The Two-Faced Detergent :: informative essay

Whether soil particles are attached to carpet fibers, wood floors or restroom sinks, they need to be removed. But how is this done? Most of us wipe or scrub a dirty surface with soap and water without a second thought about how they actually work to remove soil. The process of removing dirt begins at the molecular level. In order to understand how soap works, we must first acknowledge what soap actually does. By definition, soap is a mixture of sodium or potassium salts and long chain organic acids. One example of such a soap is Sodium stearate, NaCH3(CH2)16CO2. As you can see, a soap molecule is long. It has a carboxylate group called the head group which is polar and hydrophilic, or water attracting. The tail end is a fatty acid, which is non-polar and hydrophobic, or water repelling. In this way, soap is unique. One end attracts water while the other end pushes it away. Initially soaps where made by heating sodium hydroxide with beef fat. Beef fat contains an ester formed between glycerol and stearic acid. The ester is then attacked by the sodium hydroxide, which releases the stearic acid as sodium stearate, How does all this help soap clean things? Well soap dissolves in water. There is nothing special about this, since many substances have this property. Water is polar; the H2O molecules have an attraction for other polar substances such as soap, which is polar on the oxygen end of the molecule. When soap is added to water its head group, which is hydrophilic, is attracted to the water. Oil and grease etc. is non-polar, so only non-polar substances will dissolve in it. Therefore, oil and water do not mix. This is why Oil does not dissolve when you run water over it. How does the oil wash off your hands if the water isn ¡Ã‚ ¦t soluble with the oil? This is where soap comes in. While soaps head is attracted to water its tail is attracted to non-polar substances such as oil. When oil and grease etc. mix with oil it creates a slightly polar substance because of the head group. This makes the oil soluble with water allowing you to wash off your hands with water and rinse the grease off. Most detergents sold in stores today are more complicated then just a mixture of sodium or potassium salts and long chain organic acids.

No one person is perfect Essay

No one person is perfect. Mistakes, just like water, are an essential part of life. It’s not for our faults that we should be judged; rather it’s the way we learn to accept our human nature and change for the better. In Nathaniel Hawthorne’s Puritanical novel, The Scarlet Letter, the main character, Hester Prynne, commits an offense of infidelity against her husband, Roger Chillingworth. From then on her secret affair with the Puritan minister will always be on her mind considering the degradation she was subjected to and the infamous letter that will be forever embedded on her bosom and her child Pearl — the fruit of her sin. Hester was a woman that was well ahead of her time; she displayed the traits of being courageous while being passionate and independent. An attribute that takes someone to be courageous, passionate and independent is strength, which is required for one to endure. These were traits that were uncommon for a woman to possess during the time when Hawthorne wrote this novel, but even more unusual to find in a woman who was convicted of committing adultery. Hester Prynne displays her trait of courage and passion when she stands up to Governor Bellingham. Bellingham and his assistants confront her custody of her daughter Pearl because they think it would be better for Pearl to be raised in a more Christian-like household. But Hester, being bold and strong, stands up and responds, â€Å"I can teach my little Pearl what I have learned from this,† (107) referring to the scarlet letter. Bellingham then follows by indicating that the letter is precisely the reason for wanting Pearl to be removed from her care. This is a remarkable scene, where it is rare to see an aberrant adulterous woman speak up for herself to a person of much higher authority. But, eventually Arthur Dimmesdale, Pearl’s unidentified father, preaches on Hester’s behalf and persuades Bellingham to permit Hester continue her care. Early in the novel, Hawthorne explains that Hester was forced into a marriage to a man she did not truly love, and after being separated for a long amount of time, she became attracted to another man. Then later, she became a victim of a crime, which she was severely punished, despite the fact that  she could only be accountable for half of the incident. Hester was much stronger and more courageous than her partner in adultery. Arthur Dimmesdale her secret lover was a minister in a Puritan church, who hides his sin from his congregation in order to maintain his reputation. He tells Hester, â€Å"happy for you Hester that wear the scarlet letter openly upon your bosom! Mine burns in secret (177).† Meanwhile Hester had enough audacity to stand alone with out a known partner in crime. She respected Arthur’s decision to stay silent without a word against him. Yet Hester accepted the consequence that came along with committing adultery. While learning to live life after the embarrassment she went through at the scaffold and the life long punishment of having to wear the embedded letter â€Å"A† on her chest. That scarlet letter made her stronger, and a woman to be later admired from her Puritan counterparts. In the early chapters of this story, Hester’s social life was virtually eliminated as a result of her shameful history. Knowing that all she had after she walked out of the prison door was her letter on her chest and beloved daughter Pearl by her side. She brought home her income by working as the town seamstress. Hester devoted the remainder of her time for creating garments for the poor. Overlooking the fact that they treat her badly in spite of her good intentions. She was even the object of ridicule to young children who crept up to her house to spy on her. But through the seven years since she had Pearl, Hester’s reputation changed. She was a woman full of passion for the needy and everyone else who befriended her. If asked about the woman with badge, strangers would respond, â€Å"†¦the town’s own Hester, who is so kind to the poor, so helpful to the sick, so comforting to the afflicted! (159)† Hawthorne goes as far to state that, â€Å"the scarlet letter had the effect of the cross on a nun’s bosom.† This effect gave her practically access into every home. The â€Å"A† which formerly stood for â€Å"Adultery,† took on another meaning to the townspeople, to them it meant â€Å"Able† (158). For Hester to change her faà §ade from an adulterous woman to a woman everyone loved. Hester’s â€Å"badge of shame,† made her a stronger person. The symbol made her  stronger because she had to walk through town being harassed by the inhabitants of Boston. Yet, Hester wore the letter with pride and courage that it would not get her down and she did live her life in solitude but yet transformed it in to being a successful seamstress which provided support for her and Pearl. From the appearance of it she turned a demeaning scarlet letter into a well-tailored accessory by embroidering it with gold thread. Hester was also aware that her sin was immoral, but by being open about it she was able to become a stronger person. Hester proved that by repenting and repelling sin, it is capable of making one stronger. Hester was truly an â€Å"Able† woman.

