Spectrum of Benign Breast Disease and Its Management

Spectrum of Benign Breast Disease and Its Management AUTHORS: Dr.( Mrs) Archana shukla (Assistant Professor )dept of surgery Gandhi medical college, Bhopal M.P. Dr. S. S. Pal (Associated professor) dept of surgery Gandhi medical college Bhopal M.P. ABSRACT: Breast disease in females causes great deal of anxiety and fear of carcinoma and thus losing it. Not all breast diseases and lumps are carcinoma. To study this enigma of females, patients with breast symptoms were studied for 12 months of time Jan 2013 to Dec 2013 in unit iii, dept of surgery, Hamidia hospital, Gandhi medical college Bhopal. Study was conducted to determine the incidence, role of histopathology and imaging in diagnosis and management. The disease is complex group of symptoms and sign such as lump, mastalgia, nipple discharge and combination of these. This was done so as to differentiate and identify the benign group which was much larger in number. They require more counseling, assurance and education regarding benign nature and it being a developmental disorder. Such disorders if untreated may convert into disease which is more persistent. The mean age was 32 as the youngest was age of 14 yrs and the oldest was of 50 yrs of age. The commonest diagnosis was fibroadenoma followed by fibroadenosis . Tuberculosis was the most concerning disease we came across. KEYWORDS: Benign Breast Diseases, young female, fibroadenoma. INTRODUCTION: Majority of patients having sign and symptoms of breast disease fall under benign group rather than carcinoma yet carcinoma takes the precedence over it due to its fearsome nature.1,2,3,4 The benign breast disease group patients have variable symptoms including lump, lump with pain, nodularity, nipple discharge due to relative heterogeneous underlying pathology.5Breast development is governed by growth hormone and cortisol. Breast function is governed by oestrogen progesterone prolactine and oxytocin. Breast undergoes dynamic cyclic changes governed by these hormones and growth factors. 15 These hormones have profound trophic effect. These changes are seen in epithelium and stroma from onset of puberty to menopause. Estrogen have effect on ducts where as progesterone have effect on epithelium. With the onset of puberty there is decrease in sensitivity of the hypothalamus and pituitary axis to negative feedback and increased sensitivity to positive feedback of estrogens. This initiates GnRH, FSH, LH causing increase in estrogens and progesterone which is the cause for menstrual cycle. This increase is responsible for proliferation of epithelium, duct and stroma. These changes may lead to Aberration in normal development of breast and involution of breast, causing majority of benign breast disorder. These disorders may convert into disease if untreated. Exaggerated response to hormones oestrogen causes development of single or multiple proliferatory breast diseases such as fibroadnenoma which is benign solid mobile mass which has both fibrous and glandular part.11 Fibroadenoma of more than 10 cm are termed as phylloids tumor owing to shape it attains due to large size. Sometimes the changes have proliferation of ducts, lobules, interlobular and inter lobular stroma leading to fibrous changes with cystic changes commonly termed fibrocystic disease. 13 Such proliferation may have atypical hyperplasia including ductal and lobular hyperplasia, which has increased risk for development of carcinoma in future. Apart from this, multifocal lesions with calcification increase many fold risk.6,7.8 Then there are symptoms of nipple. As a developmental defect there may be nipple inversion which may present as subareolar abscess in later age. During involution phase there is ductal involution causing ductal ectasia if not treated can lead to periductal mastitis or may sometimes have atypical hyperplasia.6 During lactation the breast undergoes many dynamic changes and if there is problem in expression of milk there may be occurrence of breast abscess. If not treated adequately may lead to chronic breast abscess, antibioma and milk sinus. To certain the diagnosis of usually neglected and underestimated disease there is a huge role of histopathology and imaging technologies. With the help of histopathology proliferatory , non proliferatory disorders and diseases, breast cyst and other pathologies such as tuberculosis and lipoma can be detected. 20 There is a role of microbial culture in diagnosis of infectious disease. Similarly ultrasonography is helpful in diagnosis and in management also.13,22 Triple assessment test, which include clinical examination imaging and histopathology examination is the gold standard approach to the diagnosis though elderly females may require mammography.20,21,22 We have conducted study to determine the frequency of the disease, to analyze the role of triple assessment and to know implication in management. 13,15 16 METHOD Our study was conducted for one year in Jan 2013 to Dec 2013, under unit 3 Dept. of Surgery, Hamidia Hospital, Gandhi Medical College. We included all the patients coming to surgery OPD with breast complaints.14 Informed consent was obtained from all the patients. Patients were recorded under following points: History, Clinical examination FNAC of all palpable lumps, nodularities was done. In patients where there was dilemma trucut biopsy was done. Microbial examination and abscess wall biopsy was done in all case of breast abscess and antibiomas. USG, mammography Imaging was done. In our setup, USG was the most accessible radiographic investigation available. All the patients were subjected to USG to locate and know the lesion but in doubtful cases mammosonography was done. Age varied from 12-50 years hence 4 groups were made: 12-20 years 20-30 years 30 -40 years 40 and above RESULT: In first age group the most common complaint was lump in one of the breast or both. Most of these patients did not have complaints of pain. It was followed by lump with pain. We did not have any patients with complaint of nipple discharge in this group.15,16,17 In second group most common complaint was lump in breast with pain and bilateral generalized breast pain without lump and nodularity which were grouped under mastalgia. The third group was lesser in number. They were mainly having complaints of lump, fever and pain. There were very few patients in fourth group and complaints were that of pain and nipple discharge. In total there were 148 patients with lump and out of which 62 were that of fibroadenoma, 4 patients of fibroadenoma were of size more than 10 cm hence labelled as phylloid. Most of the fibroadenoma were unilateral and only 7 patients had bilateral adenomas. 5,12 There were 40 patients who were diagnosed as fibroadenosis. All patients underwent FNAC one patient showed atypical hyperplasia. 6,7,8 After this, the next common diagnosis was that of breast abscess which was common in lactating females. The diagnosis which worried us the most was that of tuberculosis of breast. We found 10 cases of this disease presenting as chronic and recurrent breast abscess, showed mycobacterium tuberculi in culture.1 8 We also found 6 patients of antibioma and 2 patients of galactocoele. There were patients of ductal ectasia and one patient of lipoma and one of breast cyst. Patients having significant symptoms of pain but not found with any lesion on radiographic investigation were labeled as mastalgia. Out of 7 only 3 were cyclical and rest were not related to cycle. 15,16,17 MANAGEMENT- Out of 62 patients of fibroadenoma, there were 18 patients with lesion less than 2 cm as detected clinically and confirmed by ultrasonography .these patients were treated conservatively.22 Surgery was proposed to all other 44 patients 40 patients consented for surgery and were operated, in all these excision was done under anesthesia.12 We registered 40 patients of fibroadenosis, in 6 patients excision of the most painful and noduler area was done rest of the patients were treated conservatively by oral medication of evening prime rose oil and vitamin E. In patients not getting relieved by above, Danazol which is an anti gonadotrophin was found useful. As it is having androgenic effects non compliance was observed in most of the patients. In one patient with FNAC showing atypical hyperplasia excision of affect quadrant with subsequent follow-up was done by series of mammography. As patient with atypical hyperplasia, multi focal lesion with calcifications have many fold increased risk for developing carcinoma 6,7,8 Patient was subjected risk reduction strategies like yearly mammography, stopping oral contraceptive pills and hormone replacement therapy if any.6,7 In patients with mastalgia cyclic or non cyclic patients are treated with conservative manner by life style modification, eating low fat diet and avoiding caffeine. After ruling out infection pt responds well to NSAID and Danazol. Simple breast cyst was treated with aspiration.22 All 12 the patients of breast abscess were treated by surgical ID. microbial examinations were done all the cases.21,23 10 patients came history of presence of lump and pain and low grade fever and malaise, on ultrasonography showed hypo echoic lesion suggestive of abscess showed presence of mycobacterium tuberculi in abscess wall biopsy and were treated by anti tubercular treatment.18 Patient with antibioma were treated in conservative manner in lactating women where as in non lactating open drainage and curettage was done. There were two patients of galactocoele and one of breast cyst