COMUNNICATION PAPER Essay Example | Topics and Well Written Essays - 1000 words

COMUNNICATION PAPER - Essay Example The paper seeks to identify the practical significance of the concepts of Problem Solving, Group Decision Making, Group Conflict, and Leadership that relate to Group activities and how members embody them in their actions. Class Concepts Group A’s task was primarily concerned with engaging in research work pertaining to abuse arising from human trafficking. In order to build relationships and bonds to facilitate this research, Group A scheduled a meeting on the 10th of October. The purpose of this meeting was to familiarize the members with each other and draft a plan of action, so as to delegate specifics to the relevant members of the group which in effect would cause them to present their own input towards the goal, thereby dividing the workload between them. In the meeting, the class concepts of Problem Solving, Group Decision Making, Group Conflict, and Leadership came into play. Problem Solving Problem Solving is the process that centers on accomplishing the group task, which is the primary motive of forming the group. Hirokawa discovered that successful groups tend to start the process of task accomplishment by analyzing it at the outset instead of directly jumping into offering solutions. A similar process was initiated by Group A, as at the very outset, the members were called upon to present their own ideas into the discussion on the subject of human trafficking. In the ongoing analysis of the research topic, the members shared 6 ideas which were to contribute towards effective research on the subject of abuse related to human trafficking. This was the first step towards Problem Solving that the group engaged in, and it formalized a conduct which would further allow these 6 ideas to be filtered into tasks which can then be dedicated to members of the Group. These 6 ideas were then formulated as 5 topics that were to be delegated to each member of the group. This allowed each member to be assigned a specific task that pertains to the research wo rk scheduled to be presented at the next meeting. Each topic was to be agreed upon by the respective member so that no topic was enforced upon anyone and there was general consensus on the delegated work. Lauren, a member of the Group who was absent at the meeting, was also communicated his respective topic and given the choice of agreeing or disagreeing to work on it. This conduct allowed each member to enjoy personal autonomy in decision making. By separating topics in this way, the emphasis was on solution multiplicity as each member would then present their own solution to the problem. This paved way for multiple solutions to the same problem. Group Decision Making Communication within the Group is an essential part of Problem Solving, and is largely characterized by Group Decision Making. Group Decision Making is important when building relationships and is in some part dependant on group size. A group of 20 people, for example, designed to produce a written report can be consi dered overcrowded and might lead to feelings of insignificance and lack of acknowledgement amongst individual members who may not be actively involved in the project. Such people are often referred to as social loafers (Comer, n. p.). Thus, adequate size is important for efficiency. In

Personality And Self Care Of Nurses Nursing Essay

Personality And Self Care Of Nurses Nursing Essay It seems that quite often in life, especially in the last few years, people have noted a tendency I have to take on roles involving the motivation of others to grow and learn. This seems to be supported by the personality classification determined by my taking of the Myers-Briggs personality test. In other words, I have an ENFJ personality type, also known as The Teacher. In reviewing my personality type, it is clear that it has profound impact on the way I view and interact with the world, practice as a nurse, handle stress and take care of myself. The Dimensions of Personality and the Practice of Nursing The letters ENFJ refer to preferences within four different dimensions of personality. Specifically the E, which stands for extroversion, describes my outward direction of energy flow. This means that in general I am focused on the environment and people around me rather than reflecting upon the world within me. This is manifested by a general excitement when I am involved in activities with others. Such experiences give me energy. As a nurse in training, this quality gives me the motivation and courage to meet new people and boldly discover ways to involve myself in their lives in a positive manner. For example, one day while doing a clinical in the oncology unit at UCLA I learned of a 21 year old patient who brought in his guitars and amplifiers. With the permission of my clinical instructor and the nursing staff, I eagerly visited his room to talk about guitars. We ended up jamming together with his mom and some fellow student nurses in attendance. This gave us an opportunity to speak of his music as well as health and hope for the future. He, his mom and, as I learned later, the nursing staff, were very appreciative. The next dimension in the Myers-Briggs sequence pertains to my preference in the method I use to acquire new information. N represents an intuitive preference, which means I have an affinity for finding insights beyond just the facts. I have a tendency to look for abstract meanings and consider possibilities for the future based upon trends I see today. In the nursing role, this quality can help me to see the big picture beyond the raw data about a patient. For example, in the Emergency Room at a recent clinical, a disturbed mental health patient kept complaining of a squeezing feeling in her calves and asking for medication. I sensed there was more to the situation and I asked her if anything stressful happened prior to these symptoms. She then expounded on a specific verbal conflict the previous day and unleashed a slew of emotional comments about her life. Soon her legs were no longer an issue and she requested transfer to the mental health unit. How I make decisions is indicated by the third dimension with my preference being an F for feeling. This means that I prefer to consider people and special circumstances as a priority above how general principles can be consistently and logically applied. In this regard I am inclined to consider the greatest good for all people involved in the situation over and against a strict cost-benefit analysis that does not incorporate the value of harmonious relationships. An affinity to rely on feelings also leads me to search for inspiration and motivation in meanings that are not readily quantifiable but are nevertheless very real. My focus on feelings leads me to make sure everyone is happy with a decision that involves them. This can benefit me as a team member on a nursing staff. Last quarter a nurse requested I do something with a patient that was technically outside the hospital protocol and different than the way we learned it in school. Though I knew her approach was common and accepted, I was not willing to perform it below the standard I had learned. However, the pressing concern on my mind was not declaring the rules, but maintaining our relationship. With this in mind I refrained from bluntly asserted the protocol, though this would have been quicker and easier in the moment. Instead I found ways to gently ask her about the protocol and the reasons for it. Then, rather than stating what I would do, I asked her how she would feel if I did it according to protocol. This made her feel as if she were a partner in the decision. At this point she heartily agreed and supported me. In this way I managed to p roceed according to the strict hospital rules without hindering my relationship with the nurse. The last dimension describes how I prefer to relate to the outside world. The J stands for judging, which means I place a high value on the accomplishment of tasks in order to create a sense of order and control. In this regard I may prefer to forgo flexibility and spontaneity in order to bring stability and predictability to life. This trait drives me to organize and track tasks in a concrete manner which can be very important as a nurse. During a clinical day last quarter I soon realized that many things could impact when and if meds were given (e.g. a med is out of stock, the patient refused, vitals or labs not within range,à ¢Ã¢â€š ¬Ã‚ ¦.) It is important for the nurse to track this as it will impact future decisions. In view of this I developed a unique chart, utilizing special symbols and notations, that I used to keep record the status of the giving of meds. This chart freed my mind to consider new tasks without forgetting why and when the situation with a previous medication needed to be revisited. The chart also served as a useful tool my clinical instructor and precepting nurse could view as well. Personality Under Fire When under stress my desire to avoid conflict sometimes leads me to forego what may be fair for myself. Recently in a clinical situation I was working with patients that required a large amount of unexpected care I naively agreed to take on. As the stress took its toll, rather than seeking help and take a much needed break, I opted to solve the problems myself by drawing upon every ounce of energy my extrovert attitude could supply. While it would have been reasonable to rely on others, the stress caused me to imagine doing so would create disharmony. As an ENFJ I do tend to focus on the opinions of others about me to gauge my value. Recently I was performing a sterile procedure under the supervision of a nurse who I felt was rushing me. In my effort to gain her approval, I went quicker than I was ready, rather than assert to her that I was already going as fast as I could. This resulted in making a mistake that required me to start over with a new set of supplies. Personality People Various aspects of the ENFJ type help me relate to people. My desire to support others helps make me sensitive to the needs of colleagues. Recently when working with an ER nurse, as she explained and showed me different procedures, I was always asking her for ways I could assist in an ancillary way, which she appreciated. I seemed to relieve some of her stress. With patients I am very comfortable walking into situations that I am unfamiliar with as I am confident my extrovert attitude with carry me. At a recent therapeutic activity group in the Geriatric Psychiatric Unit I was able to quickly interact with most patients and involve them in conversations. One woman felt comfortable sharing some great memories with me about a song she loved. Also my desire to bring out the best in people causes me to look for ways to inspire hope. With a cancer patient who was despondent over his prognosis, I encouraged him with all the good things he had in his life such as his family and community activities. This brightened his outlook and seemed to give him courage for the future. The value I place on clarity, order and the approval of others leads me to be very inquisitive with supervisors. I generally desire confirmation that I am headed in the right direction. In this way I make sure that what I am doing is appropriate. This is evidenced by the numerous questions posed to my Mental Health instructor and an overseeing hospital staff person about an upcoming therapeutic activity group. I carry this attitude into my interactions with physicians as well, which I find to be constructive. Recently I was able to interact with a surgeon in OR. He could see my desire to get involved as much as possible and began to engage me in conversation about the patients condition. My general outgoing and inquisitive attitude encouraged him to involve me more, even allowing me to palpate various organs exposed by the incision. This turned out to be a very education experience for me. With groups, I think people view me as someone who will help smooth the edges of relationships. In addition, while in group gatherings I tend to avoid attracting negative attention to anyone, even if it takes the form of good-natured ribbing, as I am sensitive to the effect of having an audience. In the previous semester, a member of my student clinical group called me to discuss some issues she had with the comments of another student in the group. After talking a bit I was able to help her see these comments in a less antagonistic way and offer her some suggestions on how to respond in the future to avoid friction. Personality and Self-Care Knowing my personality type helps me understand how I need to take care of myself. As an ENFJ I am excited about supporting others and bringing out their potential. However, this can lead me to sacrifice my own needs. Because I greatly value interaction with others, I may tend to dismiss the value solitary time that would help me gather my thoughts. Therefore, in the future I need to consciously allow myself time to be alone and reflect on life without feeling as if I am missing out on something. This is important to preserve balance in my life. Because of my disdain for conflict, I often fail to maintain proper personal boundaries, which unscrupulous people sometimes take advantage of. In view of this, if I conclude that someone has overstepped their bounds, I need to assert myself to prevent this and understand that doing so is important for a healthy relationship. It is really in the best interest of all concerned. Because I greatly desire affirmation from others, I tend to be ove rly hard on myself if I make a mistake or fall short. Therefore, just as I understand how important it is to forgive others and ask them to forgive me, I need to be able to forgive myself. To do any less would be to compromise my emotional and mental well-being and effectiveness. Conclusion As I read the general descriptions of each of the dimensions of the ENFJ personality type it is uncanny how realistically they described me in ways that were not explicitly asked about on the test. When we put all of these preference dimensions together we see the portrait of a Teacher: someone who is outgoing, looks for abstract ways to connect ideas and inspire people, understands the value of relationships, and finds satisfaction in setting goals and accomplishing a task. Knowing the basics of my personality type, along with the strengths and weaknesses, will help me understand my past and prepare for the future. References Butt, J. (2005, February 23). Extraverted iNtuitive Feeling Judging. Retrieved January 2011, 13, from http://typelogic.com/enfj.html Idealist Portrait of the Teacher (ENFJ). (n.d.). Retrieved January 12, 2011, from http://www.keirsey.com/4temps/teacher.asp Jung Typology Test. (n.d.). Retrieved January 12, 2011, from http://humanmetrics.com/cgi-win/jtypes2.asp Portrait of an ENFJ. (2010). Retrieved January 15, 2011, from http://www.personalitypage.com/html/ENFJ.html The Myers Briggs Foundation. (n.d.). MBTI Basics. Retrieved January 28, 2011, from http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/

