Analysis Of The Poem Mont Blanc - 912 Words

Percy Shelley opens his poem, â€Å"Mont Blanc† by noting how imperative the human mind is in regard to nature. The first few lines establish a relation that is essential to all life. With these lines alone, Shelley is pulling from many of the inclinations made by William Wordsworth in his poem, â€Å"Tintern Abbey†. There is however an expansion made on Wordsworth’s affections toward nature and its aweing power; while Shelley agrees that there is only a small amount of those who can truly grasp the full intention of what the natural world teaches, he largely finds nature in defiance with man’s own predilections and perceptions regarding its behavior and influence. â€Å"Mont Blanc† seeks out nature’s sublime instead of its lovely and simplistic benevolence. In some ways, â€Å"Mont Blanc† is a deeper examination and deconstruction of what â€Å"Tintern Abbey† constructs as a beautiful but surface level and thus shallow percepti on of what nature is capable of at its most powerful, and then asks how that influences the creative human mind. Both poems assert in their own ways that we are indelibly at the mercy of learning from nature and bending to its influence. Our five senses allow us to experience it, but more than that we also receive emotional stimulation as well. â€Å"Tintern Abbey† achieves an essence of the sublime by memory sustained and perfected through the combined power of the human mind (especially one of poetic fancy) and nature’s beautiful force—something of meditation. WordsworthShow MoreRelatedShelleys Mont Blanc: What Is the Mountain Outside of the Mind?1021 Words   |  5 PagesPercy Shelley encountered in Nature a phenomenon which for him recreated the clear, cognizant thinking unlocked only in dreams. His excursion to the valley of Charmonix in the south of France resulted in the awe inspiring sight of Mont Blanc actively challenging his knowledge of the limits of the human mind, allowing a murky idealism inspired by the philosopher David Hume to come to the forefront of his writing. He questioned outright whether the mountain, or at least his interpretation ofRead MoreCreativity in Advertising15483 Words   |  62 Pagesadvertising campaign. In this case, a joint meeting of executives of the company and advertising agency is arranged to review the present marketing position of the company, with reference to: * The product. * The Consumers. * The Market Analysis. * The Competitive situation. In addition, special marketing problems faced by the company will be reviewed. This type of joint study prepares faced background for planning advertising campaign which is likely to give promising results. Detailed

Is Todd Haynes s 2015 Film Carol Essay - 2231 Words

In light of the recent election putting a man with questionable morality in the powerful seat of President, many in the lesbian, gay, bisexual, and transgender community are fearful of the repercussions this will cause. According to the Southern Poverty Law Center, â€Å"867 cases of hateful harassment or intimidation [were reported] in the United States in the 10 days after the November 8 election†, and swastikas adorned people’s cars and homes in angry graffiti, accompanying words such as â€Å"white power† and â€Å"fag†, â€Å"he she† and â€Å"die† (Yan). While the American legal system has come a long way in granting the homosexual community their natural rights, the present climate gives many a fear that things will go back to the way they were before, with homosexuals being oppressed and persecuted for simply loving who they love. One film that looks back upon the American repression of homosexuality is Todd Haynes s 2015 film Carol, a 1950’s period piece telling the tale of two lesbian lovers who face many conflicts on the path of being together. Therese, a worker at a department store in Manhattan known as Frankenburg’s, meets a mysterious woman, Carol Aird, when she is shopping for a Christmas present for her daughter. Currently going through a nasty divorce from her husband, Harge, Carol is threatened with having her daughter ripped away from her. Harge’s lawyer cites a â€Å"morality clause† that would take parental rights away from Carol because she is homosexual. Therese also faces herShow MoreRelatedSexuality In Carol As Portrayed Through Mise-En-Scene And Cinematography1769 Words   |  8 PagesSexuality in Carol as Portrayed through Mise-en-Scà ¨ne and Cinematography In Todd Haynes’s Carol (2015), silver bells and tinsel cover the walls and shelves of Frankeberg’s department store in the scene where main characters Carol (Cate Blanchett) and Therese (Rooney Mara) first meet. Through swarms of busstling holiday shoppers, Therese’s timid gaze lands on Carol - a strikingly beautiful, sophisticated, and self assured woman. As Carol’s gaze meets Therese’s, viewers sense an undeniable attraction

Administrative thought and ethics free essay sample

1. According to Michael Spicer’s book, The Founders, the Constitution, and Public Administration, why should public administrators concern themselves with constitutional theory and the worldview of the Founders? Public administration needs to be made legitimate yet this has not been possible due to the gap between the implied values of public administration and the constitution’s assumptions (Rosenbloom, 2003). Public administrators thus need to concern themselves with constitutional theory and worldview of the founders so as to be made legitimate. Earlier, founders did not have much to say with regard to public administration. This has changed and some of the authors like Rohr John (1986), have even sought legitimacy for the administrative state in the views expressed by the founders and have argued that it is possible for an energetic and active administrative state to be justified based on founders’ writings (Spicer, 1995, pp. 5-6). It is further argued that the founders’ idea of separating powers was consistent with the blend of judicial, legislative and executive powers found in most administrative agencies. We will write a custom essay sample on Administrative thought and ethics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The founders’ work is in fact seen as an empowerment to modern public administrators in playing a constitutional role that is independent. As noted by Rohr, the administrative state is a credible expression of the order of the constitution predicted in the argument of the great public during the time the republic was being found (Spicer, 1995, p.6). The attempts to make legitimate a considerable role of the constitution for public administration with regard to the founders’ thoughts are understandable. Through the constitution, the rules by which the public affairs of Americans are conducted are established. Public administration thus has to be defined in a way that is consistent with such rules for it to be viewed as legitimate (Spicer, 1995, p.7). It is for this reasons that the public administrators need to concern themselves with constitutional theory and worldview of the founders. 2. According to Spicer, what would an anti-rationalist approach to public administration look like? In other words, what implications does the anti-rationalist perspective hold for public administration issues such as administrative discretion, power, and the role of citizen participation? Among other beliefs, the antinationalist view holds that human affairs are way too complex and thus unpredictable to be comprehended and controlled. In the same vein, it is argued that the matters of a whole community cannot be controlled. Holding such a view would throw public administration into a total confusion because no cooperation can exist between individuals with conflicting interests (Spicer, 1995, p.20). Everyone will be going after their own interests thus a difficulty in running any form of administration. To limit the human conflict, government plays a major role by enforcing rules, yet this view holds that the same government is not so much an instrument of reason but of group and individual interests and passions. There is thus need for rules to restrain the government yet it is the government to enforce rules (Spicer, 1995, p.21). The role of reason is completely lost if public administration is viewed from the anti-rational view. It would also not be possible to maintain any social order and the help of experts would not be sought because of the anti-rational view that they may pose a danger due to their constricted vision of what knowledge is made up of (Spicer, 1995, p.21). Public administration would not even be possible if the anti rationalist approach was to be followed. 3. According to Spicer, from the perspective of the anti-rationalist worldview what are the principle characteristics associated with an ethic of administrative discretion? The rights of the constitution have to be connected to man’s interest as this would help control any attempts of abuse by the government, which in essence reflects human nature. Depending on people would thus be used as a way to control the government (Madison, 1788). Tradition and custom are important in public administration. Administrators cannot ultimately handle all the matters of a society or community because of the complexity of the matters of the individuals involved, some of whom are unknown to the administrators (Spicer, 1995, p.20). Administrators also need to know that individuals under them may not necessarily agree with certain things in the administration (Spicer, 1995, p.20). Â  The anti-rational view holds that adhering to rules has to be based on moral habits and sentiments and not on reason and that modifications should be made with caution and be on the basis of experience and tradition and not on abstract principles (Spicer, 1995, p.22). Society needs to be guarded against oppression of their rulers as well as from injustices by other parts of the society (Madison, 1788). Political power, irrespective of its source, should be checked thus the need for public administration to be in line with the constitutional design of the founders (Rosenbloom, 2003).