Human Linguistics and the Importance of Second Language Learning in Modern Living Essay

Language is among the most basic necessities for a person to live. Be it thru oral or written communication, it is inherent in every person to connect with the world. As the world becomes more complicated with all the things that are written about speech, language, and communication in general, it reveals itself as an indispensible part of human life. Now, it implicates more needs than the usual. The basic need for understanding and being understood has branched out to issues about global interconnectedness, political and economic dealings, and cultural relations among others. And it continues to take on several roles in nation-building and for the promotion of social mobility and employment. The advent of technology only makes it even harder for people to stop communicating with the rest of the populace. There is a wide variety of languages in the world right now. â€Å"Biologists studying communication among living beings in general [may think that]—all are relatively minor variations on the single theme of Human language† (Anderson, 2005). But from the point of view of a linguistics expert, the variations in types of sentence construction, pronunciation, and other rules governing languages are very important differences that imply causes yet undiscovered. These examples delineate the function of the biologists’ view of communication and the linguists’ of the same process. It is true indeed that there are more than one ways to look at something but seeing the communication process through different lenses provide more a single way to understand the phenomena. In doing so, people are able to form a holistic view of the process of communication and how it affects human life. The Role of Human Language At this point, language takes on bigger roles which may affect greater humanity. From simply being a medium of sharing how people think of or feel as of the moment, it has become rather an important part of creating human identity. And with the individual identities created by language, it becomes the precursor in creating a national identity (through the shared identities of many individuals living in the same geographical location). People might begin to wonder: why human identity? These may be two separate ideas but in fact they are closely related to each other. Language is directly related to the person and his country of origin. We were given the basic knowledge that those who speak Chinese came from China, people who speak Russian are from Russia, and so on. When our ancestors devised names for the different languages around the world, the name of the country speaking that language was used to identify the language spoken. It might not have any implication during those times and was only done to make things easier for people to remember. But now that people have taken the time to analyze the effect of this naming convention, language has indeed become instrumental to creating identity for people. The prevailing notion of people â€Å"’having’ a language, which is equated to ‘belonging’ to an origin group† (Urciuoli, 1995) is perfectly logical. But then again, because of the proliferation of foreign language studies, specific languages cannot be exclusive to just one place or country any more. In particular, English is not only for the people in England or America. English varieties have come about which decentralized the use of the language. While language origins can still be identified, other nationalities already have the capacity to speak the same. This concept will be discussed further in the latter pages. Human Beings in Terms of a Speaker of a Language Unique to Them Being able to speak a language means mastering the abstractions of the language codes. Semantics, as the study of signs, is an important tradition of thought in communication theory† (Stephen W, 2008). Often times, the theory of semantics are used to explain why words are not really the images that we think of but are rather representation of truth. â€Å"The meaning is arbitrarily assigned† (What is Language, 2006). Therefore, the speaker of a particular language is a person who was able to understand and make sense of the abstraction. This abstraction contributes to the creation of the person’s perception and language skills. And if you will notice, the primary language that a person learned is vital in the subsequent languages that he will study. For example, native Korean speakers might be able to study and speak the English language but often times they are not able to eliminate the â€Å"e† sound after every English word they say. This only proves that the prior language learned by a non-native English speaker is able to influence subsequent languages studied throughout his lifetime. Notwithstanding the presence of Language Acquisition Devices, a person may or may not be successful in learning a new language but if he is then the prior influence will be evident in the newly learned language. The Role of Second/Foreign Language Foreign language becomes even more important now that the world is geared towards globalization. With much concerted effort to adopt a common language, which is English as of the moment, all other countries strive to educate their citizens in communicating using that foreign language. â€Å"Marshall McLuhan was the first person to popularize the concept of a global village and to consider its social effects† (Stewart, 2010). Those who fail to appreciate this effort do not acknowledge the fact that in the global village, the barrier-less communication paves the way for three phenomena: 1. Global information dissemination for improved understanding between nations. 2. It is also the appreciation of cultures other than your own. 3. Aids in the self-actualization of the second language learner. The first phenomenon is plain and simple. If you are going to look at the job of the ambassadors, it looks as if it’s all prestige and fun. In fact, it is predominantly driven by hard work. It is extremely difficult to make great relationships with other countries because there will always be a reason to be skeptical of something you are not familiar with. That is the reason why ambassadors find time to learn the language of the countries where they will be assigned: because insisting on speaking a different language might take its toll upon the relations of the ambassador’s country to the country of assignment. The second phenomena are also something simple which has profound implications at the end of the day. Reasons for Speaking Foreign Language Using the logic that language is culture, learning another language is therefore a way to expose one’s self to another group of people’s way of living. As you immerse yourself in the language, the culture goes with it and in a matter of months the foreign language learner will know whether he likes and would want to continue studying that foreign language. The satisfaction As of today, learning a foreign language has become a necessity. It doesn’t have to be a â€Å"dominant† language for it to be learned by anyone. Although English has become a very popular language to study (considering the political and economic influence of the United States to the rest of the world), studying the language of a small country with not much of an influence to the world can happen because of various reasons. For one, travelling often to a particular place would make a person want to study the language of the person. Or probably, a person who plans to study or work abroad needs to learn the language of the country first before he is cleared at the immigration office. And still, there are underlying reasons behind this. It is probably caused by the need to communicate in the native tongue of the people in that country. Communicating through their native language lends them the feeling of being part of the place. Whereas, not knowing the language alienates the person—it becomes obvious that he is an â€Å"outsider† because he doesn’t know how to speak the language. Another reason for studying a foreign language is to increase the cultural capital of a person. This concept was proposed by Pierre Bourdieu, a French sociologist. He argued that â€Å"these ‘advantages’ stem from the institutionalization of ‘criteria of evaluation’ in schools†¦ which are favorable to a particular class or classes† (Bourdieu, 1977). It must be noted that a couple of decades back, learning a second language is exclusive for those in the upper class of the social triangle—being able to speak another language becomes a status symbol. But that was true in the past years. Nowadays, there