Comparing Sexuality and Power in Dracula and Buffy the Vampire Slayer E

Comparing Sexuality and Power in Dracula and Buffy the Vampire Slayer    At first glance, Joss Whedon's "Buffy the Vampire Slayer," the hour-long TV series which premiered in 1997 and is now in its third season, bears little resemblance to the book which started the vampire craze -- Bram Stoker's Dracula, published a century earlier. And yet, looks can be deceiving. Although the trendy -- and often skimpy -- clothing and bandied about pop-culture references of "Buffy" clearly mark the series as a product of a far different culture than that of the Victorian England of Dracula, the underlying tensions of the two texts are far similar than one might think. Beneath the surface differences in the treatment of their heroines, the two texts converge in similarly problematic anxieties about gender and sexuality. Unlike other latter-day adaptations of the vampire legend -- such as films like The Hunger and Anne Rice's Interview with a Vampire novels -- which actively shatter accepted tenets of vampirism, such as the danger of sunlight or crosses to vampires, "Buffy" relies heavily on the guidelines for vampirism established by Stoker in his novel. In "Buffy," as in Dracula, vampires can be killed by direct sunlight and harmed by holy water and crucifixes (Golden 125). When, for instance, Buffy's crucifix necklace touches her vampire boyfriend Angel's chest, it leaves a burn-mark similar to that left on vampire-defiled Mina Harker's forehead by application of a Holy Wafer in Dracula ("Angel;" Stoker 302). And unlike the sympathetic portrayals of vampires advanced in Rice's novels and in the 1960s soap opera "Dark Shadows," the vampires shown are not good or even human. They are, in the words of Buffy's Watcher Giles "demon at the c... ...sitive depiction of their sexual relationship. For Mina, however, renunciation of Dracula's evil must include the renunciation of her own physical needs and desires. The roles played by social mores and conceptions of gender and sexuality are, in the end, more than incidental. Indeed, the difference between Victorian England and 1990s America causes the subtle -- but significant -- valuation of the connections between good and evil and women and sexuality in two in many ways similar texts. Works Cited Golden, Christopher and Nancy Holder. The Watcher's Guide. New York: Pocket Books, 1998. Leatherdale, Clive. Dracula: The Novel and the Legend. East Sussex, England: Desert Island Books, 1985. Stoker, Bram. Dracula. New York: Signet, 1992. Whedon, Joss, creator and executive producer. "Buffy the Vampire Slayer." Twentieth Century Fox Television, 1997.