Students Language Skills Project

Introduction The present paper is one of the steps in a pedagogical grammar course. The purpose of the present project is to carry out a collaborative project with ESLA students on the improvement of their oral and written grammar skills in using English according to their linguistic objectives.Advertising We will write a custom term paper sample on Students Language Skills Project specifically for you for only $16.05 $11/page Learn More There are a considerable number of approaches to study and improve grammar skills, with Willis (1994) proposing the lexical approach to studies, Chalker (1994) stressing the need for designing a pedagogical grammar approach, and Givon (1993) underlining the evolutionary, biological nature of grammar in a language. Due to the growing body of research on the issue of grammar proficiency and processes involved in grammar acquisition, the project is aimed at showing which approach to grammar improvement is the most viable, a nd how well students respond to the applied, narrow approach to grammar acquisition. The project is intended to have three parts: the first stage will involve a careful diagnosis of the actual grammar skills ESLA students participating in the project have at the moment of starting the study. The second stage will involve treatment of the grammar skills of the chosen participants. Finally, the third stage will include the assessment of students’ progress in grammar improvement. To be more precise, the diagnosis stage will include meeting with students, making records on the peculiarities of their grammar usage, understanding and application during the oral and written usage of English. Further on, the errors they make in the course of speaking and writing in English will be categorized and analyzed in the theoretical lens, with the final evaluation of decisions on language improvement. The stage of treatment will include the implementation of decisions on improvement made at t he phase of diagnosis, and the treatment stage will be a practical course on error elimination and growing grammar awareness. Upon the completion of treatment sessions, the level of understanding and improvement by ESLA students will be assessed. Methodology Qualitative analysis techniques have been chosen for the present study. The present type of research is commonly used for the language proficiency studies in the field of ESL studies, grammar in particular. The choice of qualitative tools for analysis was dictated by the general preference of the present type of research by scholars in the field.Advertising Looking for term paper on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More For example, Swain and Lapkin (2007) used the quantitative analysis of lexical units employed by a student called Neil to show the distributed nature of language acquisition through interaction with the immediate environment, and Leech (1994) employed the qualitative analysis techniques to show the propriety of situational deviations and alterations in the learner’s grammar to suit the unique needs of students. Givon (1993) proposes a pedagogical grammar that would generate teaching strategies and uses the qualitative techniques to which extent alterations are permissible etc. Participants. The overall sample chosen for the present project consists of four respondents. Their names are Roxas, Emittee, Laura, and Ester. Two of them come from China; one comes from Macau, and the last one – from Hong Kong. They are all aged from 17 to 19, representing a segment of young learners. The studies in which they were and are engaged are diverse, having such majors as chemistry, business, economics, and marketing. As for the gender distribution, two of them are male, and two are female. Each of them has a 1300 ESL level of language proficiency. This means that according to the CAEL grading scale for evaluation of ESL studentsâ €™ written and oral works, they generally fall within the third category, having no native-like facility of English, but at the same time having no error-laden syntax and morphology (CAEL Assessment, 2010). Identification of the learners’ goals in studying English in Canada is of central importance in the design of the methodology for the present project. The goals of Roxas are not clearly articulated because coming to Canada was not his initiative, but his parents’ one. Therefore, he feels many complications in speaking and learning English, and the fact that Canadians often do not understand him is also highly discouraging. Emittee has a much clearer goal because he is motivated to get a Bachelor’s degree in Canada and get back to his parents in China, helping them with their business. Laura’s goals in learning English are much higher as she is interested not only in getting a Bachelor’s degree in Canada, but in remaining to live and work the re.Advertising We will write a custom term paper sample on Students Language Skills Project specifically for you for only $16.05 $11/page Learn More Finally, Ester is not clearly defined about where she wants to stay after the completion of the Bachelor’s course, but she is clearly interested in obtaining a good grade to have an opportunity for living both in China and in Canada. Data Collection. The data collection step of the project was conducted by means of meeting with the respondents and offering a set of written and oral tasks for them to accomplish. Generally, there have been four meetings conducted in the course of data collection, in the course of which the students performed oral tasks recorded by the researcher, and written tasks completed with the help of a questionnaire designed specifically for the present project. The oral tasks performed by students included conventional talks about their experience in learning English, about the ir background, and the problems in learning English they were consciously aware of. Some respondents were able to reflect about the interview and about the purpose and process of studies in general. The written tasks included three open-ended questions asking students to reflect on their attitude to the English classes, the purposes of their partnership with MA students, and the learning and cultural experience they gained in the course of studies. Data Analysis. The data analysis procedures for the present research are designed to fit the CAEL scale of error classification designed specifically for the category of ESL learners with differing levels of English proficiency, being far from native-like, but at the same time fairly correct for the conventional studies and communication needs. This scale involves the careful study of the oral and written statements respondents made in the course of meetings with the researcher, and identification of errors students made in them. The erro rs are generally classified into six categories.Advertising Looking for term paper on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More The first four involve the noticeable and distracting ones (such as deletion of grammar morphemes, deletion of function words, agreement errors, and errors in diction), while the remaining two pertain to syntactic errors and semantic errors. These two categories made statements illogical or vague, which may seriously impair or prevent the measure of understanding for the native speakers. The measure of all six categories’ presence in the oral and written speech of respondents will be measured and coded in correspondence with frequency of their occurrence. Additional criteria for the evaluation of oral respondents’ statements have also been taken into account in the process of designing the methodology for the present research. For this reason not only grammar and semantic mistakes are to be considered in the present assessment, but the cohesion of structure as well. To ensure completeness and accuracy of evaluation, the researcher has included such CAEL categories as f low, focus, support, and style (CAEL Assessment, 2010). To assess the cohesion of written statements, the research methodology includes evaluation according to such criteria as evaluation of content (thesis statement, essay map, adherence to the map, explication of ideas relating to the thesis, and presentation of claims, data, and warrants) and evaluation of organization (complexity of sentence structure and horizontal organization units)(CAEL Assessment, 2010). Results Introduction As one can see from the previous sections, it is possible to keep track of the grammar skills and errors of ESL students in order to propose a sufficient way for intervention and correlation of the students’ capabilities at a given moment with the potential they have during involvement in ESL studies. A teacher can do this, but in order to provide the consistent assessment and intervention, one has to be firmly decided on the targets and concepts of the intervention. The clear idea of what gramma r is for the teacher and for students, as well as how this level of knowledge may be achieved due to their mutual effort, is vital for the whole course of evaluation and grammar intervention for ESL 1300 students. The present work is aimed at showing the ways to diagnose students’ grammar skills, and to offer a comprehensive intervention mechanism to raise the level of respondents from 1300 to 1900, which means proficiency in contextual thought reflection. However, no empirical intervention can be suggested without a sound set of students’ target abilities against which diagnosis and intervention decisions will be made. The decisions on target abilities of students have been elicited as a result of literature review dedicated to the estimate of the role of grammar in the overall ESL process. Target abilities of students When initiating the present project, I was personally interested in introducing the communicative approach to studying grammar. The reason for this cho ice is the prevalence of opinions on the need for the target language to fulfill the communicative goals of learners; therefore, the main target ability chosen was to enable Chinese students to voice their ideas in a manner understandable for the native speakers. The choice of other target abilities was preconditioned by the literature on which I relied in making up my theoretical framework of grammar and grammar teaching. I believe that the lexical approach to studying is highly efficient, since it offers a great set of possibilities for students to explore such complex grammar units as passive voice, conditionals, and reported speech. Some other key abilities of students I am aiming at are: complexity of gradience in English such as the distinction between ‘almost’ and ‘nearly’, the verbs ‘to appear’ and ‘to seem’ etc. The difference between the ‘s genitive and the of-construction is also a subject of concern. Finally, the choice of the communicative approach to studies in grammar is explained by the dominance of communicative functions of the target language (as it has already been mentioned), hence arguing that a language is a living organism and should be perceived as evolving in response to the needs of speakers, grammar rules included. I follow the research of Chalker (1994) to derive the concept of target abilities from the learner’s grammar, which means the measure of successful accomplishment of the speaker’s communicative goals. The syntactic significance for the proficiency in English grammar is also of high importance to me in my grammar teaching classes. Eliciting the collective image of target abilities from the present review, the ability to fulfill the communicative purposes of language has been taken as the major target ability. Construction of properly structured sentences (which means clear understanding of the English syntax) also appears of utmost importance as target ability, as it affects the native speakers’ understanding seriously as well. Passive voice, conditionals, and reported speech are taken as target abilities in accordance with the ideas of Leech (1994), and the subject-predicate agreement and usage of prepositions appear significant from the CAEL evaluation scale. These target abilities will be reviewed according to their presence in the respondents’ speech and writing for the sake of arriving at generalized conclusions about the nature of errors and their causes, as well as ways of improvement, in the end of the research. Diagnosis of grammar ability and problems Since there were two types of assignments with which students were entrusted, it is appropriate to define the mistakes and grammar abilities that students revealed during the four meetings and discussions, and then elaborate on the underlying causes that form the current abilities and challenges for them. For the sake of coherence of the result representation , the sub-topic of implicit and explicit knowledge reflected in the students’ responses is researched on the findings from speaking materials, and the motivation students have for studies (which is reflected in their knowledge as well) is outlined on the examples from written materials. Speaking Materials – Interrelation between Implicit and Explicit Knowledge The basis for studying the interaction between explicit and implicit knowledge is drawn from the study of Ellis (1994) who researched language acquisition as the combination of the formal target language code acquisition and the study of relevance to language pedagogy. The author argues that the process of L2 acquisition presupposes building linguistic, socio-linguistic, discourse, and strategic competences, while the competence implies abstract knowledge, and proficiency means the actual communicative acts (Ellis, 1994). Some other findings show that the implicit knowledge can be practiced only under the control led processing, while explicit knowledge can be used in both controlled and automatic processing conditions, and that the explicit knowledge presupposes understanding the multitude of rules and restrictions that can be applied to internal (implicit) statements to make them correct at the linguistic level (Ellis, 1994). Laura She just work for the same classroom. In ESL class, we do presentation, that’s not long. I was give my homework to my teacher. How long have you been to Canada? How’s you feel about your job? I like Ottawa it’s very close to Toronto and Montreal. Toronto maybe more Chinese. There had a lot activities. Most terrible is we don’t know we are wrong. The following statements enumerated above are just feasible an annoying in the way they are pronounced, as there are some mistakes in subject-predicate agreement, the usage of prepositions, the incorrect usage of passive voice etc. However, the overall sense of the mistakes is clear, and the message that Laura wants to bring to the researcher is quite obvious. A completely different tendency is observed in the way Laura expresses herself in a connected, long speech. The sentences and words she uses are not logical, and the sense is vague for the native speaker, as well as the highly proficient speaker of English: It’s too tired to go outside. (Laura means herself, but chooses the dummy subject that does not relate the listener to any object that may be tired to go outside; it makes no sense about the object and action) People become more and more†¦ just spend a lot of time at home. (the sense is lost about whether Laura meant that people become more domesticated