are many ways for a person to learn another language without having to spend a lot of money. One way is by subscribing to free online language tutorials. Nevertheless, even if this language skill is already available to most people, the concept of cultural capital is still there. And the person who knows more languages has the advantage. A rather intrinsic motivation for learning a new language is the appreciation of that particular language and the culture that is associated with it. Adopting this kind of perspective will make the process of learning a language enjoyable and â€Å"less results-oriented† (Tender, 2008). The motivational approach of this kind of learning allows the second language learner to appreciate the value of the language prior to learning it. It is rather encouraging for the person to learn the language continuously because the benefit is achieved intrinsically. The Role of the Second Language Teacher Apparently, there are â€Å"benefits and advantages to those who take the time to explore the language of a culture different than their own† (What is the Importance of Learning a Second Language? ). And whatever these benefits and advantages are, it is the duty of the second language teacher to make his/her students realize it. The role of a second language teacher takes on a support role which motivates the student every step of the way. By doing so, the students therefore realize the importance of what they are doing and will adopt a learning mechanism in which the rewards are rather intrinsic. It is also not enough for the second language teacher to stop at teaching grammar and syntax rules. More important than teaching the language is teaching them why they wanted to study the language in the first place. Often times, those teachers who elicit a compelling need for their students to study the language are the ones who are most successful with their teaching career. They do not stop at the superficial level of teaching a language but rather delve on the subjective inferences of asking the question â€Å"why†. Also, like any other teacher, a second language teacher is an agent of change. The author says that these people are agents of change because they are able to arm the students with the right kind of knowledge to face the global village. A person who knows how to speak a language other than his native tongue is able to communicate more effectively. And by doing so, they are also able to spur changes in their surroundings. Suppose that a foreign exchange student is well adept at using the language of his/her host country. That student is empowered to make a difference in the lives of his host family and host institution by sharing his thoughts and ideals through the language used in that place. And he/she will only be able to do so if his/her foreign language teacher was able to act as an agent of change to the student. As a final word, different teachers can assume different roles in different situations. It may be that at one point a teacher is task-oriented (meaning the teacher is focused on how each activity or lesson will improve the language skills of the students). Another is that the teacher can also be a counselor or a colleague which are both supportive in nature. Their mindset is to join the students along the way and help them as if they are both on the same ground. Lastly, the motivational teacher is focused on how he will be able to create more value out of the student’s learning experience. Often times, the motivational teacher does not teach the language concepts in isolation with the benefits and necessity of learning such. These two ideas are intertwined to create more significance for every lesson. As of today, we are still on the lookout for teachers who are able to balance the different facets of teaching roles. But â€Å"generally, all the teachers are preoccupied with task-related functions, treating the aspect of motivation and interpersonal roles as a useful but not an indispensable addition† (The role of the foreign language teacher in the classroom — the teachers† beliefs and role behavior versus the students† expectations. , 2002) Conclusion Ultimately, language will be an important part of our lives. No matter what differences will come about in the upcoming years it will continue to become the medium by which people are to express their thoughts and ideas. Moreover, this will significantly increase the need for people to use language in nation-building purposes and for the betterment of the society where they belong to. Bibliography Anderson, S. R. (2005, April). How Many Languages are There in the World? Retrieved July 10, 2010, from Linguistics Society of America: http://www. lsadc. org/info/pdf_files/howmany. pdf Andrea A. Lunsford, j. J. (2001). Everything’s an Argument. Massachusetts: Bedford St. Martin’s. Bourdieu, P. (1977). Cultural Reproduction and Social Reproduction. New York: Oxford University Press. Davis, W. (1952). Practical World Language. The Science News-letter , 10-11. Met, M. (n. d. ). Improving Student’s capacity on Learning Foreign Language. Phi Delta Kappan , 214-218. Mulford, G. W. (1989). Semantic Processing for Communicative Exercises in Foreign-Language Learning . Computers and the Humanities , 31-44. Rampton, B. (2002). Ritual and Foreign Language Practices at School . Language in Society , 491-525. Stephen W, L. K. (2008). Theories of Human Communication. California: Thomson Wadsworth. Stevens, G. (1999). Age at Immigration and Second Language Proficiency among Foreign-Born Adults. Language in Society , 555-578. Stewart, B. (2010, March 13). Marshall McLuhan Foresees The Global Village. Retrieved July 9, 2010, from Living Internet: http://www. livinginternet. com/i/ii_mcluhan. htm Tender, A. M. (2008). About The Linguistic Constitution of Social Space: The Case of Estonia. TRAMES , 151-182. The role of the foreign language teacher in the classroom — the teachers† beliefs and role behavior versus the students† expectations. (2002). Studia Anglica Posnaniensia: international review of English Studies . Urciuoli, B. (1995). Language and Borders. Annual Review of Anthropology , 525-546. What is Language. (2006, August 31). Retrieved July 9, 2010, from Language and Culture: http://anthro. palomar. edu/language/language_2. htm What is the Importance of Learning a Second Language? (n. d. ).

Bandung: The Perfect Weekend

Bandung, the Perfect Weekend Getaway Have you been wondering to which holiday destination should you visit? Or are you dreading to have the perfect weekend getaway but don’t know any place? Trust me, you don’t have to worry anymore because the answer is Bandung! It is one of the sophisticated cities in Indonesia that has incredibly panoramic views, delectable food and satisfying services as Bandung is known to be a popular tourist attraction. Bandung has a breath-taking garden views.Tourists can enjoy and buy the beautiful and colorful flowers or even spend their time with their children or friends at the strawberries farms and to actually pick as many strawberries they want fresh from the stems. â€Å"Delicious food† are the first two words that usually be pop out in most of the Bandung visitors’ heads, as it is renowned to be the perfect city for culinary tourism. It has the sweetest, crunchiest even until spiciest mouth-watering meals. The most famous f ood in Bandung is â€Å"Kupat Tahu† and â€Å"Batagor†. Not to mention the latest most-talked theme park in Bandung namely â€Å"Trans Studio Bandung†.It is the perfect theme park for both adults and children. The place is designed so creatively like a city and most importantly, it is indoors! Not many theme parks are indoors. Therefore, visitors will not have to worry about the weather and able to have fun until the end of the day. How great it is. Moreover, children can also learn at the same time, since in the ‘Science Centre’, visitors are allowed to see many experiments and unique science facts that most people need to know. Like the different densities of different objects and liquids, and how we can have colorful shadows.There are also extreme rides like roller coaster, â€Å"Vertigo†, â€Å"Dragon Rides†, and â€Å"Giant Swing†. They are the heart-pounding rides that will make some of the visitors scream at the top of th eir lungs. At the end of the day, if you wish to remember the spectacular experience, visitors can always buy the high-quality Trans Studio souvenirs with reasonable price inside the theme park. Over all, Bandung will be an ideal to relax, shop, and most of all, for you to step back from your work and refresh your mind. If you come to Bandung, there is no way you will regret it!