Deinstitutionalization of the Mentally Ill

Deinstitutionalization of the Mentally Ill CheckPoint 1 According to the article by Jim Mann, from the Southwest Journal of Criminal Justice, (2012) he states how the involvement in the criminal justice system with mentally ill offenders was profoundly affected by the decision which resulted in large numbers of mental hospital patients returning to the community during the mid-1970s.The article states that after an examination of the characteristics of mental health courts was conducted, the consensus results indicated that with the release of mental health patients into a community came the increase in crime rates. The article I researched was very brief, but lead me in the direction of crime levels within the community. Once individuals were released from the institutions, crime rates statistically increased, according to the data provided by the Criminal Justice/Mental Health Consensus Project stated that crime jumped greatly over a period of time.People decided to try the event o f deinstitutionalization in an attempt to save money for both the hospitals as well as individuals. They believed that a prescription drug was and would be cheaper than the cost of twenty-four hour care within an institution. About this time era is when the development of psychiatric drugs started coming into the picture. Unfortunately, according to these statistics, crime levels did increase since the start of deinstitutionalization.My local community is fairly small, but for has a high crime rate for how small it is. We do have an institution here in town for the mentally ill, but the majority of the people that are here and have committed crimes and have done some serious issues due to being mentally ill, basically just get a slap on the hand. My community for the most part is great when it comes to helping people out with certain situations; however, our police department is horrible and lazy. THEY are the waste of money, not our institutions.Anyways, within my community, we do have a homeless shelter, where housing is provided for families, and we also have assistance groups for victims of domestic violence. We also have a family planning clinic that runs solely on donations and provides birth control as well as condoms at no cost. We also have low income clinics that help people and provide health care, dental care, and mental health at charges all based on an individual’s family size and income. Basically, my local community is great for helping people, except for our police department.