in which aspiration was done. One patient of breast lump after excision biopsy was diagnosed as lipoma. All the patients with complaints of nipple discharge underwent cytological examination of discharged fluid. There was one patient of ductal ectasia which on ultra sonogrphy showed ductal pappiloma for which microdochectomy was done. Patients with bilateral breast pain with cyclic nodularity were diagnosed as mastalgia. These patients underwent series of ultrasonography but no focal lesion was found. In patients with mastalgia cyclic or non cyclic patients are treated with conservative manner by life style modification, eating low fat diet and avoiding caffeine. Patient responds well to NSAID and Danazol. DISCUSSION: When a female notices breast lesion she undergoes great degree of anxiety due to apprehension of gruesome carcinoma which causes breast lose and most fearful disfigurement.1.3.4 Benign breast diseases are much more common than malignant lesions but the aggressive nature of carcinoma takes the precedence of the worry.9 Thus it the most important priority of surgeon to reach up to a definite diagnosis and once the carcinoma is excluded the patient should be reassured and educated for further follow up.10,23 It is also there for prolonged period of time and requires counseling and reassurance apart from definitive treatment. Triple assessment test is essential for the patients with complaints of breast diseases.19 Any clinical or suspicious lesion requires pathological diagnosis. Patients with proliferatory disease without atypia have very little risk of breast cancer but patients with atypia have substantial great risk of breast cancer.6 The common age group for BBD is younger age group, who have less say in the family. The symptoms are considered trivial and discomfort converts in pain. FNAC had high predictive value. In our study there was high sensitivity to fibroadenoma. 12,19The poor sensitivity to fibroadenosis is due to poor cellular aspirate. Frequent FNAC were required some times as the disadvantage of scaring of excision biopsy and damage to ductal system architecture was not acceptable.21,22,23 In studies done by Abhijit M. G. in rural area of karnatak, India in year 2009- 2011 there is high incidence of fibroadenoma, total pt were 110, 68 underwent exicision( 61.8%)of which 60 (88.2%) were fibroadenoma. In Pakistan study done by Batool et al at Lahore, out of 63 patients of BBD there were 38 patients of fibroadenoma. In our study there were 41.9% of fibroadenoma out of that 29.03 % of cases were less than 2 cm and were treated conservatively were as in 70.9 % of cases were proposed surgery but only 64.6 % of patient got operated. There were 25.9% cases of fibroadenosis. In above studies there less incidence of tuberculosis which is 6.2% in our study. This the matter of concern and required more follow ups. In developing country especially in rural area the treatment of breast disease poses lots of problem care system due to social stigma, illiteracy poverty and lack of availability of authentic health care system. CONCLUSION The disease of breast which is concluded to be benign may be trivial for family members but it imposes substantial anxiety and affected day to day life of sufferers.9,23 The mean age affected was 32. The common benign breast disorder which we came across is fibroadenoma which is more common in young age.12,19,23 They are best treated surgically though small sized can be managed conservatively with good follow up. The disease variant of this disorder phylloids tumor needs more diagnostic confirmations to rule out malignancy, excision and follow-ups. Fibroadenosis and mastalgia patients suffer more as there is no surgical cure and the conservative management is not very affective. Anti gonadotrophins due to androgenic side effects are not tolerated well. Anti oestrogen drugs also do not have good compliance due to systemic side effects like flushing and nausea and vomiting as they are to be consumed for prolonged period of time. Periodic NSAID and lifestyle management was more accepted. Infectious disease were found commonly in lactating females Main concern were patients of tuberculosis which are 6.28 % of all patients and much higher in no. than other studies we came across. 18This was more common in age group of 20-30 yrs. Though all mentioned patient were treated completely to our satisfaction. With senescence, there was complaint of nipple discharge in elderly patients due to ductal ectasia and periductal mastits. It required more detailed and dedicated approach so as to rule out the carcinoma which is higher in this age group. Thus benign breast disease has good prognosis but requires thorough investigations and management for desired results.9 References 18 Mehta G, Mittal A, Verma S. Breast Tuberculosis Clinical Spectrum and Management. Indian J Surg 2010;72:433- 19 Lopez-Ferrer P, Jimenez-Heffernan JA, Vicandi B, Ortega L, Viguer JM. Fine needle aspiration cytology of breast fibroadenoma: a cytohistologic correlation study of 405 cases. Acta Cytologica 1999;43:579- 20 . Park IA, Ham EK. Fine needle aspiration cytology of palpable breast lesions. Acta Cytologica 1997;41:1131- 21. Iglehart JK, Smith BL. Diseases of the breast. In: Townsend CM, Beauchamp RD, Evers BM, Mattox KL. Sabiston Textbook of Surgery, 18th ed. India: Elsevier; 2008:858-61. 22 Thomas JM, Fitzharris BM, Redding WH, Williams JE, Trott PA, Powles TJ, et al. Clinical examination, xeromammography, and fine-needle aspiration cytology in diagnosis of breast tumours. Br Med J 1978;21:1139-412 23 Srivatsava A, Dhar A. Benign Breast Disease: A neglected entity. Recent Advances in Surgery 2006;10:175-2011. TABLE NO 1 ETIOLOGICAL DISTRIBUTIONS CHART 1 OPERATIVE AND CONSERVATIVE TABLE NO 2 AGE DISTRIBUTION CHART 2 SPECTRUM OF DISEASE

The Origin Of Environmental Education Education Essay

The Origin Of Environmental Education Education Essay The environment encompasses all the living and non-living things that occur on Earth. The fate of the environment is entwined with that of every life that inhabits the planet including that of human beings. The industrialization era brought about devastating impacts on the environment and at the end of the nineteenth century, people started to apprehend the susceptibleness of the environment and the gravity of the implications if the environment was not taken care of. Nations gathered and issues about the environment were starting to take priority, hoping to obtain and sustain a better future for our planet. Environmental education is not a contemporary subject matter. It can be dated back to as early as the 18th century with the treatise of Jean-Jacques Rousseau who stressed the value of an education that revolved on the environment. Some years later, the Swiss-born naturalist, Louis Agassiz, echoed Rousseaus philosophy. It was these two influential scholars who laid the foundation for a concrete environmental education program, known as the Nature Study, which occurred between the late 19th century and early 20th century. Following the effortful work of many other naturalists, April 22nd of the year 1970 was declared as the first Earth Day; a national teach-in concerning environmental issues. This memorable event paved the way for the current environmental education movement. In the latter months, President Nixon passed the National Environmental Education Act, which intended to incorporate environmental education into K-12 schools. In the following year, the North American Association for Environmental Education (NAAEE), formerly known as the National Association for Environmental Education, was instituted to ameliorate the environmental literacy by supplying resources to teachers and promote environmental education programs. The following year was then declared by the European Council as the Year of the Environment. Environmental education was globally acknowledged when the UN Conference on the Human Environment held in 1972, in Stockholm, Sweden, affirmed that environmental education must be utilized as the key to address environmental issues all around the world. The United Nations Education Scientific and Cultural Organization (UNESCO) and the United Nations Environment Program (UNEP) generated three major declarations that have guided the course of environmental education. These were namely the Stockholm declaration, the Belgrade charter and the Tbilisi declaration. The Stockholm declaration: The Declaration of the United Nations Conference on the Human Environment took place between June 5th and June 16th of the year 1972. The document, consisting of 7 proclamations and 26 principles, was created in order to inspire and guide the people of the world in the preservation and enhancement of the human environment. The Belgrade charter was held in October of 1975. This agreement was the product of the International Workshop on Environmental Education which was held in Belgrade, Yugoslavia. The foundation of the Belgrade charter was the Stockholm Declaration which was improved upon by goals, objectives and guiding principles of environmental education programs which included the general public. The Tbilisi declaration of October 1977, noted the unanimous accord in the important role of environmental education in the preservation and improvement of the worlds environment, as well as in the sound and balanced development of the worlds communities. (Tbilisi, 1977). The Tbilisi declaration not only rationalized and elucidated the Stockholm declaration and the Belgrade charter but also included new aims and objectives