Teaching Assistant Level 2

Level 2 Teaching Assistant Certificate – Assignment Three Unit 3 Supporting the Curriculum TASK 9: Using subject headings together with a brief summary of the subject, describe the range and main provisions of the relevant National curriculum in the school where you are employed. Creative Development: This Area of Learning relates to the development of children’s individual ways of developing and representing their notions and emotions in an imaginative way through assorted mediums and various forms of self-expression.Children explore as wide a range of stimulus as it is possible to provide given the resources available. They take part in art, craft, design, music, dance, theatre and movement activities. They have the opportunity to role play; to compose music or poetry; to develop their creative writing skills. They are encouraged to experiment with artistic mediums and represent their own feelings through their creativity, developing an ability to communicate and expr ess their individual creative ideas while also demonstrating an empathy with others. They are also encouraged to reflect upon their own work.Knowledge and Understanding of the World This subject builds upon children’s knowledge and understanding of the world around them by developing different aspects of play, activities and experimental learning processes that stimulate their senses; encourage investigation into subjects or activities that spark an interest. The children are encouraged to ask questions about their surroundings; explore their environment and undertake studies that will help them to develop an interest in and awareness of the ideals, beliefs, views and opinions of thers. Through the use of experiential learning, starting with a familiar present or past experience (see: ‘spiral curriculum,’ as advocated by American psychologist Jerome Bruner (Smith, Mark k. 2002)), curious and exploratory play techniques are fostered and the children are encouraged to develop reflective skills so that they can revisit and draw upon their own individual experiences. Language, Literacy and Communication Skills Children are encouraged to engage in discussions that develop their thinking understanding and range of vocabulary.They become involved in speaking and listening activities throughout the foundation stage and are encouraged to ask for information with regard to anything that they do not understand. There are activities that involve words, rhymes, songs and stories where children join in. Early literacy is encouraged while consideration is given to the fact that, for all children, ‘learning to read’ is a unique personal experience as such should not be rushed. Ysgol Dolafon believes that reading should also be fun!Children are allowed ample opportunity to freely access books and quiet areas are provided. The following list contains just a few examples of techniques that have been implemented and proven to help with early liter acy: 1. Using children’s own books in class. 2. Using audio tapes in conjunction with books to help children follow a story. 3. Pointing out words and linking them to the relevant items, people or places in the picture. 4. Using role play, or props to act out familiar stories. 5. Reading stories and rhymes out in a fun and imaginative way. 6.Consistently pointing to the top left-hand as your starting point and indication the left to right orientation through-out the reading of a story. Reading is promoted as a pleasurable activity and allowing children to read books that bear a particular relevance to their own interests is often considered to be more useful than strict adherence to a commercial reading scheme. Children at Ysgol Dolafon are continuously provided with the opportunity to make pre-cursor writing marks an early age and and a great deal of effort is put into encouraging the children to develop writing skills and activities.From scribbles and mark making right thro ugh to participating in purposeful writing tasks, children develop and improve their writing skills as they move through the curriculum. At all stages (including very early mark making) the children’s work is positively encouraged, valued and exhibited. Mathematical Development Mathematical activities at Ysgol Dolafon are delivered in accordance with pupil’s individual needs and great deal of emphasis is given to continuity of learning.Ample opportunity is provided for pupils to discuss their understanding of concepts as they progress and teachers are aware of the importance of eliminating any gaps in the children’s mathematical knowledge. The Welsh Assembly Government guideline for Mathematical Development maintains that: ‘It is crucial that gaps in children’s mathematical learning are avoided, so that children do not miss out on essential elements in their understanding of mathematical concepts’ (WAG 2008) and Ysgol Dolafon fully agrees wit h that statement.Children at **** **** frequently engage in experiential activities where they are encouraged to explore indoor and outdoor environments and gain first-hand experience of recognising materials; making comparisons / recognising similarities and differences; estimating and predicting; counting; sequencing; weighing and measuring etc. Engaging in relevant discussions that provide an opportunity for the children to build their skills, increase their knowledge and extend their mathematical vocabulary is an essential part of the learning process.Mathematics is taught throughout the school day and across the entire curriculum. Its relevance to other subjects is frequently pointed out. For example: The need for accurate weighing and measuring of the ingredients used in cookery and the bearing that inaccurate measuring might have on the finished product would be discussed as part of the cookery lesson. Children might also be encouraged to work out half measures or double up o n ingredients in order to vary the portion size of the finished item. Personal and Social Development, Well-Being and Cultural DevelopmentThis element of the curriculum builds on the child’s past and present experiences and it provides the opportunities for children to ‘learn about themselves and their relationships with other children and adults both within and beyond the family’ (WAG 2008). Children at **** ***** are encouraged to develop confidence and assertiveness, while taking into account the needs and feelings of others. They are encouraged to challenge prejudice, discrimination and stereotyping and staff lead by positive example.Staff at the school provide pupils with frequent opportunities to share their opinions and emotions and encourage them to pay appropriate attention to the feelings and emotions of others. Children are also provided with the opportunity to look after animals and plants in order to demonstrate that all living things require care an d respect in order to thrive. Children are introduced to concepts that build on their personal experiences and increase their knowledge and understanding of themselves and their surroundings. Once children are able to appreciate and understand the eelings of others the concepts of fairness, justice, rights and responsibilities can be realistically introduced. The aim is to fully prepare and equip children for a positive role in society and the intention is to achieve this ‘through a learning environment that reflects each culture appropriately. **** ***** is a dual stream Welsh/English school which is attentive to the distinctive and rich Welsh culture including all cultures that are part of the diverse society in Wales and it strives to provide activities that are suitably planned and resourced.The children are taught to appreciate and celebrate cultural differences and learn a great deal about the diverse range of cultures through the exploration of art, literature, music, f ashion, architecture and religion. Physical Development This aspect of the curriculum relates to the development, increased skills functioning and performance of the physical body. It also provides an understanding of the results that a healthy lifestyle delivers by exploring the effects of a balanced diet, exercise, fresh air, adequate sleep etc.Children at **** ***** are taught how best to take responsibility for keeping their own bodies healthy; they are taught to identify and understand the dangers of medicines and drugs, smoking, alcohol and other potentially harmful substances. Pupils are taught the importance of food and water in relation to the human body. They are encouraged to recognise healthy