Empowering Students Through Critical Reading Strategies Education Essay

Introduction 1.1.BACKGROUND TO THE STUDY Traditional impression of the literacy has been focused on the equal degree of proficiency of the reading and composing ability. Rubin ( 1993:3 ) states â€Å" A literate individual is one who can read and compose † . Since the beginning of the 20th Century literacy construct has taken on several significances. Mckenna and Robinson ( 2002 ) Literacy are a construct that has changed well over the old ages. Entering the modern society with complicated and competitory engineering and the ability to acquire and give information demand to utilize the new signifier of literacy that Multicultural, Technological, Media, Computer, Visual and Critical literary are merely a few illustrations. As an instructional attack, critical literacy has emerged in recent old ages, peculiarly in the late eightiess and early 1990s. Stevens and Bean ( 2007 ) critical literacy is an active inquiring of the stance found within, behind, and among text. Wink ( 2005:3 ) agrees to this â€Å" critical liter acy is reading and composing, but it is much, much more. Critical literacy involves cognizing, tonss of cognizing. It besides involves seeing, tonss of seeing. It enables the reader to read the societal patterns of the universe all excessively clearly. † Critical literacy really encourages readers to actively analyse texts and challenges to detect the significance of the Word and the World. Analytic reading and reading between and beyond the lines are some of its highlighted functions. Richardson, Morgan, and Fleener ( 2009:142 ) are of the sentiment that â€Å" Critical literacy is non to promote incredulity but to give pupil tools for investigation and going informed, instead than fleeceable, readers. † Cooper, Kiger and Au ( 2009:8 ) claim that from a critical literacy position, it is of import to pay attending non merely to how reading is taught, but besides to what is being read. On that history instructors should concentrate on critical literacy and promote the pu pils to hold a deeper expression at texts ; specifically analyzing the relationships among texts, linguistic communication, power, societal groups and societal patterns. One facet of critical literacy is critical reading that is more than entree to superficially intending of the text. Critical reading occurs at a higher degree of reading to authorise pupils, through negotiating and reading critically the diverse signifiers of the text. The first serious researches and treatments of critical reading emerged during the 1967s by Willavence from Ohio State University Research Foundation under the U.S Department of Health, Education, and Welfare. The survey was mostly based upon empirical surveies that investigate â€Å" Critical Reading Ability of Elementary School Children. † Critical Reading was identified as a portion of reading comprehension and was defined as an analytical appraising type of reading in which the reader analyzes and Judgess both the content of what was stated and the effectivity of the manner it was written. In the past two decennaries, a figure of research workers have sought to find assorted dimensions of critical reading activities, accomplishments, and schemes. Developing critical reading accomplishments through whole linguistic communication schemes an empirical survey was done by Robin Combs in 1992 at Southern Nazarene University. In1998, Parviz Birjandi the celebrated Persian policy shaper and the writer of English text editions for high school and pre-university degrees, in his survey tried to look into the consequence of critical reading on the betterment of the reading comprehension ability of Persian high school pupils. The determination of the survey showed that critical reading as a station reading activity, activated the pupils ‘ background cognition which, in return, affected the comprehension of the transition. Around two decennaries working as an English linguistic communication teacher in Persian high schools and pre university centre ; touching and experiencing straight the reading jobs among the Persian pupils peculiarly in the late 1992s and early 2008s ; on the other side, the participating and cooperating of the research worker with The English Skills Department of Santa Barbara City College in a undertaking that called â€Å" CAHSEE â€Å" which takes pupils through the capable affair of the Exit Exam in a manner that challenges them to believe actively about reading, authorship, and word significance, prompted the research worker of this survey to see the inquiry of How does one read critically and actively? It was non a simple inquiry and the reply needed more than a superficially probe in reading country. Reading critically describes the attitudes or behaviours expected of a critical reader and offers schemes for bring outing implicit in messages. Kern ( 2000:29 ) â€Å" readi ng requires more than perceptual and sensory-motor accomplishments ; it besides demands the reader ‘s active engagement at a cognitive degree. † Over the five last decennaries assortment of definitions of critical reading has highlighted that the most of the research workers, have been acknowledged that reading requires the reader ‘s active engagement at a cognitive degree ( Smith1963 ; Russell1963 ; Robinson1964 ; Wolf et al.1967 ; Hess et al.1975 ; Heilman & A ; Holmes1978 ; Kayser1979 ; Rubin1982 ; James1984 ; Flynn1989 ; Paul1993 ; ; Mather & A ; McCarthy2005 ; Wall2005 ; Wallace & A ; Wray2006 ; Gillet et Al 2008 ) . Several cognitive procedures those are similar in kernel to the Cognitive Domain of the Bloom ‘s Taxonomy of Educational Aims are suggested by these writers. Rubin ( 1993 ) believes most of the bing taxonomies are versions in one manner or another of Bloom ‘s taxonomy of educational aims in the cognitive sphere, which is concerned with the thought that pupils should accomplish in any subject. Eisner ( 2000 ) is of the sentiment Benjamin Bloom tries to uncover what pupils are believing about when instructors are learning. Tankersley ( 2003: 116 ) provinces, â€Å" When comprehension is deep and thorough, a reader is able to treat text at higher degrees of the thought procedure. The reader is able to use the degrees of Benjamin Bloom ‘s taxonomy ( 1956 ) and do significance at more sophisticated degrees. This yarn is reading at the rating, synthesis, analysis, and reading degrees. Good readers can supervise their ain comprehension, interpret charts and graphs while reading, sum up as they read, make connexions while reading, and procedure text after reading at sophisticated degrees of thought. † Learning to synthesise, measure, and procedure information in new ways is the key to fixing pupils for the universe outside of school. It appears that some attending should be given to direction in the accomplishments of critical reading in today ‘s schools if pupils are to be adequately prepared to function as to the full working citizens. Goals of school course of study in Iran frequently include a statement of the desirableness of critical reading accomplishments ; nevertheless, there is rarely a consecutive program for the development of these accomplishments below Pre- university degree. Reading and interlingual rendition have cardinal place in Persian current EFL text books ( Eslami-Rasekh & A ; Fatahi 2008 ) . Therefore, the highlighted methods in most schools are combination of grammar-translation and audio-lingual methods ( Eslami-Rasekh 2004 ) . What motivated this research were the ascertained jobs in EFL reading categories in Persian high school and pre-university centres. Furthermore, critical reading has non normally been a major focal point of learning and research in Iran and empirical research in critical reading has been limited chiefly to university degree. The research worker has considered the value of critical reading schemes and seek to show, through sample reading lesson, alternate possibilities for reading activities which, besides being more interesting for pupils, can assist them go more active, and more critical readers. The major benefit of the lesson on critical reading is the high degree of enthusiastic pupil engagement. This is attributable to some extent to the freshness of the undertaking they will execute: coming up with inquiries, they thought would be answered in the text, instead than seeking to reply superficial comprehension inquiries or true-false statements prepared by the text edition author. 1.2. Statement OF THE PROBLEM The twenty-first century will necessitate scholars to utilize the four highest degrees of thinking-application, analysis, synthesis, and rating higher degrees of comprehension would evidently include higher degrees of believing Tankersley ( 2005 ) . In EFL reading categories, pupils normally do non hold the chance to execute higher order believing undertakings ( e.g. , using, speculating, analysing, synthesising, comparing, and measuring what they read ) . Consequently, they do non larn to read critically, nor do they make appraising apprehension of the text and develop their thought ability. Oftentimes, pupils get frustrated and lose motive for independent reading because they are used to listening to instructors ‘ accounts ( Wallace 2005 cited in Jun Zhang2009 ) The similar state of affairs can be found among Persian EFL pupils. In Iran, English is taught as a foreign linguistic communication and is practiced within a context-restricted environment, in which the text edition and schoolroom instructor plays the chief function. Although the reading accomplishment sounds to be of first precedence in the design of the Persian high school books, many Persian EFL scholars still seem to hold serious jobs with geting the ability to read critically. Harmonizing to Koosha and Jafarpour ( 2006 ) this inefficiency seems to be, to some extent, due to the deficiency of definite reading schemes among Persian EFL pupils. Birjandi & A ; Noroozi ( 2008 ) states that in Iran ; reading is comparatively viewed as the purpose of linguistic communication instruction and linguistic communication acquisition plans in secondary and third degrees of instruction. Thus, English instructors are expected to acquire familiar with efficient techniques that can hike the degree of scholars ‘ reading comprehension. Higher-level thought arises when pupils read between the lines, look beyond the surface of the text and they are reading to calculate out an reply or to accomplish comprehension. While there is non a recognized demand to hold higher-order thought pattern in the Persian EFL schoolroom, there is non besides a recognized instructional battle with conveying higher-order thought to life in the schoolroom. This indicates a demand to understand the assorted position of critical thought that assists Persian EFL pupils. Tankersley ( 2003 ) states although most English linguistic communication instructors learned about Bloom ‘s Taxonomy ( Bloom, 1956 ) during their readying classs, many rarely challenge pupils beyond the first two degrees of knowledge: cognition and comprehension. While Critical reading is at higher degree of comprehension accomplishments and it involves rating, the devising of a personal judgement on Lie truth, value, and truthfulness of what is read Rubin ( 1993 ) .In malice of Educators acknowledge that the cognitive benefits to all pupils of foreign linguistic communication survey, such as furthering higher-order thought accomplishments, Harmonizing to Dadvand & A ; Foruzande ( 2007 ) the structural position of the nature of linguistic communication and the behaviouristic premise among Persian instructors about linguistic communication acquisition which have led to an overemphasis of structural points as the skeleton of linguistic communication and repetition/ memorisation as the bosom of a successful linguistic communication larning experience.Thus, the reading transitions in Persian high school books are non accompanied by appropriate exercisings. Most of the comprehension inquiries following the reading subdivision inquire show inquiries, which merely require turn uping some pieces of information within the text, i.e. the first two lower degrees of thought and knowledge: cognition and comprehension. Although extended research has been carried out on reading country in Persian EFL schoolroom, no individual survey exists, which have investigated the reading from cognitive dimension and position. The consequences of those surveies besides show the deficiency of definite cognitive reading schemes within Persian high school schoolrooms. Consequently, Students do non hold equal background accomplishments, they understand the text at some superficial degree, and the act of reading is hard and troublesome for them. ( Tankersley2003:2 & A ; 91 ) â€Å" Poor readers do non understand that they should take any action when comprehension is lost. Many merely give up since they have no schemes to utilize to cover with hard text. † 1.3. Purpose of the survey The aims of this research are as follow: 1. To place the critical reading schemes employed by Persian EFL pupils. 