as well as guiding principles of environmental education. Later that year, the Intergovernmental Conference on Environmental Education in Tbilisi, Republic of Georgia accentuated the responsibility of Environmental Education in the conservation and development of the environment as a whole on a worldwide level. The importance of sustainable development was established in the year 1987, when the World Commission on Environment and Development published the Brundtland Report. This report, also known as Our Common Future, enlightened the concept of sustainable development in which the protection of the environment and the economic growth were regarded as interdependent notions as well as the concept of social equity. According to the Brundtland Report, sustainable development implies meeting the needs of the present without compromising the ability of future generations to meet their own needs (Brundtland, 1987). In 1992, the United Nations Conference on Environment and Development which took place in Rio de Janeiro, Brazil, supported and embellished the goal of obtaining sustainability. This was achieved by means of international agreements made on climate variation, woodland and biodiversity. One of the most significant aspects of the Rio Earth Summit, was Chapter 36 of Agenda 21; the fulcrum of our current environmental sustainable development. Agenda 21 focused on reorienting education towards sustainable development; increasing public awareness; and promoting training. (Chapter 36, Agenda 21). Agenda 21 discards the view of the environment as a detached system and stresses the perspective of the environment as a holistic approach incorporating our surroundings as well as our existence, making use of nature and its resources. Another crucial step forward in sustainable development was held in 2002 by the United Nations Commission; the Johannesburg Summit in Johannesburg, South Africa. This summit brought together tens of thousands of participants to focus the worlds attention and direct action towardà ¢Ã¢â€š ¬Ã‚ ¦conserving our natural resources in a world that id growing in population, with ever-increasing demands for food, water, shelter, sanitation, energy, health services and economic security. (Johannesburg Summit, 2002). In 2005 the National Environmental Education and Training Foundation held the first National Environmental Education Week between the10th and 16th of April. Later that year, the Centre for Environment Education held the Education for a Sustainable Future Conference in Ahmedabad in India. Over 800 learners, thinkers and practitioners from over 40 countries attended and established the Ahmedabad Declaration on education for sustainable development. Environmental Education has long been considered as a crucial aspect of our existence. It is an international concern which has brought and has yet to bring all the nations together striving to reach one important goal, one which gives the interdependency of the environment and that of organisms, including ourselves, the major precedence they deserve. 1.2 Philosophy of Environmental Education Environmental education comprises several unique philosophies where each has its own objectives. However, the disciplines overlap in purpose and philosophy of environmental education. The two main disciplines of environmental education are that of outdoor education and that of experiential education. Outdoor education refers to learning in, for and about the outdoors. It is a means of curriculum extension and enrichment through outdoor experiences (Hammerman, 1980, p. 33). Through outdoors experiences, environmental education may be taught or enhanced. Experiential education is a process through which an individual assembles knowledge, skill and value from direct experiences. Learning about the environment, being an outdoor or experiential education, is a way of teaching a person to love the Earth. Through this means, a person enhances his awareness and appreciation of the natural environment as well as learns skills in order to improve his life in the outdoors and learns relationships among the inhabitants. Moreover, the person has learned how to learn and can thus make his own decisions on how to care for the land. This great achievement is called environmental literacy. Thus, education becomes empowerment, where the individual can master complex skills and important decision making which are not affected by todays changing society. 1.3 Roles, Objectives and Principles of Environmental Education The Tbilisi Declaration, held in 1977, was the worlds first intergovernmental conference on environmental education. It was organized by the United Nations Education, Scientific and Cultural Organization (UNESCO) in cooperation with the U.N. Environment Programme (UNEP) The declaration accentuated the important role of environmental education in the conservation and development of the worlds environment, as well as the sound and reasonable improvement of the worlds communities. The Roles, Objectives and Characteristics of Environmental Education as laid out during the Tbilisi Declaration as well as the two recommendations of the Conference are: The Conference recommends the adoption of certain criteria which will help to guide efforts to develop environmental education at the national, regional, and global levels: Whereas it is a fact that biological and physical features constitute the natural basis of the human environment, its ethical, social, cultural, and economic dimensions also play their part in determining the lines of approach and the instruments whereby people may understand and make better use of natural resources in satisfying their needs. Environmental education is the result of the reorientation and dovetailing of different disciplines and educational experiences which facilitate an integrated perception of the problems of the environment, enabling more rational actions capable of meeting social needs to be taken. A basic aim of environmental education is to succeed in making individuals and communities understand the complex nature of the natural and the built environments resulting from the interaction of their biological, physical, social, economic, and cultural aspects, and acquire the knowledge, values, attitudes, and practical skills to participate in a responsible and effective way in anticipating and solving environmental problems, and in the management of the quality of the environment. A further basic aim of environmental education is clearly to show the economic, political, and ecological interdependence of the modern world, in which decisions and actions by different countries can have international repercussions. Environmental education should, in this regard, help to develop a sense of responsibility and solidarity among countries and regions as the foundation for a new international order which will guarantee the conservation and improvement of the environment. Special attention should be paid to understanding the complex relations between socio-economic development and the improvement of the environment. For this purpose, environmental education should provide the necessary knowledge for interpretation of the complex phenomena that shape the environment, encourage those ethical, economic, and esthetic values which, constituting the basis of self-discipline, will further the development of conduct compatible with the preservation and improvement of the environment. It should also provide a wide range of practical skills required in the devising and application of effective solutions to environmental problems. To carry out these tasks, environmental education should bring about a closer link between educational processes and real life, building its activities around the environmental problems that are faced by particular communities and focusing analysis on these by means of an interdisciplinary, comprehensive approach which will permit a proper understanding of environmental problems. Environmental education should cater to all ages and socio-professional groups in the population. It should be addressed to (a) the general nonspecialist public of young people and adults whose daily conduct has a decisive influence on the preservation and improvement of the environment; (b) to particular social groups whose professional activities affect the quality of the environment; and to scientists and technicians whose specialized research and work will lay the foundations of knowledge on which education, training, and efficient management of the environment should be based. To achieve the effective development of environmental education, full advantage must be taken of all public and private facilities available to society for the education of the population: the formal education system, different forms of nonformal education, and the mass media. To make an effective contribution towards improving the environment, educational action must be linked with legislation, policies, measures of control, and the decisions that governments may adopt in relation to the human environment. The Conference endorses the following goals, objectives and guiding principles for environmental education: The Goals of Environmental Education are: To foster clear awareness of and concern about, economic, social, political and ecological interdependence in urban and rural areas; To provide every person with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment; To create new patterns of behavior of individuals, groups and society as a whole towards the environment. The Categories of Environmental Education Objectives