foods; develop a good knowledge of the different food groups and to understand how a balanced combination of foods is a requirement for a healthy mind and body.Children’s physical development begins with ‘gross motor skills’ (control of the large body muscles suc h as those found in the arms and legs). This stage is followed by ‘fine manipulative skills’ (the control and coordination of small muscles). Due consideration is given to the fact that children are unique and develop at different rates and staff are aware of the fact that children cannot increase they’re range of skills until the muscles required are sufficiently developed. Consequently the activities and resources used are checked for the suitable developmental needs of each individual child.Physical activities are introduced at the earliest opportunity and they are integrated into other lessons where appropriate. For example: the inclusion of actions performed to rhymes, stories and games is believed to foster a positive attitude to movement and exercise from an early age and as such actions are incorporated into much of the story telling in the three year old setting. For more demanding, physically active movement appropriate space is essential and open areas are available indoors and outdoors so that children can gain greater spatial awareness through experimentation of movement without restrictions.The children are provided with access to appropriate apparatus (for both supervised and unsupervised use) and consideration is given to the fact that enough time for the children to develop their skills is of equal importance to the provision of equipment and space. Pupils are encouraged to recognise that regular exercise makes them feel good and helps their bodies to work well. Welsh Language Development The foundation phase initially introduces Welsh through incidental Welsh.The everyday use of simple Welsh greetings; the repetitious recital of rhymes; the singing of songs and the telling of simple stories in informal play situations are part and parcel of the everyday routine. There are interactive displays designed to support the development of familiar concepts such as discussing colours, numbers, the weather etc. and any themes that w e explore: (e. g. the seaside, the farm, the fire station) have the key words highlighted bilingually. Next we have the introduction of structured sessions where simple phrases and language patterns are explored.The children are exposed to basic question patterns, such as ‘ble mae? ’ (‘where is? ’) and simple phrases are introduced into their play. Children in **** *****’s Foundation Phase learn Welsh through a holistic curriculum, through structured play, and through having a specific structured developmental and progressive programme. The language skills that they learn in Welsh support their development, knowledge and skills in English and vice versa. Examples of activities used to support the development of speaking skills at **** ***** include the following:Joining in with nursery rhymes, action songs and singing: Singing is seen as a good way for children to practise the sounds and pronunciation of a new language. Singing as part of a group pro vides them with security and helps develop confidence. As in all language teaching, the use of rhymes containing a strong rhythm, repetition, alliteration and homophones reinforces language development and pronunciation. Telling stories; sharing and recounting information; observing and respecting celebrations and events that are important to the children Circle time’ designed to provide opportunities for children to discuss; speak and listen to others’ ideas, feelings, emotions and events Relaying messages; sharing greetings in daily routines and giving instructions to others. Footnote: I feel it is important to add that In the opening descriptive paragraph of each of the curriculum subjects as outlined in The Foundation Phase Framework for Children’s Learning for 3 to 7-year-olds in Wales, it is stated that, ‘the guidance and Area of Learning should not be viewed or delivered in isolation; it should be planned for across the curriculum’ (swanseagf l. ov. uk) Complete a detailed study of one subject over one key stage. Describe how this would be planned, delivered and monitored and explain the terminology used. NB: The Foundation Phase replaced Key Stage 1 of the National Curriculum from the start of the 2011/12 school year. The foundation phase covers four years from ages 3 – 7 (Wales. gov. uk. 2011 – 2012). I have chosen to complete a detailed study of ‘Language, Literacy and Communication Skills’ as delivered to a mixed age class of: ‘Nursery, Reception and Year 1 and 2 pupils’ (foundation phase). Oracy (Skills and Range):The children’s oracy skills are promoted though spontaneous and structured viewing, listening and speaking activities. Children are expected to make progress in their ability to listen, understand, communicate and make themselves understood. The use of movement, gesture and speech as communication tools is explored and developed and the children should become increasing capable of speaking clearly, understanding basic instructions, using appropriate language and conveying accurate meaning. They are expected to attain listening skills and develop the ability respond to the sounds around them.They should develop an understanding of variety in the language that they hear consequently becoming more and more able to respond appropriately to phrases or instructions that increase in complexity. Delivery of these skills should come in a variety of forms and locations and the following list contains some examples of where/how: 1. Children should be provided with the opportunity to experience activities in both indoor and outdoor settings. 2. Provision should be made for the experiencing of different types of play ranging from planned and structured to spontaneous and child initiated. . Talk/communicate for a variety of purposes included but not limited to: a. Presenting simple information b. Asking and answering questions c. Expressing emotions, likes, dislikes, need etc. and expressing personal opinions. d. Involvement in spontaneous learning activities such as dialogue and role play. e. Joining in with rhymes, songs and simple stories. f. Repeated recitation of songs, poems or raps. g. The conveying of personal or imaginative experiences using familiar language patterns. h.Extend their knowledge of language through activities that foster an interest in words and consequently increase their vocabulary. Reading (Skills and Range): The opportunities provided throughout the Foundation Phase should encourage children to show and interest in books and to enjoy reading. The skills taught in the Foundation Phase should enable children to progress in their ability to follow stories that are read out to them and respond to those stories in an appropriate manner. Children should be encouraged to explore books (with or without and adult) and to handle them in the way that a reader would.They should be aware that there are different t ypes of books. Adults should develop an underpinning strategy of demonstrating that text is read from left to right and of explaining how written symbols have sounds and meanings. The objective is for children to build on the knowledge that they already have and to ultimately gain the skills required to read with fluency, accuracy, understanding and independence. These skills provide them with the confidence needed in order to read their own work and other texts aloud; discuss written works in an informed manner (e. g. alk about characters and storylines or predict events and outcomes) and to ‘respond appropriately to books by considering what they have read in terms of content, ideas presentation, organisation and the language used. ’ (WAG 2010) Planning: This covers the three areas of oracy, reading (including phonics) and writing. The teacher’s plans with input from classroom assistants and the planning needs to cover skills development as well as age range. M edium Term Planning: Research books relating to topic. Plan aspects of literacy to be taught through these books: e. g. labelling; listing; captions; story; diary etc.The use of phonics – letters and sounds. Phonics: – three times a week. Weekly Planning: Chose a book for a week or a fortnight and plan on topic activities for oracy reading and writing. Differentiate activities for age groups and ability levels and include specific tasks for more able students or those with SEN. Delivery: **** ***** has a dedicated