2. To look into the Persian EFL pupils ‘ reactions and responses to the procedure of learning critical reading. 3. To fix a theoretical account to learn critical reading schemes to Persian EFL pupils. 1.4. The research inquiries of the survey formulated as: 1. What are the critical reading schemes employed by Persian EFL pupils? 2. How do the Iranian EFL pupils react and respond to the procedure of learning critical reading? 3. How to fix a theoretical account to learn critical reading schemes to Persian EFL pupils? 1.5. Significance of the survey The important of this survey is to bridge the spread between the construct of critical reading and existent reading pattern available to instructors and pupils. In peculiar, the survey focused on the highlighted critical reading schemes as a medium to fix Persian EFL pupils for critical reading-the ability to read with analysis and judgement and to promote them to take part actively in reading procedure.The critical reading development will actuate the pupils to happen purpose in reading and measure the intent of the writers and even a touch of exhilaration or challenge to reading. Reading without intent can be frustrating and may cut down motive, comprehension, and efficiency This survey maintains that pupils are holding trouble in reading because they are non having the right reading experiences in school. Most of the clip pupils are asked to reply end-of chapter comprehension inquiries or make full in eternal worksheet infinites. In add-on, most reading that is done in category is unwritten reading with one pupil reading the text aloud and all other pupils listening.. Motivation does non go on for pupils as they are reading or making dull exercisings. The pupil has to be motivated prior to reading. Students have to be taught to believe about a subject in assorted ways before they start to before they start to read. Teaching reading based on critical reading schemes provides many chances for EFL pupils to prosecute in the upper degrees of Bloom ‘s taxonomy. Therefore, the major classs: callback, comprehension, application, analysis, synthesis, and rating of the cognitive sphere of Bloom ‘s Taxonomy encourage EFL pupils to play active functions in larning critical reading in EFL categories. 1.6. OPERATIONAL Definition The followers are the definition of footings used in current survey: 1.6.1. CRITICAL LITERACY Alagozlu ( 2007 ) Critical literacy is a new position in learning English as a foreign linguistic communication, which trains pupils to believe critically and so transforms their thought into some practical action to do a better society. Critical literacy purposes at researching a new position, doing teaching method synchronize with the changed society. Therefore, critical literacy in EFL instruction is extremely important 1.6.2. CRITICAL Reading Wall and Wall ( 2005 ) Critical reading is a manner of reading that will let you to take a deeper expression at text. You will develop an acquired accomplishment with some cognition and experience. To read critically means to read analytically, this means to inquiry and to believe about the written stuff in forepart of you. When you question something, it normally leads to happening replies. There are no right replies when you read-there are merely the writer ‘s purposes and your readings. Critical reading is a manner of looking at a book and analysing what the writer is stating and the methods the writer is utilizing to pass on a message or thought. Your analysis is complete when you have formed your ain readings of the writer ‘s purposes. Learning to read in deepness, with comprehension, and being unfastened to new ways of believing an apprehension can merely get down with an scabies to desire to cognize more, whether it ‘s for your ain personal cognition or for a category. 1.6.3CRITICAL Reading Scheme A assortment of schemes that help pupils read with better apprehension of the stuff. Mastering these schemes will assist pupils manage hard stuff with confidence.A 1.6.4. BLOOM ‘S TAXONOMY OF EDUCATIONAL OBJECTIVES Krathwohl ( 2002 ) The Taxonomy of Educational Objectives is a model for sorting statements of what instructors expect or intend pupils to larn due to direction. Bloom ( 1956: 26 ) educational aims mean expressed preparations of the ways in which pupils are expected to be changed by the educative procedure. That is, the ways in which they will alter in their thought, their feelings, and their actions. Bloom ‘s Taxonomy is the most common theoretical account for depicting thought. A list of six believing accomplishments arranged from the most basic to the most advanced degree. These descriptions are used to assist instructors and pupils focus on higher-order thought. Bloom lists a hierarchy of accomplishments: cognition, comprehension, application, analysis, synthesis and rating. 1.7. THEORETICAL FRAMEWORK OF THE STUDY Having now introduced and motivated the subject, defined the research inquiries, and looked at some of the research germane to the proposed survey, this subdivision is devoted to set uping the theoretical model within which the survey will take topographic point. Eisenhart ( 1991: 205 ) described a theoretical model as â€Å" a construction that guides research by trusting on a formal theoryaˆÂ ¦constructed by utilizing an established, consistent account of certain phenomena and relationships † . 1.7.1. COGNITIVE DOMAIN OF THE BLOOM ‘S TAXONOMY OF EDUCATIONAL OBJECTIVE Krathwohl, Bloom and Masia ( 1964:7 ) Cognitive aims emphasize retrieving or reproducing something, which has presumptively been learned, every bit good as aims, which involve the resolution of some intellective undertaking for which the person has to find the indispensable job and so reorder given stuff or unite it with thoughts, methods, or procedures antecedently learned. Cognitive aims vary from simple callback of stuff learned to extremely original and originative ways of combine and synthesising new thoughts and stuffs. Bloom ( 1956: 20 ) in the cognitive sphere, particularly, it appears that as the behaviours become more complex, the person is more cognizant of their being. Students are able to give more complete studies of their onslaught on a job as the job becomes more complex, that is, as the job is classified in the more complex categories of rational abilities and accomplishments. 1.7.2. Cognitive LANGUAGE LEARNING STRATEGIES Grenfell and Harris ( 1999:44 ) Cognitive schemes are mental battle with linguistic communication in stuffs or undertakings in order to develop understanding and therefore acquisition. Cognitive schemes act on linguistic communication in the acquisition procedure and may be specifically involved in production of linguistic communication. Cognitive schemes besides include many academic and survey or larning accomplishments, for illustration, interlingual rendition, tax write-off, working on keywords, utilizing available resources, mnemonics, taking notes. 1.7.3 HIGHER-ORDER Thinking STRATEGIES Duke and Pearson ( 2002:118 ) six schemes that higher-level readers should utilize to do significance of text as they read. ( 1 ) prediction/activation of anterior cognition, ( 2 ) utilizing think-aloud schemes to supervise comprehension, ( 3 ) utilizing text constructions, ( 4 ) utilizing and building ocular theoretical accounts such as in writing organisers and imagination, ( 5 ) summarizing, and ( 6 ) inquiring and replying inquiries while reading. 1.7.4. Critical Reading STRATEGIES Singh, Chirgwin and Elliott ‘s ( 1997 ) critical reading schemes encourage scholars to utilize each of the cognitive procedures described in the three upper degrees of Bloom ‘s Taxonomy, those normally associated with critical thought accomplishments. Singh et Al. ( 1997 ) modified Bloom ‘s order somewhat, included some procedures more than one time, omitted one type of procedure and included a pretest of bing cognition. This alone scheme engaged pupils in a metacogitive consideration of their ain thought procedures by inquiring them to compare their initial and concluding constructs, warrant why their initial and concluding constructs changed, and eventually to pull decisions about the truth of their thought. Table 1: Comparison of Singh, Chirgwin and Elliott ‘s critical reading scheme with Bloom ‘s Taxonomy Singh, Chirgwin & A ; Elliott ‘s Procedures Bloom ‘s Lev EL ‘s of Cognitive Learning Identify and enter their initial constructs Pretest of bing cognition Obtain information through reading Obtaining new cognition Compare initial and concluding constructs Comprehension – looking for similarities and differences State how and why constructs changed Analysis – comparison and contrasting, pulling decisions and back uping the statement Produce a study on differences between initial and concluding constructs Synthesis Give their sentiments on how and why Evaluation Let scholars pull decisions on the truth of their constructs about text. Analysis Cognitive Language Learning Schemes Higher-Order Thinking Schemes Critical Reading Schemes Cognitive Sphere of theBloom'sTaxonomy of Educational Objective Chapter Two Review of Related Literature 2-1.Background of the survey Habsah Hussin ( 1998 ) who investigated the effects of selected critical reading schemes on critical reading public presentation of selected Malayan ESL Secondary School pupils. In 2006, Ainon Jariah Muhamad at Institute of Education International Islamic University Malaysia studied Critical reading schemes in English as a 2nd linguistic communication it was a instance survey of Malayan jurisprudence undergraduates. The consequences of the survey revealed that pupils ‘ attitudes to reading and to reading critically, did hold some influence on the figure and the types of schemes used. The activation of background cognition and related experience were besides helpful in bring forthing the critical responses to academic texts. Veeravagu, Jeyamahla ( 2010 ) at Univesiti Teknologi MARA ( UiTM ) enquired â€Å" Using Bloom ‘s Taxonomy to Gauge Students ‘ Reading Comprehension Performance † The findings indicated that the degree of believing procedures advocated by Bloom taxonomy had influenced the public presentation of the pupils in the reading comprehension paper. Wallace 2005 cited in zhang: Again, as Wallace has stated, pupils have developed merely one strong â€Å" reading scheme † over the old ages: that of listening to the instructor explicating the text word by word, sentence by sentence. Because reading schoolrooms lack category interaction, pupils are non actively engaged in the meaning-making procedure or, at best, the procedure involves readers ‘ decryption of text. Therefore, the bing cognition of pupils is non efficaciously drawn out for the benefit of the whole category. There is a deficiency of profusion and diverseness in schoolroom activity. †