are: Awareness: to help social groups and individuals acquire an awareness and sensitivity to the total environment and its allied problems. Knowledge: to help social groups and individuals gain a variety of experience in, and acquire a basic understanding of, the environment and its associated problems. This is of utmost importance as the more people learn about their surroundings, the more they will tend to care about it. (Kriesberg, 1996). Attitudes: to help social groups and individuals acquire a set of values and feelings of concern for the environment and the motivation for actively participating in environmental improvement and protection. Reinforcing this category, the attitudes of children are a major focus of many environmental education programmes. (Eagles and Demare, 1999). Skills: to help social groups and individuals acquire the skills for identifying and solving environmental problems. Participation: to provide social groups and individuals with an opportunity to be actively involved at all levels in working toward resolution of environmental problems. Education needs to go beyond information and awareness to include behavioural change. (Niedermeyer, 1992). Moreover, all serious environmental education aims to motivate individuals to take responsible action. (Bogner, 1998). Guiding Principles Environmental Education should: Consider the environment in its totality-natural and built, technological and social (economic, political, cultural-historical, ethical, esthetic); Be a continuous lifelong process, beginning at the preschool level and continuing through all formal and nonformal stages; Be interdisciplinary in its approach, drawing on the specific content of each discipline in making possible a holistic and balanced perspective; Examine major environmental issues from local, national, regional, and international points of view so that students receive insights into environmental conditions in other geographical areas; Focus on current and potential environmental situations while taking into account the historical perspective; Promote the value and necessity of local, national, and international cooperation in the prevention and solution of environmental problems; Explicitly consider environmental aspects in plans for development and growth; Enable learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences; Relate environmental sensitivity, knowledge, problem-solving skills, and values clarification to every age, but with special emphasis on environmental sensitivity to the learners own community in early years; Help learners discover the symptoms and real causes of environmental problems; Emphasize the complexity of environmental problems and thus the need to develop critical thinking and problem-solving skills; Utilize diverse learning environments and a broad array of educational approaches to teaching, learning about and from the environment with due stress on practical activities and first-hand experience. Approaches to Environmental Education The ultimate aim of environmental education is to aid society in becoming environmentally knowledgeable; moreover, it endows people with the necessary skills and dedication for working, both individually and collectively, towards achieving and/or maintaining a dynamic equilibrium between the caliber of life and that of the environment. There are several approaches towards environmental education, especially when dealing with young children, all enclosing the same aim. However the basis of each approach to environmental education encompasses education about, through and for the environment. Education About the Environment The concept of education about the environment simply entails unveiling and divulging knowledge about our surroundings. The more a person becomes aware of his environment the more he can grow to appreciate it and thus make use of its resources in a sustainable way. As Dr. Ken Gilbertson clearly stated, Environmental Education is a means to teach a person to love the Earth. It is not proselytizing but providing a basis for comprehending complex social and natural/physical connections. (Dr. William Fleischman, 2010). Learning about the environment leads to a progression from awareness to action, a progression mirrored in the objectives set forth by the Tbilisi Declaration, to maintain responsible environmental behavior and a sustainable future. (Dr. Julie Ernst, 2010). Education Through the Environment Education through the environment implies utilizing the surrounding ambient itself as a resource for the educational purpose. The environment itself is the most effective and readily available tool for environmental education. Activities which take place outdoors are of utmost importance especially with the younger generation which tends to learn more through direct observation and experience. Appreciation of our surroundings is not something that could be learnt merely in a classroom, but requires an investment of time spent in the presence of nature, energy and reflection (Miles, 1991 p.6). Outdoor activities are also beneficial for ones peace of mind as nature itself has the power to instill serenity upon ones being, leading to a greater appreciation of the environment. In addition, outdoor ecology programs may influence a childs attitude and behaviour towards a more positive direction, provided that it takes place for an adequate amount of time. (Bogner, 1998). As Rachel Carson once said, If a child is to keep alive his/her sense of wonder, he/she needs the companionship of at least one adult who can share it, rediscovering with him or her the joy, excitement and mystery of the world we live in. Environmental education encourages us to constantly rediscover that sense of wonder and bonds people and communities with the natural world. When learning about the environment, one must take into consideration all its aspects, including that of the built environment. Equilibrium should be achieved between the natural and social world in order to reveal real life situations and real issues and concerns, providing the opportunity to analyze the local environment as well as introduce the idea of environmental responsibility. 1.4.3 Education For the Environment Education for the environment encompasses the growth of a knowledgeable person into a motivated, responsible, caring individual, who seeks to take accountable action in order to maintain and nurture a sustainable environment. Environmental education endeavors to improve upon environmental ethics which would result in the advancement of the caliber of life on Earth. Knowledge is of fundamental significance if one is to develop a sense of understanding and appreciation about his or her surroundings. However knowledge is only the first step and should always be followed by deed. Actively involving people, especially children, in their communities and in finding solutions to local environmental problems, encourages ones heart to become more active at a global level. As Hewitt precisely stated in 1997, Knowledge alone cannot influence the protection of the environment. It is mostly through hands on experience that an individual is able to fully comprehend the value of our environment and develop a sense of compassion towards it. By directly involving young people in environmental activities, they are being encouraged to evaluate their own individual impact on the well being of their surroundings as well as apprehend that along with others, we all affect the environment and thus let it be in a constructive comportment. 1.1.4 Games in Environmental Education Any form of education should always incorporate an enjoyable aspect, one in which the attention of the individuals involve is captured and maintained, making the learning experience more effective. Environmental education could also be taught in a pleasurable manner. This could be done by the use of many games and activities which not only challenge the participants but also encourage the children to act on the knowledge they have obtained and become actively involved in the care and maintenance of the environment as a whole. Playing games was thought of as a fundamental part of learning by many learning theorists including Piaget who strongly believed that games are an indispensable aspect of an individuals development of intelligence. The additional advantage of playing games is that children become central to their own learning and a deviation from the normal teaching methods would ensure that every child is given the opportunity to participate and expand his or her skills in the concerned area. 1.4.5 Environmental Problems When a child is presented with a relatively intricate quandary at an early stage in his or her life, and is asked to propose some sort of solution to the predicament which he/she might encounter, the child starts developing cognitive skills which are beneficial for life. Children should be exposed to environmental tribulations that occur in real life situations and should be guided to an appropriate and efficient solution. This was also one of the recommendations of the Tbilisi Intergovernmental Conference on Environmental Education in the following statement; à ¢Ã¢â€š ¬Ã‚ ¦environmental education should bring about a closer link between educational processes and real life, building its activities around the environmental problems that are faced by particular communities and focusing analysis on these by means of an interdisciplinary, comprehensive approach which will permit a proper understanding of environmental problems (UNESCO-UNEP 1978, Recommendation No. 1).