and has not found the proper word to use, preferring an explanatory phrase, or she meant to say that people become more and more, which is nonsense from the point of view of syntax and semantics in English). When they ordering food, it’s very short. The supervisor will not let me easy. (the a ccuracy mistakes such as absence of the auxiliary verb ‘are’, and the unclear ending of both sentences does not make the idea clear and complicates understanding for native speakers). Ester Hey, you good? I find mistake in my sentence, but I don’t know how to correct it. Not read newspaper very often, only watch English movies. The city like really fashion. I think Hong Kong have everything, it’s multi-culture. Ester reveals some more caution in using English, so she has much fewer mistakes in her speech. Nonetheless, Ester does not talk English much, and as soon as she is agitated about the discussion (as it happened when she was telling about Hong Kong) she shifts to her mother-tongue for simplicity and comfort – this reflects the absence of explicit knowledge of English, though the implicit knowledge is revealed in many ways. Emittee Chinese universities study more serious. I likes chemistry I dislike the time of classes. My academic class is one†¦ The other time, I won’t be go to university. Just no feeling. I am confused about the structures of sentence. The professors talks too much. How is grammar important for speaking? I am quite enjoy life here. I like those experiment. As one can see, Emittee makes too many mistakes in speaking, and he does not control his speech most of the time. Even in the answers requiring about one sentence of information, and where other students made fewer mistakes, Emittee makes too many careless mistakes that reveal the absence of accuracy markers such as subject-predicate agreement, proper understanding of the sentence structure etc. However, these mistakes do not reveal too much of the semantic incongruence, that is cohesion, since one can still clearly understand what he means even despite the large number of minor mistakes. Implicit knowledge is much stronger for Emittee than for other students, though the explicit skills are still scarce. Roxas There will makes the peo ple confused. There is much more better than the sentences. Maybe I can not find out the errors when I doing evaluate. That’s different as the life before. We can speak us. They speak some topics. They have same commons. Activity is not comfortable here. I just don’t know to say maybe more. I am lack of confidence. Don’t know how to use English. Roxas reveals lack of explicit knowledge as well, and some of his ideas reveal lack of implicit knowledge as well. One can see that sentences 1 and 2 are mostly illogical, and a native speaker will never understand them without a more specific context. However, there are many words Roxas uses with confidence, which proves his effort in lexical studies and shows a good start for studies. Students’ Beliefs and Motivations Reflected in Their Grammar Learning There is much impact of the beliefs, motivations, and cultural background of all four respondents on the process of learning grammar. They are revealed well in the session of written tasks they have been entrusted with, and the ideas they voiced in response to three open-ended questions designed by the researcher. For example, the first question was to voice likes and dislikes in the English classes, to which two respondents answered that they liked much communication occurring in classes (Laura and Ester). At the same time, Emittee marked lack of communication and much vocabulary learning that he found boring and tiring; in addition, he disliked the amount of Chinese spoken in class instead of English. Roxas voiced his preference of small groups, which enabled him to study more freely. These issues voiced by students represent the continuation of Cortazzi’s (1997) argument about the approach to studies adopted in China. Students are highly purpose-directed, and they want to receive the communicative skills (at least two of them), but at the same time they find English too complicated for them in terms of learning words and writing – here the absence of motivation is clear. Three respondents want to remain in Canada and work there, so all of them see the fulfillment of communicative purposes of the language as the main purpose of studies (Givon, 1993). However, writing and vocabulary are the basis for coherent communication, and lexical approach suggested by Willis (1994) is an additional proof to that fact, which is neglected by students. The discussion of expectations respondents have about the communication with MA students sheds more light at the connection of grammar and motivation of students. Emittee stresses the need to pay more attention to grammar and communication, as he admits he has never before held a grammar book in his hands. This fact certifies the narrow focus of English studies in China and lack of broader communicative skills taught in Canada (Cortazzi, 1997). Hence, the connection between lexicon and grammar is an evident one for Emittee, and Laura as well, as one can see from her r esponse. Laura also puts a great emphasis on communication as it is what she needs to remain in Canada and work there; however, Laura feels a bit lost at the same time. She also seeks cooperation with MA students to find advice on how to adapt to the university, to the country, and to the new style of studies and life. Ester appears one of the most self-aware students knowing what she has to correct in her knowledge, and which way she can do that. Ester realizes that she makes many mistakes, but the worst for her is that she cannot detect them. Starting from this point, application of diagnostic assessment by the researcher to increase self-awareness of individual mistakes, and to show ways for individualized intervention in terms of language teaching, grammar in particular (Fox Hartwick, in press). Incentive to study grammar and writing are also evident in Roxas’ response, but this respondent is looking more for answers about his future than proficiency in language studies. While he is not decided on where he will go and what he will do after the completion of the course, Roxas tries to take the most of studies, but without a particular goal that can be discussed in the present paper. Speaking about the cultural, social, or linguistic experiences in Canada, the respondents, the topic of autonomy and loneliness is recurrent in responses of students – Laura points out that the main disadvantage in studying in the USA is loneliness and lack of friendliness, lack of conditions under which American and Chinese students would get acquainted closer – â€Å"not much opportunity to really know the native student†. Roxas also identified loneliness as the main challenge in living and studying in the USA – â€Å"no family members with me, no friends is here, no place to live†. These are the socio-cultural issues that prevent students from studying better and getting the most from their coming to the USA as they lack live communi cation and practice outside the classroom. However, some other points have also been mentioned by students – they included inclination to study English for the sake of survival (Roxas), and for the sake of being empowered by knowledge of the international language in which one can communicate all over the world (Ester). These respondents feel positive about their studies, while Emittee is the one noticing lack of individual studies; he recalls much homework and silent work in China, though he does not reflect on it as a good or bad practice. As for studies, Laura notes they are boring for her as no focus is made on students. The difference in Chinese and American focus on studies is evident here – while more tasks are given for individual studies, still the attention and individual care about students is much higher in China because of parents’ high demands (Cortazzi, 1997). This is the main reason why Chinese students feel left aside in the USA – the Ame rican system is based more on the intrinsic motivation of students, and not on the external drives Chinese students have. Students’ Speaking and Writing Errors Connected with Theory and Practice of Grammar Learning The observations made in the present research refer directly to the theory of grammar learning, which may be seen on the division of mistakes into accuracy (minor, irritating) mistakes, and more serious, semantic mistakes that influence the cohesion of speech. Thus, the wrong usage of subject-predicate agreement, prepositions, and auxiliary verbs is evident in the majority of cases: Roxas: it makes me always have to go to school (written task), I came to here; they are not speak very fast (oral assignment) Emitee: Before, I never use†¦; reported cooperation and to be independent (written task); I won’t be go; the professors talks too much (oral task) Laura: Grammar, Writing, Communicate; to adapt the university (written task); I was give homework to my teacher (oral task) Ester: Hey, you good? Not read newspaper very often (oral task); A normal Canadian students; where should I started to (written task). These are issues of accuracy noticeable in the speech and written works of students, though they are irritating, they do not impede the meaning of the sentence. These issues require intervention at the diagnostic assessment level, as the latter enables students to identify their strengths and weaknesses in grammar skills independently from the teacher. Pedagogical grammar outlined by Odlin (1994) is an additional tool for the teacher’s intervention – it enables the students to become independent analysts of their skills, and gives the teacher an opportunity not only to get the students acquainted with what grammar is, but to show them the way how to master it. The next portion of mistakes for revision in oral and written tasks is of the semantic nature – they impair understanding because of lack of cohesion. T he communicative approach to studies is likely to make a contribution to the intervention at the semantic level because it will expose students to more communication patterns and will enable them to distinguish appropriate and inappropriate phrases for the expression of certain ideas, emotions etc. Some examples of semantic errors include: Emittee: We do not†¦ and learn new words (it is evident that the respondent simply did not know the word with which to express the idea, and the listener may not understand what he meant); To speak more and attack more (attacking is not the best verb here, and one may not understand what the respondent means to do); We do not reach much group work (the verb ‘to conduct’, ‘to do’ would suit much better); My academic class is one (the idea is not clear, considering the fact that it is the whole sentence). Ester: I would like to know how to find my mistake and where should I started to (the ending is not clear due to th e use of tense and preposition); I wake sementic errors ( both spelling and verb mixing errors are evident); Something sad was my group-mate (the sentence structure and the idea are not logical); For the courses are OK (the beginning of the sentence presupposes another ending); It’s depressed that I need (the subject is not clear). The issue of implicit and explicit knowledge is obvious in these cases, and the interrelation between what students know and how they express these ideas is weird. The respondents need more practice in the authentic conditions, and more practice in communication that they lack. Some other ways to transform the implicit knowledge into explicit are outlined in the work of Ellis (1994) arguing that the explicit and implicit forms of knowledge can be developed in different ways, and can assist each other in realization. Thus, for example, one can edit the utterances produced with the help of implicit knowledge by means of applying the explicit knowledg e of rules and complementary distribution of terms, which is so far absent in the practice of respondents. Conclusion Coming to the logical conclusion in the present work, one has to state that grammar learning theory and practice reveal themselves from multiple angles in the practical ESL learners’ results. Both accuracy and cohesion issues are found in the speaking and writing materials of respondents; they derive from the cultural specificity of Chinese students (the ways education is approaches in Chinese establishments, focus on individual, silent studies, less cooperation and prevalence of the task-based approach (Cortazzi, 1997)). Since students are used to a different approach to studies, a more individualized and internalized one, they accept the shift to the communicative approach in studies very unwillingly, though it is the obvious solution to fixing their lack of accuracy and cohesion in language usage. Adopting the diagnostic approach to assessment is also likel y to be the starting point on the way to grammar improvement, as one of the key drawbacks of ESL respondents identified was the inability to detect their own mistakes. Surely, the present research contains some limitations that impair its generalizability, and put the credibility of conclusions under question. The main limitation is the number of respondents – only four students do not prove to be an effective sample, so much more research has to be done in the field to prove and support the initial results received. Subsequent studies are needed to identify the nature of diagnosis, classification of mistakes, and their underlying cultural, psychological, and socio-economic causes. References CAEL Assessment (2010). Web. Chalker, S. (1994). Pedagogical Grammar: Principles and Problems. In Bygate, M. (ed.) Grammar and the Language Teacher. London: Prentice Hall, pp. 31-44. Cortazzi, M. Jin, L.(1997). Cultures of learning: Language classrooms in China in Coleman, H.(Ed.), Soci ety and the language classroom, pp.169-206. Cambridge: Cambridge University Press. Ellis, R. (1994). A Theory of Instructed Second Language Acquisition. in N. Ellis. (ed.), Implicit and Explicit Learning of Languages. San Diego, CA: Academic Press, pp. 79-114. Fox, J. Hartwick, P. (in press). Taking a diagnostic turn: Reinventing the portfolio in EAP classrooms. In Tsagari, D. Csepes, I. (Eds.), Classroom-based language assessment. Frankfurt: Peter Lang. Givon, T. (1993). English Grammar: A Function-Based Introduction. Amsterdam: John Benjamins Publishing Co. Leech, G. (1994). Students’ Grammar – Teachers’ Grammar – Learners’ Grammar. In Bygate, M., Tomkyn. A Williams, E. Grammar and the Language Teacher, Upper Saddle River, NJ: Prentice Hall International, pp. 17-30. Odlin, T. (1994). Perspectives on Pedagogical Grammar. Cambridge: Cambridge University Press, pp. 1-22. Swain, M., Lapkin, S. (2007). The distributed nature of second language lea rning: Neil’s perspective. In S. Fotos H. Nassaji (Eds.). Form-focused instruction and teacher education. Studies in Honour of Rod Ellis (pp. 73-85).Oxford: Oxford University Press. Willis, D. (1994). A Lexical Approach. In Bygate, M., Tomkyn. A Williams, E. Grammar and the Language Teacher, Upper Saddle River, NJ: Prentice Hall International. This term paper on Students Language Skills Project was written and submitted by user Javon Rojas to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Alexander Hamilton Economic Program