Russians And Bosnians Essays - Free Essays, Term Papers

Russians And Bosnians Essays - Free Essays, Term Papers Russians and Bosnians Historically and politically, the Bosnians and the Russians are a perfect match.This history started in the middle of the first thousand years A.D. when the tribes called the Southern Slavs migrated into the southeast area of Europe known as the Balkans. The Slav people as they are known, were separated from the Northern Slavs, that is, related Slavs in Poland, Czechoslovakia, and Russia, by the non-slavic tribes that settled the lands of Austria and Hungary. The Bosnians original ancestors were the Southern Slavs. They raided areas throught the Balkans including what is now modern day Serbia.This tribe eventually split up, mostly for religious and political reasons but also because the geography of the region is such that large groups of Slavs became separated and isolated from one another because of the difficult terrain. When religion came to the Balkans, where you were physically had as much to do with what religion you grew up with as other reasons. The Serbs who were closest to the Byzantine Empire geographically, took up the Eastern Orthodox Religion. The peoples in what is now Croatia, Slovinia and Bosina were infuenced by Rome and took up Roman Catholicisim. However, the Bosnians, who were alwasys being threathned politically by the Orthodox Christian Serbs as well as their Roman Catholic neighbors, by the fifteenth century had made apolitical decision to align themselves with the rising power of the Ottoman Empire, and converted to Islam. Russia, the country where most of the Southern Slavs came from had accepted the Eastern Orthodox religion at around the time the Serbs did. This religious bond between Russians and Serbs was very strong and the two groups supported one another for virtually their entire history up to and including modern times. The Serbs supported the Russians in almost all their wars and helped the Russians gain control of part of the Eastern Mediterraen from the Turks. This is why the Russians are deeply interested in this area and feel they have a special role to play in the current conflict. The Balkans are the reason that World War I had started. The Serbs of 1914 was as determined then, as they were for centuries, of preserving their independence in the Balkans. A wider war in the Balkans could risk the security of Europe, and possibly draw Moslen nations into the war. On a more imeadiate level, the reason for peace in Bosnia is so urgent is because cities, roads, bridges, have been destroyed in the conflict. A good example of this is Sarajevo, ( a major muslim city) that was known for its cultural mixture. It was the site of the 1988 winter olympics which welcomed hunreds of atlethes from all over the globe. The city is on the Bosinian-Serb border and has been shelled by both sides in the war. However, a far more important reason is to prevent this local war from starting a wider confrontation that would risk the security of Europe, and possibly draw in Moslem nations to support the Muslims in Bosnia. Russian soldiers are going to be among the troops keeping peace in Sarajevo as well as in other towns in Bosnia. The rusians are trying to improve relations with the U. S. and are doing so by working with the U.S. on keeping peace in the Balkans. Both President Yeltsin of Russia and Clinton Of the U.S., have met several times over this issue. They decide that a good way to improve rlations betwen the two countries. Part of the debate over rusian troops betwen Russia and the U.S. was who mwould command the Russsian troops if they were sent. The Russians did not want teir troops under a NATO command because they thought that Nato was anti- Russian. Another topic of their debate was where were the Russian troops to be deployed. The russians wnated to be deployed in Bosnian Serb teritory, and the U.S. wanted them deployed in Bosnian Croat territory. Finally an agreement was reached. The Russians would send fifteenhundred troops to Bosnia. They were scheduled to arrive in mid-December 1995. Both sides agreed that the Russian troops would report to their own commander, General Leonti P. Shetsov. Shetsov had worked with

the anti war movement of the vietnam war essays

the anti war movement of the vietnam war essays United States participation in the Vietnam War was a subject of much debate among the American public. While many Americans supported the United States involvement in the War, in agreement with the Government that American assistance was needed in order to stop the spread of Communism, other people felt that it was immoral for the United States to involve itself in another country's internal matters. The antiwar movement against Vietnam in the US from 1965-1971 was the most significant movement of its kind in the nation's history. Anti-war protesters were not confined to the young, radicals, intellectuals, and the disaffected.... By 1968, [they] included many powerful individuals within the business and financial communities, the media, and the government itself ( McMahon 466). Also by 68, protesters numbered almost seven million, with more than half being white youths in the college. Students for a Democratic Society, (SDS), announced its opposition of the Vietnam War publicly in 1965. In a public announcement, they state their reasons for disagreement. We feel that the war is immoral at its root, that it is fought alongside a regime with no claim to represent its people, and that it is foreclosing the hope of making America a decent and truly democratic society....We are anxious to help and to change our country; we refuse to destroy someone elses country (McMahon 467). The SDS was not alone in their opposition. Civil-Rights leader, Martin Luther King, Jr., declared his opposition in 1967. He stated many reasons. ...it became clear to me that the war was doing far more than devastating the hopes of the poor at home. It was sending their sons and brothers and their husbands to fight and die...As I walked among the desperate, rejected and angry young men, I have told them that Molotov cocktails and rifles would not solve their problems...But, they as ...

