Comparing Trains and Planes as Means of Transportation From the dawn of time‚ man has followed his urge to travel; sometimes neglecting the enjoyment of the journey in pursuit of the destination. Although two of the favorable means of passenger transportation - the plane and the train - accomplish the task of arriving at a destination‚ there are distinct differences in their capacity for comfort‚ time‚ scenic value‚ and safety. To entice the weary traveler‚ accustomed and outraged by the rough
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heard that accidents occur more often because of pilot errors and less so because of mechanical problems. But why? Why do pilots make errors? What kind of errors do they make? According to Malcolm Gladwell’s book‚ The Outliers‚ a large number of plane crashes happen because of miscommunication and language issues. There are two places where miscommunication occurs: among pilots in the cockpit and between air traffic controllers and pilots. And‚ there are two major reasons for miscommunication
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I have lived in NYC for 10 years. The first five years I spent getting my MFA in film at Columbia University and making my award winning thesis film‚ Loop Planes‚ which was produced by Killer Films and was an official selection at over 50 film festivals world-wide. The second five years I spent filming a documentary about young transgender folks‚ which besides being an integral part of the development of young teenagers to young adults… During that time I have also worked on over 100 short films
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Written Assignment (Focus on Learner) Background The learner I have chosen for my focus assignment is a woman of Nepalese origin‚ she is in her early 30’s and she came to this country over 2 years ago as an economic migrant. She lives with her with family in London and is currently studying ESOL a Greenwich Community College. Educational Background The learner I have chosen has a general level of education from her native country‚ having attended nursery‚ primary and secondary schools. In
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In each of the following sentences underline the verb or verbs and identify the form/tense used. E.g. I was living in Italy in 1998. I was living in Italy in 1998 – past continuous. We never go to the theatre these days. Form /Tense Simple Present We’re saving up to travel abroad. Form /Tense Present Continuous Root We’ve already been to Europe. Form /Tense Present Perfect We didn’t have enough money to go further. Form /Tense Simple Past Root
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hill‚ and decorated war hero‚ gives the order to shoot down a private plane. This has been the third violation over the Capitol within a month "This has got to stop! I’ve had it with these crazies making a circus of this place... Well here’s the price of the ticket. Shoot the damn thing down... an example has got to be made” To his horror and regret‚ it is piloted by his precocious grandson. A child of 12‚ who has taken the plane up‚ with intent of surprising his grandfather at lunch. The grandfather
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CELTA assignment 1: LRST 1. TEXT AND RATIONALE: The text I am selecting is a description of a clown who works in a circus‚ and a description of his everyday life. I chose this text for the following reasons: -INTEREST: Recent research has indicated that how interesting a text is will affect students’ cognitive performance. This kind of "interestingness‚" or text-based interest‚ was the focus of the study […] a content analysis performed on the recall protocols showed that the interest-evoking
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NOTES Introduction Wodehouse was a prolific British writer of comic prose fiction. His stories are populated by aristocrats like the ninth Earl of Emsworth‚ and take place in upper class settings. This story was originally published in US and UK magazines in 1924. The story begins with a loving description of the sunshine alighting on‚ among other things‚ the Castle‚ its ivied walls‚ its green lawns‚ wide terraces‚ noble trees and three characters: the Earl‚ his son Freddie and Beach‚ the butler
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TASK[1] This assignment involves analysing language. On the next page is a typical text that you might use in class. Look at the items taken from the text in the table on the following pages and for all 3 grammatical structures (1-3) and all 3 lexical items (a-c)‚ underlined and in bold in the text: Analyse the meaning (in this context) of the target item Analyse the form and pronunciation of the item as you would on the whiteboard Identify any problems students may have with meaning‚ form
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TP Preparation GRAMMAR LESSONS The lesson should be structured as follows: 30 minutes: T sets context by using a visual/realia/drawing/demonstration and elicits information about the situation of the context‚ the lexis that students will need in order to talk about the situation and to practise the target language. Getting students to brainstorm more ideas in pairs after initial elicitation will help to make the context setting less teacher centred. T needs to exploit the context fully in order
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