Alexander Hamilton Economic Program Alexander Hamilton is a remarkable controversial leader whose contribution to the United States economy is undisputable. He is known to have worked closely with Presidents Washington in shaping and remoulding the American economy after the revolution witnessed in the country.Advertising We will write a custom critical writing sample on Alexander Hamilton Economic Program specifically for you for only $16.05 $11/page Learn More His presence in the financial dockets came up as an advantage to the American movement whose economy was going down because of the European’s business competition. He greatly transformed the American banking, manufacturing, and agricultural sector to compete better with the European businesses. This lead to establishment of Central bank and the bank of United States that was similar to the bank of England. His appointment by the federal government as the financial secretary was a challenge to him because he had to direct federal economic policy as the treasury secretary. His great concern was how the government could overcome their previous debts by the government to ensure good beginning. That is when the securities in form of bonds were sold to people to rescue the debt problem the country (Dolbeare, Cummings, 2009). Some of the decisions by Hamilton were controversial especially on agriculture and central banking. People developed fear on the possibility of the failure of the central bank because of wealthy overseers and other urban people. On the other hand, Hamilton wanted United States to be self sufficient in agricultural sector. This would discourage farmers from getting subsidies from the government but instead work hard to produce products that could easily compete at the international markets. This was likely to benefit the farmers once they sold their products locally. In addition, the American government was to benefit from the increased exports of the agricultural products to get revenue to buy the imported manufactured good (Dolbeare, Cummings, 2009). The program revealed the perfectionism in Hamilton and he was determined to make beneficial moves to the federal government as the finance secretary. Some decisions were good and applauded by different people but some people were disappointed by the elite attitude and concentrating on the British economic development models. This transformed America into a capitalist nation and the government became stronger. From these reports, it was clear that the government could not do away with their contributions and involvement in â€Å"private sector† economic affairs. The government is a regulator through various policies. These policies specify the requirement by the private sector activities to ensure there is good working environment.Advertising Looking for critical writing on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The private sector will be regulated through permits and license to alleviate illegal businesses and organizations working without following the requirement. This will avert unfair competition among the private sectors (Dolbeare, Cummings, 2009). On the other hand, the American government must be involved in the â€Å"private sector† economic affairs to expand market and enhancing the relationship between different governments. The government servants will look for markets for good produced locally whereas there can be some treaties or agreements between nations to waive taxes and tariffs involved in exportation, and importations of products. According to Hamilton, it was evident that American government had to be involved in empowering the producers to concentrate on the viable production. This meant specialization on the best opportunities whereas the country could get other products for other regions. The government should be involved in the regulation of the private sector as well as offering assistance on business affairs. Reference Dolbeare, K.M., Cummings, M. S. (2009). American Political Thought (6th ed.). Washington, D.C.: CQ Press.

Understanding the Role of a Wet Nurse

Understanding the Role of a Wet Nurse A wet nurse is a lactating woman who breastfeeds a child who is not her own. Once a highly organized and well-paid profession, wet nurses had all but disappeared by 1900. Before the invention of infant formula and feeding bottles made wet nursing virtually obsolete in Western society, aristocratic women commonly hired wet nurses, as breastfeeding was seen as unfashionable. The wives of merchants, doctors, and lawyers also preferred to employ a wet nurse rather than breastfeed because it was cheaper than hiring help to run their husbands business or manage a household. A Career for Poor Women Wet nursing was a common career choice for poor women among the lower classes. In many cases, wet nurses were required to register and undergo medical exams. During the Industrial Revolution, lower-income families used wet nurses as more and more women began working and were unable to breastfeed. The rural poor- peasant women- began to assume the role of wet nurses. The Advent of Formula While animal milk was the most common source for replacing human milk, it was nutritionally inferior to breast milk. Advances in science enabled researchers to analyze human milk and attempts were made to create and improve on nonhuman milk so that it could more closely approximate human milk. In 1865 chemist Justus von Liebig patented an infant food consisting of cows milk, wheat and malt flour, and potassium bicarbonate. The introduction of infant formula, the greater availability of animal milk, and the development of the feeding bottle reduced the need for wet nurses throughout the latter half of the 19th century and well into the 20th century. What's Different Now? After the rise of formula and the decline of wet nursing, the once common service has become almost taboo in much of the West. But as breastfeeding is an increasingly acceptable practice once more, mothers of infants are feeling the pressure once again to nurse. However, uneven maternity leave benefits around the nation and the real difficulties of breastfeeding mean that some women would likely benefit from returning to the age-old tradition of wet nursing. As The New Republic reported in 2014, sharing nursing responsibilities- whether by formally hiring a wet nurse or by figuring out an informal arrangement among friends- was looking to be a reasonable solution that could relieve the burden on working mothers without compromising their babies’ feeding. The practice remains controversial. Even the breastfeeding advocacy group, La Leche League, was discouraging the practice in 2007. According to spokeswoman, Anna Burbidge: There are very strong reservations against it, both medically and psychologically. There are potential hazards. The biggest risk is that of infection being passed from the mother to the child. Breast-milk is a living substance expressly designed by your body for your baby, not someone elses. Despite these risks, its not surprising that in this age of ridesharing and spare-room sharing, milk sharing is a phenomenon that some families are now trying. A Facebook group and milk-sharing sites have appeared, and according to a Netmums.com piece from 2016, the practice is on the rise. Their 2016 informal poll found that one in 25 women had shared their milk, and 5 percent of families had used milk from the more regulated source of a milk bank. As the taboo slowly lifts, this age-old practice may just make a real comeback. Source Stevens, Emily E., RN, FNP, WHNP, Ph.D., Thelma E. Patrick, RN, Ph.D., and Rita Pickler, RN, PNP, Ph.D. A History of Infant Feeding. The Journal of Perinatal Education at the National Center for Biotechnology Information, U.S. National Library of Medicine, www.ncbi.nlm.nih.gov. Spring 2009.