Ten top writing tips for scientists - Emphasis

Ten top writing tips for scientists Ten top writing tips for scientists Ask most scientists, engineers and technologists why they got into the profession and theyre unlikely to say it was because they love writing. But love it or hate it, writing is an essential part of a scientific career. Report writing skills are crucial to communicating your research, ideas and recommendations. Losing the gems of months of research in confusing, convoluted prose helps neither you nor your readers. The way you write can be more important than what you write. An instantly readable report will usually have more impact than one that is difficult to decipher. Science doesnt exist in a vacuum. So if you cannot communicate effectively to colleagues and the general public, your work is likely to be perceived as less important. In fact, if you cant communicate what you do, you could argue that you might as well not do it in the first place. Here are some top tips and techniques that can transform your written work: 1. Ask the right questions Powerful writing starts from an ordered, clear structure. Begin ordering your ideas by asking yourself the questions: what? where? when? how? why? and who? When you know what you want to communicate, and why, you can then lay out your core idea first, and expand on it in the rest of the document. Always make sure you ask yourself the exact purpose of what you are writing. When you have a clear intent, you have a much better chance of crafting an effective document. 2. Use jargon with care Abbreviations are a great shortcut when you and your reader speak a common language. But dont forget that there may be acronyms and abbreviations that people outside your organisation or area of expertise just wouldnt know. This doesnt mean that you have to avoid jargon at all costs. Just be aware of your readers knowledge and choose the words and phrases that you are certain they will understand. Most people overestimate how much their readers know and bombard them with too many technical words and phrases. 3. Focus on your reader Do your readers really know everything about thermodynamics or mass transfer? Or are they more concerned with how the science affects their environment, a product or the companys bottom line? Ask yourself the following questions so that you can tailor your information to your reader. Who will read the document? How much experience do they have of the subject? How much do they know about it? What is their likely attitude towards it? How involved in the subject are they? How interested are they in the subject? 4. Dont show off In academia, the more knowledge, information and argument you display, the higher the marks. In the outside world, only the most significant information is necessary. Summarising a wealth of related issues may at first appear to cement your expert status, but it doesnt help your reader. Managers often have several reports to read each day, so focus on becoming a solution provider. 5. Create a compelling opening paragraph Research has shown that when it comes to focus, people remember the beginning and end of something, plus a high point in the middle. This is as true for reports as it is for holidays or feature films. So make sure that your conclusions and recommendations are in the summary. If you bury your recommendations in the middle, theres no guarantee that your readers will get that far. 6. Be confident Say what you really mean and your readers will thank you for it. It can be a little disconcerting to write clearly and in plain English, especially if you come from an organisation that doesnt encourage having a definitive viewpoint. But it will help you to become recognised as a thought leader and means that your work reaches a much wider audience. 7. Learn how to KISS Keep it short and simple. Avoid long, flowery phrases and make sure your sentences contain a maximum of 15 to 20 words. Presenting information in short, manageable chunks also helps you to keep the reader with you, so stick to the principle of one idea per sentence. To paraphrase Einstein: make things as simple as they are but no simpler. 8. Get active Where possible, use the active voice rather than the passive one. Instead of writing, the reactions of various metals were tested, write we tested the reactions of various metals. Adding in the word we makes the document more personal. Dont be afraid to use the word you when writing reports for non-scientists. The idea is to engage the reader and active, personal language does just that. 9. Check for errors Always proofread carefully by printing out your document and combing through it word for word. You cannot rely on your spellchecker to know the difference between palate and pallet, especially if you have it on the automated setting. Print it out first. And if possible, put your work aside for a day and come back to it with fresh eyes. Its likely that any errors will jump out at you more easily. Also check for punctuation and make sure that your structure is as effective as it can be. 10. Use a style guide Grab a free copy of our new The Write Stuff (third edition) to help you with the writing process. This 60-page style guide contains the very essence of good writing. Request a copy here. How Emphasis helped scientists to write more clearly One of Europes leading pharmaceutical companies asked Emphasis to improve its scientists report writing skills. The problem? Many of their written reports were failing to communicate the results of their research and development work in a clear and concise way. The training programme changed how the scientists approach, plan and structure their reports. Before the training programme, most people saw writing as an irritating distraction from their research and their reports had to be heavily edited. Now, there are fewer amendments, the medical director explains. This has reinforced the lessons learned during the training, creating a positive cycle that has, in turn, promoted better writing throughout the company.

Art from major museum from the collection of 19th, 20th or 21st Essay

Art from major museum from the collection of 19th, 20th or 21st centuries - Essay Example In accordance to the rising demands for visual arts, art-enthusiasts established the first national museum on the year 1793 in Paris which they named Louvre. This famed art museum placed for the first time in France a haven for the arts that were previously and exclusively owned by the aristocracy; it showcased these fabulous arts to individuals of all walks of life. Furthermore, due to the aforementioned significant revolutions, art movements developed in a rapid scale which was largely characterized by â€Å"isms†: Impressionism, Realism, Fauvism, and so on. These movements duly represented societies that were freshly liberalized from the stronghold of the Church. France was the pinnacle of success for every artist in the 19th century. Annually, a Salon was held wherein exceptional artists had the grand opportunity to display their magnum opus to public scrutiny. However, a fortuitous incident happened in 1863 which gave birth to one of the most influential movements in the period, the Impressionism. A Salon jury declined huge numbers of submitted works of art which angered the artists and prompted them to create another exhibition which they called the â€Å"Salon des Refuses†. Spearheading this movement was Edouard Manet who notoriously displayed his â€Å"impressionistic† paintings such as the celebrated Luncheon on the Grass. However, the term Impressionism came from Claude Monet’s, who was another famous artist of the movement, Impression: Sunrise. The Impressionist movement is also referred to as optical realism by some artists because of its scientific and modern themes in the genuine visual familiarity and its acc ent on illumination and movement on the overall faà §ade of entities; one of the utmost exemplars of impressionism is Edouard Manet’s controversial painting. Edouard Manet’s Luncheon on the Grass stirred much controversy because of the paintings

The economic growth of the UK has varied over the 10 years between Assignment

The economic growth of the UK has varied over the 10 years between 2004 and 2014 - Assignment Example The government has played its part in regulating and setting up of policies that help regulate the economic growth. Favorable government policies to stimulate the private sector, hence leads to achieving a change in broadband. The government has, moreover, removed trade barriers, hence allowing a favorable competitive in the global market and economy. The government has created a simpler tax system which is fairer. This helps in improving the state of public resources and finances.in the long run, the growth of the economy is boosted and workers who work to support their families are rewarded. The government has created a competitive taxation system among the G20 making it more lucrative and attractive to international investors. The corporate tax was reduced from twenty eight percent to twenty three and is expected to be lowered in 2015, making it the lowest among the G7 members (A Guide to UK Taxation, 2013). In 2010, the Corporate Tax Road Map was published by the government. This set up several principles that led to tax reforms. The bill opened way for low and simple corporate tax, a stable taxation system, legislation that minimized complexity. All these factors led to a favorable environment for investors, hence became a boost to the growth of the economy (A Guide to UK Taxation, 2013). The investment done by the government and private investors in setting up of infrastructure have been a major boost to economic growth. With over 1.7 billion pounds have been invested in over thirty six transport projects, including nine major highways, including the M62 and M1, several local authorities like the Greater bus network, Poole Bridge and Blackpool tram and the National infrastructure plan (2013, pg. 27). In the short-term the investment led to employment directly, created a demand for materials while, in the long term, it allowed the economy an open

Analyzing Martin Luther Kings' "A Letter from Bermingham Essay

Analyzing Martin Luther Kings' "A Letter from Bermingham Jail" - Essay Example While his idea that peaceful demonstrations are essential in exerting pressure on the government to pay attention to discrimination issues has been widely accepted, there are those who criticized the demonstrators for failing to give the government enough time to respond to the matters. From a critical point of view, there is evidence that Luther is right on the idea that the government has consistently ignored the plight of the black Americans and that peaceful demonstrations are crucial to push the government to look at these issues. This article seeks to analyze critically the arguments of Martin Luther King in his article in Birmingham jail. Luther’s idea that discrimination is an urgent issue that the government has ignored for a long time is sound and has garnered a lot of support. The discrimination of black Americans in the US has been a serious issue for a long time. Evidently, the Blacks were discriminated in all areas including employment, courts, and other public areas. The victimization of Black Americans, referred to as â€Å"negroes,† was common as the authorities perceived this minority group as criminals. A good example is the case in Ferguson when a white police officer, Darren Wilson, shot an unarmed teenager, Michael Brown, after suspecting him as a potential criminal. Later, it was proved that the teenager was innocent, but the court justified the action of the white Policeman. The BlackLivesMatter movement points out that a black person is shot every 28 hours period by a white policeman and that more than 25 percent Black Americans live in abject poverty. These statistics support the idea of Luther that â€Å"justice too long delayed is justice denied† (2). From this angle, Martin Luther’s letter in Birmingham jail presents the true picture of the injustice perpetrated against blacks in the US. Secondly, Luther presents the idea that the US government has been adamant to handle the issues of the Black people is debatable (4).