LLC every morning and but LLC is also delivered across the curriculum. Oracy is developed through Knowledge, Understanding or Creative Development. Writing is developed through Knowledge, Understanding or Role Play. Children are divided into ability groups.The teacher and the teaching assistant work with a focus group while the other children work on enhanced activity or have continuous provision. Groups are rotated to ensure that all children work with the t eacher during the week. Monitoring: Classroom assistants provide feedback to the teacher and the teacher records progress/difficulties in a variety of ways: individual record sheets; post it notes; the annotation of plans are all ways in which the child’s progress is evaluated and this constant evaluation is an essential component of successful planning which adapts to the needs of the child/children.This monitoring is also used to write the child’s end of year report. Terminology explained: CVCC Words: Words which have a consonant-consonant-vowel-consonant pattern. Differentiation: The practice of delivering information to pupils in a way that is appropriate to their individual ability and level of understanding rather than their age. Digraphs: A combination of two letters representing one sound such as: ph; ch; sh; ee; and oo Graphemes: Graphemes are the smallest units in a writing system capable of causing a contrast in meaning.In the English alphabet, the switch fr om cat to bat introduces a meaning change; therefore, c and b represent different graphemes. It is usual to transcribe graphemes within angle brackets, to show their special status: , . The main graphemes of English are the twenty-six units that make up the alphabet. Other graphemes include the various marks of punctuation: , , etc. , and such special symbols as , , and (? ) †¦ LLC: Language, literacy and communication skills. Objective: The end result (as predicted in the planning) the final goal that you would be expecting the children to achieve. Oracy:Fluent, articulate and grammatically correct verbal communication Oral blending and segmenting: To practise oral blending, the teacher could say some sounds, such as /c/-/u/-/p/ and see whether the children can pick out a cup from a group of objects. For segmenting practise, the teacher could hold up an object such as a sock and ask the children which sounds they can hear in the word sock. The activities introduced in Phase 1 are intended to continue throughout the following phases, as lots of practice is needed before children will become confident in their phonic knowledge and skills.Phonemes: any of the perceptually distinct units of sound in a specified language that distinguish one word from another, for example p, b, d, and t in the English words pad, pat, bad, and bat. Phonics: A method of teaching reading based on the sounds of letters, groups of letters, and syllables. Range: A variety of planned activities which are specifically relevant to the subject. In this case: The opportunity to engage in spontaneous and structured communicative activities designed to expand the children’s vocabulary and encourage their interest in words.Stimulus would include: Stories (fictional and factual); media and ITC texts; information texts; poems; songs and nursery rhymes. Skills: Refers to the child’s capabilities – In this case their ‘oracy skills’ which should be developed pr imarily through the use of sensory stimuli: Speaking; listening and viewing activities which are ultimately intended to improve the children’s ability to listen and respond appropriately while continuously improving their attention/concentration spans and building on their previous experiences thereby helping them to attain general communicative accomplishment and increased self-confidence.Write dance: A technique developed by Ragnhild Oussoren encourages creativity, self-expression and confidence and by developing the child’s gross motor skills it theoretically helps to develop the prerequisite physical skills and co-ordination required for writing. The programme is described as being ‘of benefit all children,’ but it has been found to be particularly helpful for children with SEN. Briefly outline three recent strategies introduced by the government to raise standards in the curriculum. How would you access up to date information in curriculum development ?Recent strategies to raise standards: Literacy, numeracy and deprivation. The Minister for Education and Skills recently introduced a strategy for raising standards of literacy and numeracy in schools. In June 2011 he announced the intention to introduce a new National Literacy and Numeracy Framework (LNF) and a system of national testing for all pupils aged 5 to 14. Deprivation: In brief, the strategy to help children from disadvantaged backgrounds ranges from the introduction of free breakfast clubs to classroom based strategies which include, learning in small groups supported by teaching assistants; customising lessons to individual tudents' learning needs; providing extra-curricular learning and study support; engaging and supporting parents in supporting their children’s learning and promotion of the idea that effort and perseverance pay dividends. In order to receive updated curriculum development information first hand I regularly visit the education and skills webpa ge at Wales. gov. uk – I have also registered for the WAG newsletter. Relevant and up-to-date publications are always available to read in the school staff room. What extra-curricular activities are available in a typical school?Complete a detailed study of one of the activities. A typical school would probably offer the following extra-curricular activities: Sports: Football;/rugby/ netball/ hockey etc. Choir Chess/board games Gardening club An In-depth Study of Chess/Boardgames Club at **** ***** Chess/board games club at **** ***** takes place every Wednesday afternoon during term time. It runs from 3. 30pm until 4. 15pm and is supervised by a member of the school’s board of governors. This gentleman also provides the medieval board games that the children use.Number of children in attendance: 10 (2 new players joined at the beginning of this term, both are from year 2). Gender: 4 girls & 6 Boys. Age range: Year 2 to year 6 (was year 3 upwards but the rules changed in September 2012). Duration of session: 45 minutes Number of games being played on Wednesday 19th Sept 2012: Four Types of games available: Chess and an assortment of hand-made Medieval, Tudor and Viking games; mostly 2 player games but some multi-player games. The games being played while I was in attendance were: Fox and GeeseFox and Geese is a medieval, asymmetrical game. Players have different objectives and different pieces/men. One player leads a fox whose objective is to kill all the geese by jumping over them. The other player leads the gaggle of geese whose objective is to corner the fox and stop him escaping. Nine Men's Morris Nine Men Morris is a two player, strategy board game of Roman origin. Each player has nine pieces which they place upon the board one at a time taking alternating turns. Players then take it in turn to move their own pieces in an attempt to build a line of three.A straight line of three wins the player the right to take any one of his/her opponentâ €™s pieces. The object of the game is to leave the opposing player with fewer than three pieces. It is possible for either player either player to force the game into a draw. Tafl (meaning ‘table’ in old norse) Games Tawl Bwrdd is the Welsh name for an 11Ãâ€"11 Tafl board as described (with the rules of play) by Robert ap Ifan in 1587 in a Welsh document (p. 4 Peniarth ms) now in the Welsh National Library. Thought to be of Viking origin and found in one form or another everywhere the Vikings travelled, includingIceland, Britain, Ireland, and Lapland; the game represents the final stages of a battle where the king, on the losing side, is being attacked on four sides by an army with twice the number of men to his defending army. To win he has to escape to one of the corners. The king loses if he is surrounded on four sides. Chess A medieval style chess set was in use but during play I saw no deviation from the chess rules that most of us are familiar with today. TAS K 10 List and briefly outline the main factors that influence teaching and learning.The quality of the planning and delivery of the lesson. Meeting the needs of all the students. Making the lesson engaging by ensuring that the different learning styles of the students are catered