Strategic Financial Management - Coursework one

Strategic Financial Management - one - Coursework Example The shareholder and the stakeholder are two important people in the organization. The shareholder is the owner and financier of the organization. It is therefore a noble objective, that any policy initiated by the organization, should aim at benefiting the shareholder. This is always depicted through a rise in their share prices, and periodic payment of dividends. This is the concept which is referred to as maximization of the wealth of the shareholder (Roe and Law, 2001). Another important constituency that contributes to the value of a company is the stakeholder. This is an individual who has the capability of affecting or being affected by the policies of an organization. These people include customers, the community where the company is operating, the government, suppliers, creditors, etc. This paper provides a discussion on whether maximization of shareholders wealth is a realistic objective by the company. After the financial crisis of the late 2000, and the emergence of the Enron scandal, there has been a critique of shareholder wealth maximization by experts of business and management. In as much as focusing on the value of the shareholder has the capability of benefiting the owners of a corporation, it is unable to provide a clear guidance that can be used for purposes of measuring social issues such as environmental, employment and ethical business practices (Kolb, 2008). For instance, the management can be involved in the maximization of the value of a shareholder, consequently lowering the welfare programs of third parties. For instance, in a bid to maximize the wealth of shareholders, the company may be forced to pay low salaries to its employees. A company such as Wal-Mart is constantly accused of underpaying its employees, for purposes of generating more profits to its owners. In fact, as of the year 2014, Wal-Mart is the company that had

Compare and cotrast the accounting conceptual framework and the Essay

Compare and cotrast the accounting conceptual framework and the accounting regulatory framework in the Uk - Essay Example The accounting conceptual framework in the UK One of the elements of the accounting conceptual framework, as applicable in the United Kingdom, relates to goal of financial statements that is to offer information on â€Å"financial position, performance and changes in financial position† of an enterprise (Rolfe 2006, p. 123). The subject information must however be significant to the entity’s stakeholders. Three documents, financial statements meet the objectives. Cashbook reports an entity’s financial position, income statement reports financial performance and cash flow statement reports and entity’s change in financial position. Basic assumptions in accounting are another set of factors that form elements of accounting framework. The framework identifies two assumptions: the going concern, an assumption that an entity will exist until unforeseeable future and upon which accounts are prepared, and accruals basis, a requirements that value in transactions are realized as soon as the transactions occur and not money on the transactions are received of remitted. Another element of the accounting framework relates to property of financial information and the framework identifies â€Å"understandability, relevance, reliability, and comparability† (Rolfe 2006, p. 124). These properties require that financial information be simple enough for users to understand, identify with users’ needs, be consistent, and offer a basis for comparison with the entity’s longitudinal information of comparison with other entity’s information (Rolfe 2006, p. 123, 124). The accounting conceptual framework also lists composition of financial statements. The balance sheet discloses an entity’s financial positions and items’ balances that contribute to the position. Assets, capital, and liabilities constitute the balance sheet. The income statement that discloses an entity’s sources of revenues and expenditure is another element of financial statements and shows an organization’s financial performance in a period. Statement of shareholders’ equity that illustrates changes in capital, and disclosures that concerns these statements is other components of financial statements (Rolfe 2006, p. 125, 126). Recognition and measurement are other aspects of the framework and required numerical disclosure of value of items and narratives that describe the numerical values (Weil 2012, p. 22; Spiceland, Sepe and Nelson 2013, p. 19). Treatment of capital and management of capital items are other aspects of the conceptual framework. The United Kingdom adopts financial approach to treatment of capital, an approach that recognize profit or loss on capital based on the difference between value of a capital at the end of an accounting period and the corresponding value at the beginning of an accounting period (Bellandi 2012, p. 271). The conceptual framework serves multiple purposes in accounting . It helps the accounting board in its role of reviewing current financial reporting standards and in formulating the standards for future applications. The accounting fram

Paris and Peace Essay Example for Free

Paris and Peace Essay Serene tried to remember the last time she and her cousin, Tina actually behaved like family, but she had to make a truce with her nonetheless. This truce was her ticket to freedom in a new city, a new country and the action necessary to please her parents. Tina was now her roommate. Selena knew her parents would never have allowed her to study Philosophy in Chicago without a chaperone. Tina fit that role in Serenas new life, but how could it be new with these old world requirements? Her parents believed that she was irresponsible, always allowing her taste for life and excitement to cloud her good judgment. Her mom and dad always wished that she would be more traditional and docile, but she had always defied that logic in her quest for her own female freedom. They were reluctant in sending their only daughter in a land known for its schmoozing and adulterous love affairs. Nonetheless, she was allowed to live away in Chicago and spend her summers alone in Lebanon. She was making her own money and felt like an independent American here, as well. Back then she knew that if they had said â€Å"no,† to this quest she would still find a way to fund her trip and defy her parents. Serena was the type of girl, who had a reputation for always winning, but without Tina accompanying her on her first big journey, the family wouldn’t allow her victory to be totally complete. Serene knew all too well that once they arrived in Rome Center, she and Tina would be living separate lives. While Tina would befriend everyone she possibly could, Serena would resolve to make a few good friends to accompany her in her nightly city adventures. She cleared her throat. She really had to say something. â€Å"Just so you know,† she began. â€Å"You won’t have to check on me every now and then. Do you understand me? † â€Å"I understand you perfectly,† Tina replied in her usual condescending voice reminiscent of old world values. â€Å"This is why we never get along. Don’t worry; I won’t ruin your plans. † â€Å"Trust me, you dont want to. † So a truce was made. Months had passed since that conversation. They were both living separate lives indeed. The two would only be seen together in Dr. Mike Silva’s Philosophy 101 class; even then, they sat on opposite sides of the classroom ignoring each other. Being the belated girl that she was, Serene often came late to class. Serena had always believed in the power of a fashionably late entrance to demonstrate her importance. Although appearing to be the model student, Tina inwardly and occasionally, outwardly, objected to her cousin’s behavior and could not help but be bothered by it. Dr. Silva, otherwise know as Mike to Serene, however, didn’t seem to mind. In fact, he was quite fond of her, in Serena’s mind he believed her to be a perfect model of colonized beauty. After classes, the professor and his protege were always seen having coffee or dinner at Mundelein or at one of the nearby cafes. At least she had someone to talk to that respected her independence and charm. A short time later, it didn’t come much of a surprise when Mike asked her to accompany him to Paris for the holidays. Although Serene had her own plans to go the World Cup, she agreed, since she could not convince anyone to come with her to Germany and would not contemplate asking her conniving cousin. She knew all about the rumors circulating about her and Mike. They simply were weren’t true. She thought of him only as a friend. She was sure that he thought the same of her. However, she knew that if these rumors would circulate further, not only would the University reprimand her, but the whole Chicago Arab community would shun both her and her parents for indecent conduct. She had to ask Tina, although she half expected her to decline the offer. That afternoon, she spent hours preparing Tina’s favorite maamoul, a traditional dish from home. She had to make a peace offering. As she handed it to Tina, the her archenemy looked at her incredulously. â€Å"Do you intend to poison me or something? † Tina asked. â€Å"Just shut up and eat! † She watched Tina eat. She knew Tina longed of at least a piece of home unlike her. She never missed home. â€Å"I want you to come with me and Mike to Paris. † Tina almost choked on one cookie as she heard those words. â€Å"Listen, I intend to come back with my virginity and my reputation intact. Besides, those rumors about he and I aren’t true. † â€Å"Ugh! This is worse than poison. † She said, wiping some sugar on her jeans. â€Å"But alright. I’ll go. Why do you want to go there with him anyway? † Serene turned red with anger, but maybe it was embarrassment. She was sick of everyone asking about her relationship with Mike. â€Å"If I have to answer to one more person, you will see me leaving Rome Center tomorrow! † â€Å"Fine! Leave. That would save me a lot of trouble. † Serene sighed. Tina’s impossible, but at least she agreed. Mike’s office desk was full of clutter. He spent weeks reading the tour books and travel brochures that were scattered on his desk. He thought of throwing them away. He was upset by the message that Serene sent him, excusing herself on the trip to Paris because of several assignments due the week after the holidays. He did not understand that her first refusal was customary of Arabic women, as to not seem so eager to accompany a man on an extended holiday. But, Serena had fully intended to go. He heard a few knocks on his door. When he opened it, he was surprised to find himself Tina, one of his least favorite student standing there. Tina didn’t waste time. â€Å"I had come to ask about the Paris trip agenda, Dr. Silva. I am coming with Serene. † Mike’s feelings of rejection were replaced with outright fury and confusion. Serene failed to mention that her cousin would accompany them. â€Å"Well, I don’t know what you intend on doing in Paris, but Serene and I intend on dedicating an entire day to the Louvre. Dinner will follow at Fouquet’s. Day Two, we will go up the Eiffel Tower and Notre Dame. After that, we will spend more time looking at paintings in Musee DOrsay. Going to the Hotel Invalides is optional. We might try taking the train to Versailles on day three if nothing unfortunate happens. † He memorized the itinerary well, but he didn’t imagine reciting it to this girl. â€Å"I am not quite sure what you had intended on doing in Paris or why you came for that matter, but I respect any decision of Serene’s. † Tina didn’t know how to react. This man was disappointed that she was coming, and he made no effort to hide it. â€Å"Serene feels uncomfortable traveling to a new place alone. † It was a lie. Serene was used to traveling alone. Her attempts at initial rejection were in part customary (though she would never admit it) and similarly to avoid intensifying rumors that could destroy her family and send her packing back home. He was doubtful of Tina‘s revelation, but he decided to let that pass. â€Å"Alright then, Paris can be a dangerous place. Just make sure that you can watch yourself, Ms. Maalouf. † With that, he slammed the door to her face. â€Å"The only person, who I have to watch out for, is you! † She mastered all her self-control so that she wouldn’t say that out loud. It seemed Tina was more intuitive than her cousin would realize. They all arrived in Paris via the Artesia Night train. After checking in their hotel, Serene and Tina prepared to go shopping on Champs Elysees. They decided not to ask Mike, or as Tina referred to him, Dr. Silva, thinking that he would prefer to spend the morning in his bed. They were wrong. Both girls saw him on the downstairs foyer pressuring the receptionist to give him a conjoining room with the girls. His face looked crumpled with disappointment and irritation, but when he saw them, he forcibly flashed a smile. â€Å"Girls, were you planning on leaving without me? † he asked half-jokingly. Tina noted that he was obviously annoyed. Serene noticed it too. â€Å"No, we just figured to do some serious shopping, something you might not be interested in. † She never saw this side of him before. It disappointed her. â€Å"No, I am coming with you,† Mike insisted. Serena felt obligated to pacify the professor. â€Å"Ok then. But I’m afraid it will bore you. Louis Vuitton has nothing to do with history or philosophy. † She continued to downplay his disdain and provided jokes and forced laughter to keep the trip from falling short of her dreamy expectations. Tina remained silent. Perhaps no one will ever know of whatever violent thing she thought of doing to Mike at that moment. Mike was furious. They spent the whole morning shopping along the famous two-kilometer-long avenue. The girls were ready to see the Eiffel Tower next. His plans with Serene were ruined. Tina was to blame. â€Å"The Eiffel Tower is better seen at daytime than at sunset,† he said in his matter-of-fact voice. â€Å"We should wait for tomorrow. † â€Å"We have only three days in Paris. † Serene replied. â€Å"If we are to spend all day tomorrow at the Louvre, I do not think we will have time to see the Eiffel Tower tomorrow morning. † â€Å"You’re right, Serene,† Tina agreed with her for the first time. At that point, Mike lost his patience. â€Å"Your opinion does not matter. † Serene was stunned at Mike’s rude behavior to her cousin. â€Å"How dare you speak to her that way?! † Tina was still family although she never got along with her. Mike realized his mistake. He was worried that his comments would prevent Serene from wanting to spend any time alone with him. â€Å"I’m sorry. I think I just didn’t have enough sleep. † That was a petty excuse. He knew it. Tina knew it and Serene was beginning to realize that Mike was behaving like a spoiled child. â€Å"That is exactly why we choose not call you, but I accept your apology nonetheless. † â€Å"Serene, I am sorry, I did not mean to-† â€Å"The one you should be apologizing to is Tina. † â€Å"Tina, I am sorry. † Tina shrugged. â€Å"Don’t worry. My opinion doesn’t matter anyway. † She decided to do the unthinkable: she would leave Serene and Mike to themselves. Despite Mike’s earlier protests, the pair visited the Eiffel Tower. The view on the Tower’s top floor was truly breathtaking. Serene was awed by the sight of all of Paris glistening beneath her, spreading across to the horizon. No words could completely describe what she saw. No single picture could capture that moment. It was just as she had imagined it, her in all her beauty surrounded by more beauty and her companion, a man who appreciated not only her beauty, but her intellect. Paris was alive. Several times, she had to remind herself that it was real. Mike interrupted her thoughts. He made several comments on the tower’s architecture, its history and its heritage to Paris. She listened intently. He was truly her professor. At that moment, Serene forgot the irritation that he caused her that day. She was grateful to him for taking her to Paris. Without warning, he suddenly kissed her. Serene out of pure reflex, slapped him on the face. â€Å"What are you doing?! † She yelled, astonished, and unaffected by the other travelers around them. â€Å"Doing what one must do in Paris. C’mon Serene, you cannot be blind to this. † â€Å"There has to be some mistake. I saw you only as a professor and a friend, nothing more. I should have listened to Tina. I’m sorry sir. I cannot do what you ask of me. † â€Å"So I risked my reputation, my career, just so you can be better friends with that Tina?! † â€Å"Tina is one of the best people I have known in the entire world. She’s kind to everyone, even me, her enemy. She may not know it, but I have come to admire her. You cannot measure up to who she is to me. † She paused. She couldn’t believe that she just defended Tina against him. â€Å"Please, do not follow me. † She turned to walk away. Mike growled and cursed her. â€Å"Don’t you walk away from me! † He grabbed her arm. Serene clenched her fist. Her punch went straight in his eye, knocking him to the ground. â€Å"I told you not to follow me! † With that, she walked away. Several tourists rolled their heads toward them. The scene was ironically amusing if not romantic. One Korean man even took a video of them in his phone. Serene didn’t care. She was glad to be rid of him. Tina waited at La Jules Verne. She pondered if she had decided right in leaving Serene alone with the monster. A few moments later, her doubts vanished. She was surprised to see Serene back early without Mike. â€Å"Where’s Mike? † she asked. Serene sat down. She turned away to the window. â€Å"I don’t know of any Mike. I simply know a Dr. Silva. He is taking his holiday in Paris as well. We might run into him, but I don’t think will, ever again. † Tina whistled. She realized that Serene had given him a beating worse than she expected. She wanted to congratulate her cousin. â€Å"I hope he won’t flunk the both of us. † With that both girls erupted into a heartfelt laughter that they had shared in a very long time. â€Å"Well, I have decided to drop his class anyway, if you are going to do it with me. How does that sound? † Tina agreed, sealing the pact with a handshake. At last, they had agreed on something. â€Å"You are such a bad influence. † As one relationship came to an end, another presented itself. Paris was a place for romantic love, but the familial love that Serene found again was just as beautiful. She didn’t need Mike’s Philosophy class to understand that. They would carry out the remainder of the Paris trip rekindling their cousinly relationship. They avoided a disheveled Dr. Silva, who they would see frequently muttering to himself or starting a confrontation with the hotel staff. The pair would scamper out of the place with concealed glee and burst into gales of laughter on the Paris street. They didn’t speak of the past misunderstandings they had shares, but instead intuitively knew what had happened there. Serene represented the new world, full of ambiguity and questions. Tina represented the old world with all her wisdom and answers. Together the could navigate through the fog of friendships and loves, enemies and the â€Å"Mikes† of the world. Tina was no longer a chaperone in Serena’s eyes, she was an advisor.

