contexts, one on an aspect of the language system of English, one on an aspect of language skills and one on classroom teaching and the identification of action points. Assessment and Grading Grading of candidates is by continuous assessment. There is no final examination. Successful candidates are awarded the â€Å"Cambridge CELTA† at one of the following grades: â€Å"Pass†, Pass â€Å"B†, and Pass â€Å"A†. On average, about 60% of our trainees achieve a Pass, 30% achieve a Pass â€Å"B† and 5% are awarded a Pass â€Å"A†. About 5% do not succeed. While everything on the course is taken into account, and you must complete the written assignments satisfactorily, the most heavily weighted factor is your teaching performance. You will receive written feedback, including an assessment of your teaching, on all the lessons you teach. You will have at least two individual tutorials to check that your perception of your progress agrees with that of your trainers. If there is a danger that you will fail, your trainers will make this clear and discuss where and how you can improve. We aim to be as clear and open as possible about your development. As part of the Cambridge scheme, every course is moderated by an external assessor, who visits the college for one or two days. In addition to checking that we are complying with course regulations, the assessor is available to listen to any points you or your group would like to make. If you feel that we are giving you unfair assessments, you can discuss this with the assessor. Applying for the course Selection to the course is based on an interview, lasting approximately two hours and a written task. Please complete the application form at the back of this booklet and submit it with your personal statement to the Course Organiser. You will be given the written task at the interview. 7 Frequently Asked Questions Is it a problem that I’ve never taught before? No. The course is an introduction to English language teaching. People who already have experience sometimes find it a drawback as it can be difficult to unlearn old habits and learn new techniques. I have got lots of presence, I know a lot about English and I am used to standing up in front of people and telling them things, so I am bound to be a good teacher, right? Wrong. The abilities to relate well and listen to learners are more important than an over-emphasis on â€Å"telling†. Does it matter if I miss any part of the course? Yes. 100% attendance is expected other than in exceptional circumstances. What happens if I am ill during the course? The Cambridge rules stipulate that if you miss more than 20% of the whole course or any of the 6 hours of assessed teaching practice, you are not eligible for the certificate other than in exceptional circumstances. Will there be much paperwork? You will be responsible for maintaining a portfolio of your work during the course and this constitutes your official assessed record. You will also need to be able to keep records and retrieve papers easily. I have never been able to spell properly: does it matter? Yes. Learners of English expect their teachers to be able to spell reasonably accurately. Also, Cambridge rules require candidates to be able to write in English that is â€Å"essentially free of errors†. Part of our interview process is designed to check this. Will I have to follow any particular methodology? Our aim is to provide you with a range of techniques and approaches which you will be able to select from. I have never learned grammar before: is this a problem? Many native speakers of English know little about the mechanics of their own language and are unconfident about teaching grammar. Part of our selection process is to check that you have the potential to follow the grammar component of the course. When I have completed my CELTA, what further teaching qualifications should I take? It depends on your career plans. If you intend to work in Further Education, the Cambridge ESOL Diploma in Teaching in the Lifelong Learning Sector will give you the qualification you need. If you want a qualification which has a more international bias, and if you are interested in developing your EFL career more broadly, the DELTA (Diploma in English Language Teaching to Adults) may be more appropriate. We do not currently offer the DELTA course at WKC. If I am successful in CELTA, can I take the Cambridge ESOL Diploma course immediately afterwards? We recommend that you gain at least 50 hours practical teaching experience before starting the Diploma. You will have to go through a selection process which involves an interview and completion of a task. Also, we can only accept you onto the Diploma course if you already teach, or are planning to teach, in the Further Education sector. 8 Useful Books There is no official reading list, but here are some useful titles: Methodology Learning Teaching, Jim Scrivener (Macmillan Heinemann). The Practice of English Language Teaching (4th edition), Jeremy Harmer (Longman). Grammar Practical English Usage, Michael Swan (OUP). Grammar for English Language Teaching, Martin Parrot (CUP). What CELTA has done for me? For many of our trainees, success on their course has led to some very positive changes in their lives. This is what two of them told us: â€Å"I was 51 when I did my CELTA course†¦ a bit old, and my only regret is that I didn’t do it 20 years earlier. My day job had become excruciatingly unbearable and it was when I was doing Spanish evening classes that I got the idea of doing a CELTA when I realised what a pleasant life my Spanish teacher was having. The 4-week course was intensive but that was part of the enjoyment. The three tutors were very supportive throughout and always gave us frank and honest advice. The students were a friendly mix of people and were always patient and good-humoured with their rather clumsy and inexperienced teachers. It was a very rewarding experience and at the end of the course I felt that I had got my brain back. I would advise it to anyone, but especially those who are free to go abroad and teach, as schools in this country tend to want teachers with experience unless you do a Summer School. Nevertheless, a CELTA is a very versatile extra string to anyone’s bow, and with it you should find it way to find a job anywhere in the world.† Mick Hutchinson â€Å"I did a CELTA course when I was 24 years old. I had just finished a contract as an Events Assistant in the city and was looking for something different to do. I had heard a lot about CELTA and TEFL courses and how useful they were if you wanted to go travelling and even to teach English in your home country. I thoroughly enjoyed myself, and it was a very satisfying as well as challenging experience. However, be warned that for one month it is hard work, but it’s well worth it! â€Å"When I completed my CELTA I taught English to Italian students for a while but went back to work in the city. However, I always knew I would use the CELTA at some point and I am now about to spend the summer in Ecuador teaching English!† Diana Chapman What motivates students? What can you do to keep motivation high? Teacher Training with Westminster Kingsway College Teaching is one of the most rewarding professions and it provides you with the opportunity to interact with people of all ages and from all walks of life. Westminster Kingsway College offers a number of teaching courses that will help you to progress into teaching as a career and develop your skills for the classroom. Careers at a glance: Teacher Lecturer Headteacher Social Worker Researcher School Administrator Teaching Courses at Westminster Kingsway College: This is a selection of the teaching courses at the College – contact us for further details. CELTA: Certificate in Teaching English to Speakers of Other Languages Access to Higher Education Diploma: Education Studies and Teacher Training Preparing to Teach in the Lifelong Learning Sector (PTLLS) Diploma in Teaching in the Lifelong Learning Sector (DTLLS) Visit www.westking.ac.uk for further details about Westminster Kingsway College