for. Students achieving the learning objective that is: Every student should make adequate progress. Planning Ability to communicate clearly Behaviour management And external factors weather conditions, home life, etc. Using your preferred method of research, study various teaching assistant’s job description and explain the variety of support a teaching assistant ight be expected to give in the classroom whilst supporting, planning and evaluating learning activities. The following is a ‘cut and pasted’ job description taken from Powys County Council’s ‘Vacancies’ webpage. P. C. C. lists all TA posts as ‘Non-teaching staff’ despite the fact that this term is no longer frequently used. Marland (2001; cited in David Fulton in association with The Open University, Primary Teaching Assistants, Learners and Learning) suggests that the title is offensive. P. C. C. Example: Teaching Assistant (Non-teaching Staff)Main Purpose of Post: Working under the overall supervision of the responsible teacher to: -provide support in addressing the needs of pupils within the class; -assist and support teaching and learning; -work with individuals or groups and assist in providing for general care, safety and welfare of pupils. Principal Responsibilities: 1. Contribute to implementation of plans. Assist in the delivery of lessons/sessions and interact with the teacher and pupils as required. Undertake agreed learning activities/teaching programmes, adjusting according to pupil responses. . Promote positive values, attitudes and good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encourage pupils to take responsibility for their own behaviour. 3. Encourage good relationships between pupils. Promote inclusion and acceptance of all pupils, encourage them to interact and work co-operatively and engage in activities. Assist with pupil supervision in the playground and on school trips. Monitor pupils’ achievement, safety and welfare. 4. Promote independence and development of self-esteem in all pupils. 5.Support and use ICT in learning activities & develop pupils’ competence and independence in its use. 6. Undertake to promote the ethos of the school and be familiar with school policies 8. Undertake routine tasks: photocopying, collecting and distributing resources. 10. Work with the teacher to establish an appropriate learning environment e. g. helping with displays, tidying and organizing resources. 11. To co-operate with the employer and follow health and safety advice and instructions. 12. To abide by the principles and practice of equality of opportunity as laid down in the Council’s Equal Opportunities Policy. The above example gives the typical specifications for a Powys primary school but official titles and job descriptions tend to be subject to a fair amount of regional and local variation. Learning support assistant; teaching assistant; classroom assistant and learning mentor are a few of the titles that I have encountered during my research for this assignment and all appear to be fundamentally the same thing. Ask a cross-section of people who do the job what the associated duties are and the descriptions that you get will be even more varied than the titles.There seems to be no ‘set in stone’ criteria; the responsibilities appear to vary from school to school and tend to be depended upon specific requirements at specific times; this is particularly noticeable in the case of SEN positions which are closely tailored to the individual needs of the child or children concerned. In summary, the general job description is as follows: The teaching assistant’s role is to complement the professional work of teachers and accept responsibility for agreed learning activities under an agreed system of supervision, supported by direction from teaching staff in line with school policies and guidance.The role may involve planning, preparing and delivering learning activities for individuals/groups or short term for whole classes as well as monitoring pupils and assessing, recording and reporting on their achievement, progress and development. Teaching assistants with a level 3 or higher qualification might also be responsible for the management of other teaching assistants including allocation and monitoring of work, appraisal and training. Typical day to day teaching assistant duties appear to involve a variety of tasks which might consist of of any or all of the following: . Assisting the teacher in the planning and execution of classroom activities. 2. Working with small groups of children on exercises that have been set by the class teacher. 3. Setting up lesson resources/equipment before lessons; the packing away or appropriate disposal of resources after the lessons. 4. Setting up audio/visual equipment. 5. Creating displays and mounting children’s work. 6. Photocopying, filing , book sorting, and general admin duties. 7. Working one to one with children who are struggling with some aspect. of numeracy or literacy. 8. Playground duty. 9.Helping the younger children to change before and after sport activities. 10. Helping younger children with toileting and hand washing 11. Stock rotation; general stock taking and ordering of art and craft materials etc. 12. Listening to children read on a one to one basis. 13. Helping children to reach expected targets. 14. Monitoring pupil progress and reporting back to the class teacher. 15. Leading by example with regard to good manners, morals, social interaction, racial and sexual equality etc. 16. Dealing with instances of argumen t, fighting or bullying in the appropriate way. 7. Ensuring health and safety guidelines are followed and routine checking of tools and equipment for any H&S issues. 18. Routine maintenance and repair (where practically possible) of equipment and resources. State why you think it is important to plan and prepare learning activities. How will the experience and qualifications of the teaching assistant affect the support they are able to give? Teachers and teaching assistants need to have clear ideas about the lesson they wish to set up and it is important for them to have made adequate preparation if the lesson is to be a success.Good communication between teachers and teaching assistants is hugely important. There are three main elements that need to be considered when planning lessons. Firstly one must consider the aims and outcomes the lesson is intended to achieve. Next they should choose an effective learning environment, appropriate activities, relevant resources and sequencing of these and finally they would need to monitor and evaluate pupil’s progress in order for the teacher to be able to decide whether or not the lesson has been successful.Teaching assistants undertake a wide range of supportive tasks, the variety and importance of which are dependent upon their level of qualification/experience. Those with the most qualifications/experience are naturally expected to be able to assume more responsibility than those who are just starting out in the job or working at a less qualified level. The LEA and/or individual schools tend to make decisions with regard to the level of experience or qualifications they would expect from someone applying for a teaching assistant position.As a bare minimum you would usually need to be able to demonstrate good reading, writing and numeracy skills and it would usually be preferred that you would have some experience of working with children of the relevant age. What feedback might a teaching assistant be expect ed to provide and in what form and to who might they be required to deliver it? More often than not feedback would be delivered to the class teacher, verbally, at the end of the lesson but in special circumstances such as one to one reading feedback would be written in the pupil’s reading record book where teachers/parents can access it later.When working with a pupil or group where extra support is required feedback might be best delivered ‘as and when required’ throughout the duration of the lesson. TASK 11 When assisting in the delivery of learning activities, describe how a teaching assistant might be expected to; 1. Assist pupils and keep them on track The general consensus is that happy children are more likely to get involved and learn and with that in mind the teaching assistant should try to make lessons as enjoyable as possible, however, it is equally important to set clear and firm boundaries in order to prevent fun from descending into unbridled chaos . . Encourage pupils to work independently Research into independent study has indicated that teachers and teaching assistants who involve learners in lesson planning get good results from the practice. This type of collaboration often helps to make the lesson interesting and relevant for the pupils and involving children in the learning process can also provide them with where-with-all to reflect upon their own needs. It is well known that children learn better if their efforts are appreciated and they feel valued. As they gain in confidence they will automatically become more independent.Teaching Assistants can play an important role in helping raise the self-esteem of children. They can do this not only by demonstrating an interest their school work but also by expressing an interest in activities that they enjoy outside of the school environment. Group working is also proven to be highly beneficial strategy for building confidence; it can provide students with an opportunity to learn from one another and this temporarily switches control from the teacher to the learners resulting in increased confidence and greater independence. 