Global Problems :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Global Problems and Non-Governmental Organizations Paper Women’s Issues The topic that I chose for this paper is women’s issues. Throughout history women have been struggling for equality and recognition. Today we have just about reached our goal. In order to maintain this equality, organizations were created to keep women and men involved in the issues that pertain to women today. In my essay I will discuss the actions of two large non-governmental organizations that deal with women’s issues. I will also add my opinion on certain issues and discuss how they are important in today’s society.   Ã‚  Ã‚  Ã‚  Ã‚  The first organization that I chose to research is called Face To Face. â€Å"The mission of Face To Face is to give voice to the millions of women who were denied basic human rights and freedoms.† The goal of Face To Face is to increase global awareness that women’s rights are infact human rights.   Ã‚  Ã‚  Ã‚  Ã‚  Some of the issues that Face To Face deals with are HIV/AIDS awareness, family planning, female genital mutilation (FGM), maternal health, and population. The organization gives people the opportunity to voice their problems and learn about the rights that are available to them. They are also given suggestions on how to take care of their problem or if the case, where to take care of their problems. For example, in Africa, millions of women a year undergo female genital mutilation against their will because of custom and tradition. The African government doesn’t even take a stand on FGM, but â€Å"Face To Face lets women know that the women in Africa do have the right to personal security including freedom from domestic and war violence and sexual coercion.† I feel that this is an extremely important aspect of the organization. Since To Face is an international organization, they have the power to reach all different types of women with all different types of issues and are able to assist them to understand the details of their situation.   Ã‚  Ã‚  Ã‚  Ã‚  Face To Face calls on celebrities to represent them so that women will recognize that even celebrities can relate to their issues. This is a good idea because many women, especially adolescents look up to some celebrities as role models. It helps the organization to become widely known and gives it the ability to inform more people on the issues currently affecting women all over the world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Face To Face takes action by creating programs such as advertising campaigns, exhibitions, television documentaries and ballets.