China and the WTO Essay -- Trade Agricultural Economy Economics Essays

China and the WTO Agricultural Challenges after its Accession to WTO Who is really benefiting from it? The membership of Taiwan Province of China in the International Monetary Fund and the World Bank in the early 1980s contributed to ending China’s isolation of its economy from the world. By 1986, China had started lobbying to be readmitted to the General Agreement on Tariffs and Trade after it had left it in 1949 when the People’s Republic of China was founded. As the result of 15 years of laborious negotiations, on December 11 2001, China officially became the 143rd member of the World Trade Organization, and while an economy as large as China can cause commotion for developing countries in the short run, it must also be noted that it should benefit China’s trading partners in the long run. While China transitioned from a centrally planned economy to a market-oriented one, its exports grew from $10 billion in 1978 to $278 billion in 2000, making it the sixth largest trading nation in the world (from the original 30th position it enjoyed in the 1970s). The trade-to-GDP ratio, (often called the trade openness ratio, is the average share of exports and imports of goods and services in GDP) increased from a 10% to about a 40% in the late 1990s. China’s inflows of foreign direct investment, which according to the IMF may lead developing countries to regard it as the private capital inflow of choice, reached $47 billion in 2000, second in size only to the United States. Because it’s inevitable that the inclusion of China to the global economy will lead to shifts in the world production, trade, investment and employment, there have been provisions in China’s Protocol of Accession to WTO (which requires resolution of ... ...Urban-rural Income Gap Li Shi, Yue Ximing http://www.caijing.com.cn/english/2004/040220/040220coverstory.htm China’s Agriculture: New developments since the WTO Entry Tan Xingyu, A.Lei www.china-pictorial.com Chinese Academy of Social Sciences CASS www.cass.net.cn Organisation for Economic Co-operation and Development, OECD http://www1.oecd.org/publications/e-book/92-2003-04-1-7294/C.2.1.htm International Monetary Fund, IMF What will WTO Membership mean for China and its trading Partners? Ramesh Adhikari and Yongzheng Yang http://www.imf.org/external/pubs/ft/fandd/2002/09/adhikari.htm Comrades or Competitors? Trade Links Between China and Other East Asian Economies. By Prakash Loungani http://www.imf.org/external/pubs/ft/fandd/2000/06/loungani.htm The American Society of International Law http://www.asil.org/insights/insigh13.htm

A Man with a Vision :: essays research papers

My search began with personal interest about a man by the name of Howard Coffin. I knew him as the founder of Pirates of the Spanish Main, a local organization that he established in 1931. His purpose in founding the club was to welcome dignitaries, promote the Golden Isles, and aid the community. As a member of the club today, I thought it might be interesting to trace the roots back to the founder. Little did I know, Mr. Coffin was much more than just the founder of a club. He was also a man with a vision, who made huge strides in developing much of the Golden Isles.   Ã‚  Ã‚  Ã‚  Ã‚  Mr. Coffin was born in 1873 and grew up on an Ohio farm, and in Ann Harbor, Michigan. He first discovered one of his visions while attending the University of Michigan. His vision was somehow to produce a low cost car, which would sell for less than a thousand dollars and that would attract a mass market. In 1902, Howard Coffin went to work for the Old Motor Works of Detroit, where he began his phenomenal career as an automobile builder. After the Olds Company decided to stay with their expensive car, he worked at other companies until he was finally able to achieve his dream. With the financial support of the Hudson Department Stores of Detroit, he invented the Hudson Car. The car was the first model of a four-cylinder roadster that sold for about $900.   Ã‚  Ã‚  Ã‚  Ã‚  The first visit that Mr. Coffin made to the coast of Georgia was in 1910 to attend the Savannah Road Race. Early automobile manufacturers liked to watch their cars perform, but also they made it a vacation trip. While attending the races and enjoying their vacation, Mr. and Mrs. Coffin fell in love with the beauty and history of the Golden Isles of the Georgia coast. Since Mr. Coffin was well able to afford just about anything he wanted, he and his wife decided to purchase the 20,000 acres that made up Sapelo Island. They would have a place to vacation, a wonderful place to entertain, and a reason to return to the Georgia coast.   Ã‚  Ã‚  Ã‚  Ã‚  Howard Coffin’s real importance to Golden Isles history was in the vision that he had for development with the ongoing process of automobile roads. After the end of World War I, the sales of automobiles far surpassed the condition of roads for their travel.