3. Use learning material appropriatelyThe teaching Assistant should possess the knowledge and ability to be able to prepare appropriate equipment and materials for lessons that they are involved in and they should be practiced in the techniques involved for the use of specific tools, equipment and resources. They should possess up to date knowledge of Health & Safety legislation as it relates to the activities or lessons that they are preparing for; this should include COSHH and all other applicable regulations. In addition to these skills the TA also be capable of undertaking routine maintenance and/or general repairs to tools and equipment. . Monitor responses The teaching assistant would usually be expected to monitor and evaluate pupil responses to learning activities using a range of assessment and monitoring strategies. They should have the ability to be able to record the progress and achievement of a child or group or children in lessons/activities and systematically and accurately provide evidence of the range and levels of progress that the child/children achieve. The expectation would be for them to be capable of providing objective feedback and/or accurate reports on pupil achievement as and when they were required.They should be able to ensure the availability of appropriate evidence to back up any reports that they make. Explain how a teaching assistant might recognise problems that might occur whist supporting individuals and how they could be managed? Behaviour management should be implemented In accordance with guidance provided by the class teacher. The Teaching Assistant would usually be expected to provide support to the teacher when dealing with disruptive or potentially disruptive behaviour from pupils.That said, the Teaching Assistant might often find them-selves in a position where the y are able to spot the early signs of disruptive behaviour of potential bullying and in these circumstances they may be able to divert the child/children’s attention to other, more positive things, effectively preventing the potentially negative situation from occurring in the first place. References: Welsh Assembly Government. (2008). WELSH ASSEMBLY GOVERNMENT DOCUMENTS. Available: http://www. swanseagfl. gov. uk/learn_agenda/foundation_p/wag_docs. asp Last accessed 29th June 2012.Welsh Assembly Government. (2011 – 2012). National curriculum – Key Stage 1. Available: http://wales. gov. uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum1/? lang=en Last accessed 29th June 2012. Smith, M. K. (2002) ‘Jerome S. Bruner and the process of education', the encyclopedia of informal education http://www. infed. org/thinkers/bruner. htm Last accessed 29th June 2012. Ragnhild Oussoren . (2010). Write Dance. Availab le: http://www. schrijfdans. nl/write-dance. html Last accessed 18th July 2012. Dwr Cymru. 2005). Think Water. Available: http://www. dwrcymru. co. uk/English/community/education/think/index. asp. Last accessed 13 Sept 2012. Hancock, R. , Collins, J (Eds) & Colloby, J. (2005), Primary teaching assistants, Learners and learning, Chapter 1: p7, Eight titles and roles, Published: David Futlon in association with the Open University (2005) Reprinted: Routledge 2009. Gothic Green Oak. ( ). Games. Available: http://www. gothicgreenoak. co. uk/index. html. Last accessed 19th Sept 2012. ———————– PAGE 1 Margaret Lorraine Voss SH34393/NCC Assignment 3

LOVE Essay Example | Topics and Well Written Essays - 750 words

LOVE - Essay Example The play â€Å"Sure Thing† by David Ives is a very good satire on the male-female relationship. It is evident that the theme of gender relationship is well documented in one act. The play is set inside a cafà © and it involves two characters Bill and Betty who are both in their twenties (Ives 1). Betty is busy reading a book at the end of the corner. Bill enters the cafà © and instead of looking for an empty sit away from her, approaches her. Bill is so eager to establish a communication with Betty. Therefore, he asks her whether the empty sit is taken, hurriedly Betty says yes. Bill apologizes and Betty replies by saying â€Å"sure thing† (Ives 1). In the background, a bell rings and the play commences again. It is evident that Betty rejects Bill over and over again. However, with every ring of the bell, Betty weakens and her interest is aroused. After several restarts, it is evident that Bill and Betty discover some similarities between them. They share some interes ts, for example, snack cakes or movies in addition to believing in marriage institution and children. In the ending, it is evident that Betty and Bill promises not only to love but also to cherish each other. It is evident that communication is important in developing both love and gender relations. It is through communication that a man can convince a woman so to establish a love relationship, as evidenced between Bill and Betty (Ives 3). However, in the Odyssey, there is manifestation of gender relationships through different gender roles that exist within the Homers epic. For example, there is a relationship between Odysseus and his wife, Penelope. The relation is a clear manifestation of the different roles that men and women play in the society and in particular within Homer’s epic. Penelope is the most significant character in the whole epic. The theme of love is evident throughout the epic. For instance, homecoming of Odysseus is mainly centered on

Is market efficient testing of Hong Kong stock market Essay

Is market efficient testing of Hong Kong stock market - Essay Example Several tests could be used to test for market efficiency. The most common tests are for market anomalies such as the January, Day-of-the-Week, and Size Effects. Another is to prove that any of the assumptions of EMH is not true; for example, that there is a way of predicting stock prices so that those who are able to do so can earn above normal market returns. Practitioners of finance and economics who have studied stock market behaviour have proposed several hypotheses, one of which is the so-called Overreaction Hypothesis (ORH). ORH originated from the field of applied psychology and is a statement of behavioural prediction that people tend to overreact to dramatic news and events, regardless of whether these events are positive or negative. On the other side and related to this hypothesis is its opposite: underreaction, a phenomenon that can also be considered. ORH provides a way of making decisions to buy and sell stocks, because if it is true, then some investors can earn above market returns by buying underperforming stocks and selling overperforming stocks, taking advantage of over- or under-reaction of other investors. The Hongkong economy has been identified as the one with the freest and, in the absence of artificial market barriers that cause inefficiency, therefore the most efficient financial markets, as it was given the highest Index of Economic Freedom1 (Heritage, 2006). This paper attempts to prove this by investigating whether the ORH phenomena exist in the Hongkong Stock Exchange (HKSE). 3. Investigate presence of ORH in HKSE for the period 1 April 1997 to 31 March 2007 using the methodology of Fung (1999) which is similar to DeBondt and Thaler (1985) but using the geometric mean, instead of the arithmetic mean, to reduce error caused by bid-ask spread as pointed out by Conrad and Kaul (1993). Fama (1970) popularised the Efficient Markets Hypothesis (EMH) which states that stock prices reflect all available