A Research on Smut’s (Spore) resistance

In the past years, SMART trains have been hit by poor maintenance issue as their trains were breaking down when it was needed the most (peak-hours) thus affecting their efficiency. After the major breakdowns, SMART publicly announced numerous of changes. However, there were more break-downs in the following months. A research will be done in this paper to study, investigate and search reasons for this resistance. 2. Literature Review Change is something most people are afraid of as it sometimes requires a walk into he unknown and it definitely disturbs the status quo of the present environment.The researcher would be discussing this subject matter as shown in the diagram below. 2. 1 Importance for Change Change in an organization often occurs as a response to an ever-changing environment, a retort to a recent crisis situation. The developing body has within it an underlying form, logic, program, or code that regulates the process of change and moves the entity from a given point of d eparture toward a subsequent end that is preferred in the present state. (Wick and Quinn, 1999, up. 361–386) Individual heartsickness are not seen as an important determinant of innovative behavior between people in organizations.However, administrative positions and roles do seem to have an impact on the involvement of an individual in the change process. Structural characteristics of the organization strongly affect the organization's innovative behavior. Political and economical factors and other organizations innovativeness is a major determinant of an organization's change behavior. (Baldric and Burnham, 1975, up. 165–176) In this viewpoint, the political, economical, social and technological factors play a major role in the importance for hanged. 2. 1. Political and Economical Factors Even though political and economical factors are two separate factors, economical issues are usually derived from legislations be it local or in a foreign country. Change can be aff ected by these factors by a number of causes. It has been identified that political issues can affect the success in managing change. (Baldric and Burnham, 1975, up. 165–176) â€Å"A good example would be the need to find an alternative to oil.It is a particularly related illustration at the time of writing, with the condition in Iraq remaining unsound and with U. S. Iran affairs being unstable† (Raviolis, 2013). While managing change, firms need to sustain a high standard of honesty and integrity to be able to operate successfully in markets (Retreat and Brick et al. , 2009, up. 371-?390) especially in countries where the government keeps a close eye on its economy. However, in some instances, if an enterprise contributes a significant economic activity to the host nation, the host country may become more dependent on the subsidiary. (Rosenstein and Sings, 1991, up. 340-?361) for examples, small countries like Singapore depend on investments of Multinationals.Thus, th ese roves that political and economical factors in the globalizes world would affect an organization's need to change. 2. 1. 2 Social Factors As political and economical factors can affect organizations, it as well affects the social environment hence affecting the organizations indirectly. This is sometimes due to social movements of the society at large. Be it psychologically (due to technological advancements) or physically and thus, organizations would have to reposition and maintain itself to survive. At times, these social movement ends up becoming an organization.Organizational continuance is a special form of ambition alteration, in which the primary movements of the organization is to maintain or to get an increase of membership, funds, and other necessities of organizational existence and losing its original goal. (Zeal and Ash, 1966, up. 327–341) Slight changes can lead to bigger ones, and original intent can be completely lost. For example, a social movement can b ecome a commercial establishment; a radical rock radio station becomes an almost respectable part of a large corporation. March, 1980)According to the researcher, these movements include how the mass population thinks. The reason is because whenever new information is provided and understood, it would be setting the stage for the failure or rise of organizations. An example would be the fall of Monika and rise of Apple. 2. 1. 3 Technological Factors The technological advancements in society have made it more difficult for organizations to adapt in today's volatile environment. Technology seems to evolve in response to the interplay of history, individuals, and market demand.Technological change is a function of variety and chance as well as structure and pattern (Dustman and Anderson, 1986, up. 439-?465) and in this globalizes environment this statement is further supported by Townsend and Demark et al. (1998, up. 17-?29) as new organizations will be unrestrained by geography, time, and organizational boundaries due to the advancement of technology. 3. Why is change resisted Bringing change to an organization is good if the organization would want keep up if the changing times. However, not every employee in the organization would want change.The researcher would be discussing a few of the major resistance which goes against the organization. 3. 1. 1 Political Resistance Organization employees may have political resistance because they think that they would lose something of importance when the change is accepted, like loss of power, ole, and position in the company, status, size of budget, even individual compensation. (Wilma and Killingly, 2013, up. 14-?21) This type of resistance is usually by employees who are in decision making positions. Individuals and groups can also convey or feel degrees of resistance.It must be kept in mind that resistance is self-motivated and it changes depending on the different types of situations. (Starr, 2011, up. 646–6 60) This means that this resistance is as well purely based on self interest and not on the interest of the organization. For example, the employees loud feel that they will not be seen with the same value as they were after the change, learn new software and systems 3. 1. 2 Uncertainties/ Blind Resistance Uncertainty represents the degree of argument that is often inherent to an organization accounting improvement and change. (Masque and Teller et al. 011) Employees usually resist change as they are venturing into uncharted charity and thus it would be disturbing the status quo of their environment.Uncertainties usually happens when individuals are not capable to give a logical reason to the events or to even guess future actions, even as uncertainty is connected to the childhood of assigning numerous guesses to the same event. (Modern, 2007) Uncertainties are closely linked with political resistance as these two are interlinked with one another. 3. 0. 3 Low tolerance for change It has been noted by researchers that every individual are constrained by their ability to adapt to change.Cotter and 2008, p. 130) had stated that the key barrier to organizational growth is managers' lack of ability to modify their attitudes and behavior as quickly as their organizations would need. This is even though the managers understand the need to change in the way they work but are moieties psychologically incapable to make the change. Kelley and up. 453-?465) suggests a generalization that echoes the same finding. The attitudes of high valued group members will have a larger opposition to change than with those of low valued group members.This simply states the fact that employees with more power and influence would have little to no tolerance for change whilst employees with less influence and power would have a greater tolerance for change. 4. Methods to Reduce Change Resistance Whenever change is resisted in an organization, the organization must devise ways to educe thi s resistance. As the researcher has discussed in section 3, there are many forms of resistance and to counter these resistances, there are a number of tools organizations use to reduce the resistances.The researcher would be discussing eight of the most effective ways to try and offset the resistance. . 0. 1 Education & Communication Whenever employees resist change, it is usually because they were not informed on the benefits the change can bring to the organization. However, it can be that the decision maker is positioned above the change agent. Now, the decision maker is costively willing to a planned change but refuses to give endorse the change as it may adversely affect the confidence or competence of the employees. This is when the subordinate must go on to communicate and educate the employees of the organization so as to get the endorsement from the superiors. Patti, 1974, up. 367–383) To â€Å"unfreeze† employees and to make them comfortable with change, Fern and Ex. et al. (2006, up. 168-?176) suggests employing effective written and verbal communication amongst fellow colleagues. The result would make it for the superior to consent the change as the employees would have an open mind to the change. . 0. 2 Participation and negotiation If by educating and communicating has little effect to reduce the resistance, the change champion can employ the participation and negotiation tactics.This is when Boomer and Rich et al (2005, up. 733-?753) found out that influence strategy of ‘encouraging appeals' (I. E. , exciting eagerness based on principles, morals etc. ) and ‘consultation' (I. E. , looking for participation and support) more often elicited commitment rather than compliance or resistance. In a participative work culture, because staff share identical identity and appreciate why new actions and changes re essential, they are more prepared to work as one and engage in new activities. (Chou and David et al. , 2006, up. 48â⠂¬â€œ263)Negotiation can be employed when employees are losing out because of change such as loss of power or to handle more work. By negotiating and coming to terms with offers, employees' resistance would be greatly reduced. 4. 0. 3 Small Scale of Change When there is a radical change, there is a major shake-up in how the organization works and many employees resist this change as they are not ready. To counter this resistant, the organization could slowly and gradually transform so as to not create a rustic disturbance in the status quo of the working environment.As stated by Choc and Rona, (2011, up. 46-?73) most organizational change models recognize the significance of the â€Å"unfreezing† step through such phase as building energy, warm- up or defrosting behaviors, or gaining buy-in to the change attempt. They usually do this by applying incremental changes and not to radicalized the way work is done in the organization 4. 0. 4 Explicit and Implicit Coercion When the previous three methods fails to reduce the resistance of some employees, the management would have no choice but to take a final stand and would have to Royce the employees.The need to coerce employees into doing something they would otherwise not do that is, to work as hard as they can all the time, even though such hard work is not obviously in their own interests. (Swell and Barker, 2006, up. 934–961) would be in the interest of the organization. This argument is further supported by Cotter and Schlesinger (2008, p. 130) as managers frequently deal with opposition coercively. At this Juncture, they basically compel employees by implicitly threatening them (with the loss of Jobs, promotion possibilities, and so forth).This loud be the final draw for every manager as the next option would be to release the employee. 5. Conclusion With the research done on why employees resist change and how to deal with this resistance, the researcher would like to conclude by suggesting to SMART to consistently upgrade and update about the organization to their employees has this will be seen as applying incremental change. The top management would have to as well think of ways to prevent future breakdowns of transport services and not be resistant to change and only focus on the future profits as this has drastic consent