Short Story Esay – on the Side Walk Bleeding

A short story in which a material object becomes important is â€Å"On the Side walk Bleeding† by Evan Hunter. With reference to the text I will identify the object and explain it's significance. In the opening paragraph the author gives a detailed description of a jacket which is worn by the victim of an attack. â€Å"The boy's name was Andy, the name was delicately scripted in black thread on the front of the jacket, just over the heart. On the back of the jacket it has the slogan ‘THE ROYALS'† this is the gang he is associated with. The Royals' are rivals to The Guardians. Being a Royal lead to Andy’s death. When he goes out for a pack of cigarettes he is violently assaulted by a member of The Guardians. The gang member said, with volume, â€Å"That's for you Royal! †. This tone insinuates that he had a vendetta with the gang as he emphasises the word ‘Royal'. If Andy wasn't wearing the Royal's jacket he wouldn't have been attacked. As the s tory progresses there are two young love birds strolling down the pavement. They duck into the ally where Andy lay after he'd been attacked. They didn't realise that Andy was only a few feet away. Freddie, one of the couple, saw Andy and knelt down beside him, that was when he had seen the jacket and said â€Å"He's a Royal. † The couple are afraid to help him in case The Guardians attack them. This further reveals the significance of the jacket; a material object which caused him to be targeted and is stopping people from helping him. When Laura, Andy's girlfriend, goes searching for him she find him in the ally, dead. He was found 58 minutes after he had been stabbed but before he bleed to death he mustered up all his strength to try and take his dreaded jacket off in the hope that someone would attempt to help him. The jacket meant fear to any one and everyone if he had managed to take it off before, he would have been saved but he didn't do it earlier. ‘A Royal, huh? were the first words the police officer said when he had found the jacket only a foot away from his cold body. Laura tried to tell him that his name was ‘Andy' but the officer only saw a Royal and nothing else. The jacket was a label and his identity was lost whilst he wore it. The significance of a material object in the text is important because it symbolises his dedication to the gang. This not only resulted in him being targeted; it made people afraid to help him and ultimately because of the jacket, he was left to die. Jamie Blair

Pe Paper

eMikiki Ellaine M. Bulanan 2011- 42642 Reaction opus dynamics festival 2012 (Thursday) For four wickednesss (September 25-28), the Department of pitying Kinetics held recital performances from different jump separatees of PE2. The undefiled show was conducted to demonstrate what the students gather in learned in their respective classes as well as for the entertainment of the full student body. During the 4th iniquity, a name of sections of line spring, modern terpsichore, belly dancing and street jazz danced their feet off flaunting their acquired experience of callisthenic techniques.And for a unit of measurement hour the entire show was filled with laughter, amazement, and pure entertainment. The performances consisted bulk of street jazz and modern dances. each(prenominal) group presented satisfactorily. Inevitably, some routines were less synchronized and their moves were non showcased well-enough. Thither were in addition moments when the movements and dance step lack power and distinction. However, these mishaps were the radical of comedy for the auditory sense rousing them much. In addition, it can be suggested that the other groups should demand chosen more appropriate mental strain accompaniment and costumes to liven up their exhibition.There was also a set of performers which obviously did not incorporate more original steps and seemed to postulate gotten their moves from an existing performance set up on the internet or a video somewhere. No matter what, the self-coloured show was very much entertaining. The comely cost of the ticket for that event was so much worth the spectacle. The students may have been busy since they also have academic works to attend to, still, they managed to take epoch to practice, choreograph and present their respective numbers. Mikki Ellaine M. Bulanan 2011-42642Reaction Paper Kinetics Festival 2012 (Friday) The final night of a week-long celebration of the Kinetics Festival was comprised o f various numbers from individual classes of Philippine Folk Dance, belly dance, line dance and tap dance. Following the previous nights, the full show lasted for a little more than an hour but received a very high count of audience compared to the others. The whole Baker Hall bowl was filled with students who were expecting to be entertained as well as support their unexampled man students who were tasked to display the knowledge taught during their PE sessions.For a stir up multiple performances from line dance class perked up the crowd with their witty acts. few members were really outstanding while thither were a few who seemed to have bury their beats. One group of dancers chose a very matching set of costumes which enunciate their rodeo rider theme. Tap dance may not be the most popular here in the country as yet the thumping which performed this specific routine did not cheat to entertain everyone. Their funky moves and style were unified very well.The only bell y dance number that night was very venturous and bold in terms of their movements and poses. The young women performing were really seductive in particular in their skimpy yet elegant sashes and ringing belts. Lastly, a count of Philippine folk dances wrapped up the night by exhibiting very solemn yet interesting moves which aroused the nationalistic views of the students. Their costumes were as colorful as the rich heathen heritage of the Filipinos. They were impressive that even though there were minor flaws on their in step, they still pull off the whole number.

An analysis of variations in style in comparison to Standard English Essay

1. IntroductionAs in e precise diction in that location argon many various set phrase in British side of meat. It has al slip personal manner been and continues to be a spoken language of dialects. W here(predicate)ver cardinal goes in England thither be rattling obvious differences among the ways in which bulk speak in una wish well places. This is lots a big shock for hoi polloi who harbor been gi existence standardized incline which is the manikin of face that is held to be correct in the intellect that it shows n unity of the regional or former(a)wise variations that atomic number 18 considered by whatever to be ungrammatical, or non-standard slope.Non- slope give lessons-kids catch surface SE at school and expect to translate incessantlyy incline person once they inscribe the country. and the position they l earn at school differs from the language which is cosmos speak in Britain. Of course, SE is utilize in the media and by public figu res, and then it has prestige status and is regarded by many as the more than or less desirable form of the language.1But the side do non speak like that lingual materiality is incompatible. Not more than all over the lyric poem which ar organism used sometimes differ from amount incline even the grammatical structures vary at times. This work tries to present the differences amongst received face which is creationness taught at German schools and the dialects which are spoken in England. Alto witnessher these federal agents cleverness lead to mistake situations at times. German school-kids could look haggle in England which they were t hoar non to pronounce in that way when they were information side of meat at school.Hughes and Trudgill2 speak of two ways of dealing with the paradox of native Britons non being able to speak their own language correctly. They engineer aside that for learners it is non relevant weather their hear correct slope or n on. The business which their are confronted with is to understand what they hear from the native speakers and which language- rollicks they potful adapt into their own speech. The second point they speak of is if that the conceit of correctness is not re altogethery useful or appropriate in describing the language of native speakers.3To take note those differences I will analyse German position books from a Orientierungsstufe4, literature about dialects in Britain as well as private sources. I will try to analyse the gap amidst German school slope an find attainable solutions for that problem.11At the beginning of my approach I will be presenting a selection of different explicates regarding their regional usage. In the followe point I will analyse measuring stick incline which is being taught in German schools and compare these offsprings with the tensionuates menti sensationd beforehand. After that I will summarize my approaches and try to find explanations as well as possible solutions.2. The master(prenominal) dialectsI want to start off with the presentation of the main(prenominal) dialects of the English language. For this I will adapt the Dialectology of Baugh5 who differentiates between normalityern, West nationals, eastern hemisphere Midlands and southerly. In Old English they were divided into Northumbrian, Mercian, West Saxon and Kentish6.Of course there are far more divisions of accents solely this would overtake the length of this piece of work. to boot, I will edgeinate cockney7 in my analysis.2.1. Northern EnglishThis dialect is overly knows as Geordie8. The Northeast battlefield contains the urban centres of Newcastle, Sunderland, Middlesborough and contiguous areas. Trudgill9 defines some of the best-known characteristics of the modern Northeast pronunciation which include the undermentioned. According to him the accent, as we check seen, does not hit the diphthongal pronunciations of the dour a vowel sound in made, gate, face that are more usual of the conspiracy of England, and the same is true of long o as in sauceboat, road, load.It tin faecal matter be defined as a certain kind of simplification. Instead of the touchstone English Combination of two vowels in boat but only one vowel is being used oo The same phenomenon basis be prepare indoors the pronunciation of names like made, which are not being sound out mid but simplified mehd.Trudgill excessively points out that terminology that birth al in the spelling are sound out with a vowel of the event ah, so that all is ahl and walk is wahk.A Geordie-joke makes this difference discharge in a unpaired way A non-Geordie doctor who asks his patient if he is able to walk makes the patient interprets as a query about work ans replies Wawk I layaboutnot even wahk yet11The second pop of the Northern area, the Lower North and Central North, covers, fit in to Trudgill, a too large area str etc.ing dismantle from Carlisl e to Sheffield and covering Cumbria, most of Yorkshire and parts of Lancashire. He points out that this dialect differs from the Northeast by not having ee in very. 10 An other(a) remarkable factor he mentions is that he Central North as well as contains a sub-area in which an interesting type of consonantal change takes place in certain conditions. What happens is that the balmy consonants b, d, g, v, z and j change to their gruelling counterpart p, t, k, f, s, and ch if they reach today before any of these same voiceless consonants.11 The causes E wood goh (He would go) and E woot coom (He would come). They would pronounce the expression I dont know like I doont noo.Another point is that this dialect is kind of like to the accent Indians or Pakistanis find when they give tongue to English. more of these dialectal features to a fault appear in their accent. These shared out features could be analysed in future for the Asian confederacy in Britain is increasing steadil y is growing. Which quarrel, expressions are being brought into English through them would be interesting to find out.2.2. West MidlandsThe central townsfolk for this accent is Liverpool. for the accent is very distinctive for this area called Merseyside. It has been mainly influenced by Irish immigrants during the nineteenth century. Hughes/Trudgill12 describe the Liverpool accent delineate several(prenominal) features of which I will be mentioning a few.1. a) There is no contrast between pairs of words like put and putt, both being sound out put.b) occurs in words like dance, daft etc. c) Words like book and cook have the vowel u2. Unlike in other sexual unionern urban accents (but in roughhewn with Newcastle), the final vowels of words like city and seedy is i3. A telling infrequency of glottal stop occurs.4. h is usually absent, but is sometimes present (him an her)5. The suffix -ing is in112.3. vitamin E MidlandsBased on own experience I pile say that one of the clea rest markers for the East Midland accent can be defined as a kind of parallelism to German which withal appear in the Liverpool accent at times. The word bus, for instance, is not being pronounced bas but bus. Here, the vowel u is being pronounced the same way as in German. The same phenomenon can be frame in words like. Another marker for East Midland accent is the pronunciation of the vowel combination oe like in shoes, where it is being changed to shz.Speakers in this area may even have short-change e at the end of words like coffeh13. Trudgill mentions a diagnostic sentence for this area Veri few cahs mayd it up the long ill.142.4. in the southern English some(prenominal) of these dialectal features of Southern English are uniform to the welsh accent. Trudgill states that the Bristol speech is famous for the presence in this accent of a phenomenon called the Bristol I. He explains that in the Bristol area, words such as America, India, Diana, Gloria are pronounced with a final I. Undoubtedly, outside(prenominal)ers would be kinda confused hearing words like Americal, Indial and Dianal. This feature might be a outcome of hypercorrection, correspond to Trudgill.15In the South the glottal stop is very common as a pronunciation of t which can be gear up in words like better, water, bet and what. This feature can also be found in Cockney or Midland areas. Trudgill mentions the diagnostic feature of the South are the lack of y in few, which differentiates it from all other English regions except the Northeast, although today h is cursorily being lost.16 He also notes that it a typical factor for East Anglia is the lack of distinction between the vowels of here and there, so that peer sounds like pair, here like whisker and deer like dare.172.5. CockneyCockney can be counted as a very special dialect because it can only be found amongst lot who break down in and around the capital of the United Kingdom area. Let entirely the name for this accent is special because it does not note directly to the region.11The term Cockney before stems from the mettles ages where it was applied to an effeminate person, simpleton or a particularly weak man from a town as opposed to a countryman who was regarded as tougher. In the 17th century the term changed and came to typify specifically a capital of the United Kingdomer.The six most tangency features of Cockney are181. r is pronounced only when followed immediately by a vowel-sound. So, in the demonstration below, no r is pronounced in flowers. (Some New England accents and Southern U.S. accents have this same feature.)2. h is usually omitted (home in the demonstration words) in self-conscious speech its articulated very strongly.3. l is pronounced only when a vowel-sound follows (so no l is pronounced in hole, etc.).4. Voiceless th is often, but not always, pronounced as f (breath, etc.).5. Voiced th is as well as often but not always pronounced as v (breathe, etc.) This feature is also found in Southern U.S. lower companionable descriptor speech.6. The long vowels are all diphthongs, as one can hear from the demonstration words. Notice curiously the difference between force etc. (spelled with r followed by a consonant, though the r is not pronounced) and poor etc. (spelled with r not followed by a consonant, though again the r is not pronounced).More examples for this would beprice proimother mawa piddling liou with a glottal stop in the gistnote no with a glottal stop at the endbowl baoCockney has another speciality. It consists of a special vocabulary which is called Cockney rhyming lingo. It has been evolving in the East End of capital of the United Kingdom since the sixteenth century. It is model to have originated from the seamen and s antiquatediers who used the capital of the United Kingdom docks, from the Gypsies who arrived in the cardinal hundreds, from the Irish residents and the Jewish faction and from all the other ethnic minorities whi ch have made up the population of the city.1911It is said to have started as a way for costermongers20 to communicate without letting their customers know what they were verbalize. The slang usually consists of two words, e.g. butchers defraud = look but sometimes only the start word is used in conversation.For example, someone might say I had a butchers at her barnet and her titfer pith I had a look at her hair (barnet fair) and her hat (tit for tat). One has to know, though, when to use the firm phrase and when to abbreviate. Another example Would you Adam and Eve it? I was on me Jack Jones when I saw me old china half inching a whistle from the market. Well, I aint no grass and hes borassic, so I unbroken me north and south shut.Translation Would you believe it? I was on my own when I saw my old teammate (friend) pinching (stealing) a suit from the market. Well, Im not a nark (informer) and hes stone-broke (got no money, hard up) so I kept my mouth shut.In the net profi t a on the whole dictionary can be found consisting of old and new Rhyming-Slang. The freshest contribution was the expression Becks and Posh for food. nutrient is also called nosh which rhymes with the nicknames of the famous David and Victoria Beckham, countrywide known as Becks and Posh21.This last example makes it clear that the rhyming slang does not have and economical reasons behind. It is more or less result of playing with words which the English are very fond of (for example in newspaper headlines). Additionally it is of course, the sense of togetherness, a kind of linguistic order by defining a secret language as a code of capital of the United Kingdom residents whereas this point, regarding the high gear population rate, refers more to small groups of people.3. measuring stick English English- learn in lower-saxonyEnglish has the status of a global language well-nigh everybody applying for a good pedigree needs to prove his or her English skills. The challenger is getting harder and harder. This is one of the factors leading to the current password whether to introduce English to schoolchildren at an even preceding age then 10. Some primary schools offer up this already. Another interesting fact is that more and more schools offer bilingual teaching. The Ricarda-Huch-Schule in Braunschweig, for instance, offers several subjects being taught in English to make the children learn both, biology and English, at once.11Like this English finds its way into our life in more and more ways. But coming back to education a problem arises. Of course, children cannot learn every single accent being spoken in England, so that is why there are set forms for the learning process. They are monovular to the language understood by the term of criterion English.Different then in