Canadian Politics Essay

Some historical theorists say that the dissimilarities between America and Canada are established in the Revolution of America, a subject that dominated most studies in the history of Canadian. With the creation of the US, the core founders of the US supported republicanism, refusing the Westminster structure of parliamentary democracy. Republicanism that inspired Americans pressured independence, an aversion to corruption, and innovation, counterbalanced by an apparent need for loyalty to public duty. Many Americans in planning a unique American path, freighted, and therefore refusing, a sturdy nation, which is central government. This paper looks into the different ways to which the Canadian political structures differs with those of the US. America and Canada are both governed under constitutions; Canada’s constitution is partly conventional and partly written, and that of the US fully codified. The ultimate interpreter of the constitutions of both countries is their own supreme courts. Nevertheless, the High Court of the US has a more stretched history of constitutional implementation than the High Court of Canada. Canada’s Constitution contains of Acts of both the legislature of the UK and the National Assembly of Canada, but because of the Canada’s federalism, several Acts of regional parliaments like the lawmaking Assembly of Ontario. The Constitution was altered in 1982, at which the Canadian Charter of Rights, Freedoms and amending formulas were included. The other one basic concept on these differences is the dissimilarity between the US congressional system and the Canadian parliamentary system. More differences occur from the legal/political perception of division of powers and the authority of the head of state. The President of the US is the head of government and head of state, while Canada’s Prime Minister is not head state but only head of government (Charlton, 1998). Another distinction is the Governor General and his or her cabinet ministers- also playing roles as legislators, represent the combination of power in Canada’s system, with the part of the monarch. Ministers of the crown are normally directly elected by their respective electorates known as ridings who advise the monarch or the Vice Governor General on how to practice his Crown authority and as Members of the legislature in the Canadian House of Commons. Even though neither the Governor general nor monarchs are lawfully required to select his or her cabinet Members from the House. This indicates those in charge of executive duties also contribute as legislators in the policy discussions and lawmaking process features of their duties as Members of National Assembly. By contrast, the US president has no official duty as a legislator, but only implementing and enforcing laws passed by Congress. The President of the US contributes in only informal, occasional, gatherings with Senators and Representatives. Only formally, addresses once in a year in the two term of his Presidency the gathered houses of the Congress, the Cabinet, and the Justices of the High Court of the US (James, 2004). The checks and balances in Canada are very opposite from those in the US, it can be debated that within Canada that the Prime Minister has additional authority than the US President. Canada’s executive and legislative branch draw from each other, the viceroy hardly uses their powers without the consent of the Prime Minister. This only occurs from situations brought on by constitutional crisis. To ensure the firmness of government, the Governor must always select for his Prime Minister a member who has the biggest group of followers in the Canadian Common House. The Prime Minister must resign or order the General to call for an emergency election or be forced out by the governor general if a big number of the house vote against the government on serious matters of the country. The Prime Minister of a marginalized government is in a much dangerous situation than any United States president, which his presidency term is secured by the law. Often times of cohabitation are also there in the US known as divided government. Happens when different group than the White house directs congress. The President has incomplete control over the members of the House and must regularly make deals for there support. This leads to a stalemate that greatly slows down the law-making process (Charlton, 1998). It is known that the lack of individual identity which characterizes the resulting efficacy of the combined policy activity of the individuals participating in, and influencing the progression of, the US separation-of-powers system in contrast to the personal identity that characterizes the resulting efficacy of the aggregate policy activity of individuals participating in, and influencing the progression of, the Canadian fusion-of-powers system that truly makes this distinction meaningful. An example (putting federalism aside, arguendo) would be the one political actor in Canada responsible for motivating national defense policy decisions for Canada, the Minister of National Defense, contrasted with three(the Secretary of Defense, and the two chairs of the Senate Committee on Armed Services and House Committee on Armed Services) sometimes adverse political actors responsible for the direction of national defense policy Centralization of power in Canada has some benefits and legal responsibility when matched with the United State system. A good line of authority/power showing to whom the government is accountable for any particular duty Unlike the U. S. (James, 2004). There is also the issue of political parties whereby the Canadian House of Commons has seats for four political parties while US has only two political parties in Congress. Both Canada and the US use first post system to elect their representatives. This type of a system can sometimes exaggerate regional interests and disparities, e. g. Dixiecrats and Quebec of the southern. The meltdown of progressive Conservation party and the rise Quebecois party changed the political field in Canada. At the past only two parties dominated federal politics like the US, these parties were the Progressive Conservatives and the liberals, the Liberal held power for most of the 20th century until they were known as Canada’s natural governing party. Different from the US, Canadian third parties have always been able to get Members of parliament elected into the National Assembly since 1921, at times succeeding one of the two main parties as Her Majesty’s Loyal Opposition or forming casual coalition governments (Paul, 1992), In my opinion there are great differences regarding the way political cultures in Canada and the US. This is clearly shown on how the different political institutions in both countries are being managed and the structure through which these institutions are developed. Therefore, it would be appropriate for one to say that the Canadian political culture is not and has never been Americanized even though there are some aspects of similarity in other government structures References Charlton, Barker (1998). Crosscurrents: Contemporary Political Issues Edition 5. ITP Nelson, Michigan Collins, Richard. (1991). Culture, communication and national identity: The case of Canadian television. Toronto: University of Toronto Press. James Bickerton, Alain Gagnon (2004). Canadian politics. Broadview Press, New York John C. Pierce, Nicholas P,(2000). Political culture and public policy in Canada and the United States: only a border apart? Edwin Mellen Press, Michigan Paul Attallah (1992), Richard Collins and the Debate on Culture and Polity, Canadian Journal of Communication, Vol 17, No 2 Nelson Wiseman (2001) Pathways to Canadian Political Culture consensus, Retrieved on 14th March 2009 from www. ubcpress. ca/books/pdf/chapters/2007/insearchofcanadianpoliticalculture. pdf

Free Essays on Thoughts After Ruskin

reflect the meaning and tone trying to be conveyed, a... Free Essays on Thoughts After Ruskin Free Essays on Thoughts After Ruskin â€Å"Thoughts After Ruskin† by Elma Mitchell, is the poem that will be looked at for this essay. The poem will be analysed and commented on, with the aim of showing the use of skills that have been acquired during the â€Å"Reading Poetry† module. In â€Å"Thoughts After Ruskin†, one of the first things that stand out is the actual layout of the poem on the page. The poems structure consists of five sections, with a very distinct and longer seventeen line third section. This section is distinct, both in the layout on the page, as well as the actual grammatical style. It is enveloped at either end between two shorter, four to five line sections. The first section is the one that is most like a normal stanza, in that it begins by following a rhymed quatrain of abac, even though the syllable count is not consistent. â€Å"Roses† ends the first line; â€Å"soap† the second; and â€Å"noses†, the third, however, this pattern is not continued and is disrupted with the addition of the word â€Å" places† which ends the forth line of the stanza. We go on to read a five lined unrhymed stanza, and from here, the reader can no longer expect to read a poem with a strictly structured rhyme scheme, b ut it is each of the shorter sections of the poem that are closest to having an iambic ‘da dum’ rhythm. Subsequently, this diversion from the traditional reflects the whole content and tone of the poem, and leads the reader onto the third section. This section adopts a challenging layout on the page where line and syntax are re-arranged to evade and exploit our usual expectations. This technique proves effective, as it also reflects the unexpectedness of the allegories and descriptions that are to follow. We as readers are used to hearing women being compared to objects of beauty, but it is not very often that they remind us of â€Å" blood and soap† (line 2). The movement of the words reflect the meaning and tone trying to be conveyed, a...

Non-Gradable and Gradable Adjectives in Grammar

Non-Gradable and Gradable Adjectives in Grammar In English grammar, gradability is the semantic property of an adjective that identifies different levels or degrees of the quality it denotes, such as small, smaller, smallest. An adjective that is gradable (or scalar) can be used in the comparative or superlative forms, or with words such as very, fairly, rather, and less. Although many adjectives are gradable, not all of them are gradable in the same way. The big divide, says Antonio Fabregas, is the distinction between qualitative and relational adjectives (The Oxford Handbook of Derivational Morphology, 2014). Examples and Observations There is a vast difference between better and best. You may be better than the rest, but you are not a success until you have made the effort to become the best you can be.(John Wooden, Coach Woodens Pyramid of Success. Regal, 2005)I want to go on record right now, that this is the most stupid, dimwitted, idiotic, moronic piece of putrefied garbage that I have ever in my entire professional career had the displeasure of being involved with.(Richard Dreyfuss as Chris Lecce in Another Stakeout, 1993)Happy insect! what can beIn happiness compared to thee?Thou dost drink and dance and sing,Happier than the happiest king!(Abraham Cowley, The Grasshopper)Gradable/Non-gradableAdjectives fall into these two subclasses according to two criteria: (1) whether the adjective can have a comparative and a superlative form; (2) whether the adjective can be modified by an intensifying adverb (e.g., very). For example, big is a gradable adjective: it can form a comparative (bigger) and a superlative ( biggest), and it can be modified by an intensifier (very big). On the other hand, the adjective wooden (i.e., made of wood) is non-gradable; it fulfills none of the criteria.(H. Jackson, Grammar and Vocabulary. Routledge, 2002) Adjectives are often considered to be the prototypical example of a gradable category. Degree expressions such as too are restricted to adjectives and morphological comparatives. This has led several linguists to conclude that gradability is a distinctive property of adjectives, while others rather insist on the fact that gradability is found across categories.(Jenny Doetjes, Adjectives and Degree Modification, in Adjectives and Adverbs: Syntax, Semantics, and Discourse, ed. L. McNally and C. Kennedy. Oxford University Press, 2008)The age is best which is the first,When youth and blood are warmer;But being spent, the worse and worstTimes still succeed the former.(Robert Herrick, Song)Gradability and Suppletion- Sometimes we find the phenomenon known as suppletion, where word forms of different historical origins stand in the same sort of relationship within a grammatical paradigm . . .. Thus, worse and worst stand in the same paradigmatic relationship to bad as poorer and poorest do to poor. . . . Both forms go back to the Old English period (Old English wyrsa and wyrst), and they have been the antonyms of better and best (Old English betra and betst) throughout their history in English, but the adjective in the general sense bad to which they correspond (again suppletively) as comparative and superlative in Old English is yfel (modern English evil).(Philip Durkin, The Oxford Guide to Etymology. Oxford University Press, 2009)- Good, better, best,never let it resttill your good isbetter, and yourbetter best.(This early-20th-century dictation exercise illustrates the  suppletive  comparative and superlative forms of the adjective  good.) The Lighter Side of GradabilityGeorge Costanza: Youre gonna over-dry your laundry.Jerry Seinfeld: You cant over-dry.George: Why not?Jerry: Same reason you cant over-wet. You see, when somethings wet, its wet. Same thing with death. Like, once you die, youre dead. Lets say you drop dead and I shoot you. Youre not gonna die again, youre already dead. You cant over-die, you cant over-dry.(Seinfeld)One closing grammar note: I got several letters from people who informed me that stupidest and stupider are not real words.To those people, I say, with gratitude and sincerity: Oh, shut up.(Dave Barry, Hoosier Your Daddy. The Baltimore Sun, January 12, 2003)