Germany there cannot be found any accent-free regions in England. In similarity to that you can find unofficial figures which tell us that Hanover is most likely to be accent- free. type English, on the other hand, is more of an indicator for an upper social status, it can be seen as a class-dialect, owing its origin in the main not to geographical but to socio-economic causes. At the end it is instead a thin border between the English which is being taught at foreign schools and the English which is meant to cost poshness.Wakelin22 marks that a distinction must be made between Standard English, which is a dialect in use by educated speakers of English throughout the world, and Received orthoepy, which is the accent of English usually associated with a higher social or donnish background, with the BBC and the professions, and that most commonly taught to students learning English as a foreign language.23 So one has to clearly differentiate between Received Pronunciation (RP) and Standard English (SE).So, why is Standard English so different from the other accents then? Wakelin defines that Standard English is the sort of language used when communicati ng beyond the family, close friends and acquaintances, whereas dialect is nowadays often kept for intimate circles.24 So it can be seen as the most relevant English accent which can be understood everywhere and is compatible to every region in England.This type of English as being called normal English by Randolph Quirk25 is being taught children and adults all around the world. The following graphic tries to illustrate the violation which arises when both Standard English and regional accents clash.11People with different mother tongues learn English as their primary or as another foreign language. They all refer to the same Vocabulary, use the same grammar and expressions which have been set by the Standard English-norm.3.1. Comparison to English accentsThe chapter of English Sounds prepares the learning schoolchildren with the explanation that English words are often being pronounced differently than they are written and defines some words by using the phonetical alphabet.26I want to show the differences of Standard English and English accents by directly analyse several words to each other. Referring to the pronunciation I want to compare the word but which is being pronounced with a short u in South England and with a long oo in Northern England27 whereas schoolchildren learn to pronounce the word but with an 28?There is one area of England where the y sound has been lost as a result of a historical process. This can be found in words like beauty booty, music moosic and few foo29 and is probably sack to spread more with the years.11Whereas in foreign schools it is still being taught that music should be pronounced mjuzik30 and beautiful bjut?f?l31.The pronunciation of take out also differs. Camden Market teaches the children to pronounce it mlk32 but the pronunciation according to the modern dialectology says that in a large area of southeastern England this consonant has aquired a short oo-like vowel in fron of it, or, especially in London itself, has disappeared altogether, leaving only the oo behind.33 So in this case the word milk is being pronounced mioolk which is being defined as a kind of a recent change but bed cover rapidly through the country.Now shifting over to the less problematical field of lexical variations it can be said that there are several words with the same meaning but regionally fixed.Words like the Standard English term gymshoe are known as the general term but in England they have more expressions for that. In the southern region they are called plimsolls, in middle English they are called pumps and people living in and around Newcastle talk about sandshoes.34The word ear has also has different regional variations. In the North they talk about lugs and around Nottinghamshire one can also hear them talking about tabs. The easterly part of England also might use lug. Standard English, of course, only teaches ear.4. SummaryOn the whole it there is a big gap to be found between the English which is bei ng taught in schools and the English which is being spoken in England. My analysis makes it quite clear that several difficulties occur when a person who has been learning English for five years and thinks he is now prepared for the linguistic challenge in England.The reality is different, as my paper shows. There is nearly nobody who speaks accent-free English but on the other hand Standard English mixes into the accents more and more. The outrage of pure dialects is being mourned about in the whole country. The dialects are no longer pure, if they ever were, but contain a large mix of Standard English or pseudo-Standard forms, as Wakelin35 mentions. The main reason for this development might be the result of the following problem11In England is that people often get discriminated because of their language. The dialect is a clear social marker these days. Many countries have problem with racism, but in England people sometimes get discriminated against if they sound different.For exampleA Scouse accent refers to a very rough area and there are chances are that the speaker is a freebooterA Posh accent If people talk like this then they are supposedly educated, and can be trusted. Others would think your a rich person, and that your stuck up and you went to a boarding school.A Brummie accent If a person speaks like this, then chances are that people think he is stupid.A Geordie accent For some reason, the geordie accent is more comforting to southerners in England out of all the northern accents. Even though a Geordie can live in just as much a rough area, than a scouser if not rougher.A Yorkshire accent There is a saying about this dialect called Yorkshire born, yorkshire bread, thick in the outgrowth and thick in the head?A Cornish accent If somebody dialogue like this most people think they are a farmer.The moment of accents and their cultural and social associations is well represented in films and on television in Britain. The critically acclaimed 19 64 data file My fair Lady based on George Bernard Shaws 1912 play, Pygmalion is often referenced in linguistic discussions as a example of how social class and accent were, and are still, inextricably linked in Britain. everyplace the past years, numerous television series have also provided viewers with a glimpse of the lives and accents of the Cockney population of London. The Cockney English section talks more about the current, very popular long running television series EastEnders.This opposes my supposition that Standard English might not be the chasten form to teach people English or should only form the basis of the linguistic education. The fact that the dialects are slowly dying and Standard English is spreading all over the world questions this. Additionally, more and more immigrants from mainly the Asian region stupefy in a new Standard English which I have been mentioning in point 2.1.At the end, I would say that English language teaching should be more concerned abo ut real life and the real speech avoiding throwing the young learners into a cold pool when they enter the country.11A possible solution for this could be to strengthen the bonds of foreign relations between schools. Pen-friendships and school-exchanges could provide the basis of a more reality-based teaching which would undoubtedly also have the effect of arousing the childrens enthusiasm of learning English.5. litBaugh, A.C. A History of the English Language, p. 235Davis, Lawrence M. English Dialectology. atomic number 13/USA 1983, p. 8Edelhoff, Christoph (Hrg.) Camden Market. Hannover 1998, p. 146Hughes, Arthur and Trudgill, puppet English Accents and Dialects, London 1996. p. 1Trudgill, shaft of light The dialects of England. Oxford 1990, p. 51Wakelin, Martyn F. English Dialects. An Introduction. London 1977, p. 5Quirk, Randolph The Use of English. London 1962, p. 95Internethttp//www.cockneyrhymingslang.co.uk/http//www.derek.co.uk/cockney.htmhttp//www.geordie.org.uk/http//ww w.phespirit.info/cockney/http//www.usingenglish.com/glossary/standard-english.html1http//www.usingenglish.com/glossary/standard-english.html2Hughes, Arthur and Trudgill, bastard English Accents and Dialects. London 1996, p. 13s. a.4Orientierungsstufe Westhagen/Wolfsburg5Baugh, A.C. A History of the English Language, p. 2356Davis, Lawrence M. English Dialectology. Alabama/USA 1983, p. 87Most common accent in and around London8http//www.geordie.org.uk/9Trudgill, Peter The dialects of England. Oxford 1990, p. 6710Trudgill, Peter The dialects of England. Oxford 1990, p. 6711see above12Hughes, Arthur and Trudgill, Peter English Accents and Dialects. New York (1996), p. 9213Trudgill, Peter The dialects of England. Oxford 1990, p. 7114see above, p. 7215see above, p. 7316see above, p. 7217see above, p. 7418http//www.derek.co.uk/cockney.htm19http//www.phespirit.info/cockney/20= street and market sellers21http//www.cockneyrhymingslang.co.uk/22Wakelin, Martyn F. English Dialects. An Introduct ion. London 197723Wakelin, Martyn F. English Dialects. An Introduction. London 1977, p. 524Wakelin, Martyn F. English Dialects. An Introduction. London 1977, p. 525Quirk, Randolph The Use of English. London 1962, p. 9526Edelhoff, Christoph (Hrg.) Camden Market. Hannover 1998, p. 14627Trudgill, Peter The dialects of England. Oxford 1990, p. 5128Edelhoff, Christoph (Hrg.) Camden Market. Hannover 1998, p. 14629Trudgill, Peter The dialects of England. Oxford 1990, p. 5730Edelhoff, Christoph (Hrg.) Camden Market. Hannover 1998, p. 17931see above, p. 17332see above, p. 17833Trudgill, Peter The dialects of England. Oxford 1990, p. 6034see above, p. 10235Wakelin, Martyn F. English Dialects. An Introduction. London 1977, p. 5