Halecar and Mid Lans Automotive Two cultures merge Coursework

Halecar and Mid Lans Automotive Two cultures merge - Coursework Example s starting from recruitment and selection of staffs to managing performance, eliminating employee dissatisfaction, bringing advancement in training and development as well as controlling issues relating to equity and diversity of the employees (Armstrong, 2012). As a result of growing competition and technological advancement, more and more firms tend to merge with comparatively strong firms in order to protect their existence and to enjoy economic and technological advantages arising out of strong background of the companies merged with. However, as a result of such amalgamation the employees of two different companies experience difference in terms of rules and regulations, working procedure, employee benefits as well as different working culture. Hence, employees of one organization are bound to adopt the cultural practices of the other organization. If not controlled properly, such incidents may lead to serious consequences for the newly merged company in terms of employee dissat isfaction, employee turnover, reduced production and profitability (Legge, 2005). Therefore, human resource team should take corrective actions in timely manner for organizations to sustain in the long run and to enjoy advantages arising out of merger. Halecar is a long established UK based Automotive Manufacturing Company producing British cars for well known Indian Company, Tutu (Excerpt from case study). However, with the decline in the UK car industry, Halecar started experiencing rapid detriment in their production and the company ceased to exist. Workforce had been reduced and the only source of revenue was the Indian Company, Tutu for which they manufactured Nano, the cheapest passenger car in the world. Further pressure from the Indian company as well, to bring efficiency in production process and to shift production to 3 lines on a 24 hour basis, led the management to impiment structural changes into the organization. On 1st of August, 2014, Managing Director of Halecar

CIF Shipment Contract Essay Example | Topics and Well Written Essays - 750 words

CIF Shipment Contract - Essay Example Fundamentally, cost, insurance and freight in a C.I.F Contract are tied to the shipment industry. A C.I.F Contract is quite similar to a Cost and Freight contract, and the same rules apply. Aside from the Cost and Freight features, a C.I.F includes an insurance policy. This covers any risk when goods are being delivered from sellers to buyers (Chua, 2000, 158-159). With all Cost and Freight rules being applied, insurance is the included factor in a C.I.F contract. The insurance factor prevents a seller and buyer facing any loss during transfer of goods. Documents of goods are handed by the seller to the transporter, and then they are handed to the buyer. While this process takes place, the insurance factor remains in effect. Therefore, protection of the goods starts from the time the insurance policy commences up till the time the transporters hand the goods over to the buyer (The Law of International Trade, 2000, 23-27). Usually, such an insurance policy in a C.I.F contract is signed for the period during which the goods are in the care of the seller or the buyer. From this, one can see that the C.I.F. insurance factor is associated with the contract because it is intended for the purpose of shipment. Further more, the insurance is mentioned in the sales contract. The amount that is insured is particularly written in the sales contract, and the amount insured should not be less than 110 percent of the total C.I.F value. This shows that the insurance factor covers everything, and the seller and the buyer will stand no loss if anything happens to the good while being delivered (The Insurance Element in lncoterms CIF and CIP Contracts, 1995, 8-25). Under C.I.F terms, it is a requirement for an exporter to have marine insurance. Obviously, this means that if an exporter does not have marine insurance, s/he would not be able to sign a C.I.F contract. The idea of having marine insurance means that the insurance is specific to the transporter, and provides coverage against loss in case during transportation (The Insurance Element in lncoterms CIF and CIP Contracts, 1995, 8-25). A C.I.F contract appears to be a comprehensive shipment contract because it encompasses all important aspects for transporting goods under international trade. It could be asserted that this contract is a step ahead of the Cost and Freight contract, while variations of a C.I.F contract are seen in the form of C&I contract. In a C&I contract, Cost and Insurance are mentioned in the sales agreement while freight is not included. It can be noted that the marine insurance requirements in a C&I contract and in a C.I.F are the same (The Insurance Element in lncoterms CIF and CIP Contracts, 1995, 8-25). A seller in a C.I.F contract has the responsibility of fulfilling all the contractual requirements. Details such as the exact date and time the goods are to be delivered to the buyer need to be mentioned in the contract. Therefore, it is often said that in a C.I.F contract, a seller has more responsibility than a buyer. The seller has to make sure that everything is in order while the buyer has to receive it as per agreement. If there are any problems with delivery of goods, the buyer is not responsible (The Nature of CIF Contract, 1993, 159-176). However, the seller is on the safe side because s/he is protected due to insurance in the

Plasmid mapping Essay Example | Topics and Well Written Essays - 1750 words

Plasmid mapping - Essay Example This DNA is now called as recombinant DNA. These vectors replicate inside the host cell along with the inserted DNA. These vectors are of two types: expression vectors (expression of the cloned gene to give the desired protein) and cloning vectors (produce millions of copies of cloned DNA). (Sambrook and Russell 2001). Restriction endonucleases are the enzymes that cut the DNA at the specific sequences. There are about 200 different restriction enzymes. (Brown 1995). The most common restriction endonucleases are EcoR1, BamH 1 and Pst1. All these restriction enzymes have sticky ends. The recognition sites for these restriction enzymes are as follows: EcoRI recognition site = G|AATTC Bam H1 recognition site = G|GATCC C TTAA |G C C T A GIG and Pst 1 recognition site = CTGCAIG GIACGTC (Siwach and Singh 2007). The pieces of DNA that remain after the digestion with the restriction enzymes are called as restriction fragments. Each restriction enzyme has a unique code and it cuts the DNA int o fragments with either sticky or blunt ends. A restriction map gives us the location where the restriction enzyme cuts the DNA. This restriction digestion is used for two purposes: Restriction mapping and specific DNA cleavage for the production of new constructs. The restriction mapping is used to identify the plasmids. The number of DNA fragments and the size of the DNA fragments depend upon the action of the restriction enzyme. These DNA fragments thus obtained are separated using the Agarose gel electrophoresis. Gel electrophoresis is the most powerful technique for separating the biomolecules. The DNA are negatively charged particles that are attracted towards the opposite charge under the influence of electric field. Here the agarose gel is the solid matrix. The solid matrix controls the rate of migration of the molecules based on the size of the particles and the concentration of the gel. The buffer is a mixture of organic and inorganic salts that helps to conduct the electr ic current between the positive and negative terminals. To visualize the DNA bands present in the gel, stains such as methylene blue and ethidium bromide are used. In our experiment we use ethidium bromide that fluorescence’s under the UV light. Ethidium bromide intercalates between the base pairs of DNA and fluorescence when exposed to the light of 250 – 300 nm. (Sambrook and Russell 2001). Materials and method: The materials are the same as mentioned in the practical handbook. Restriction mapping consists of three important steps. They are restriction enzyme digestion, agarose gel preparation and sample loading. 1) Restriction Enzyme digestion: The unknown plasmid sample is taken and they are digested using the restriction enzyme. The standard concentration of the plasmid DNA is 1 ?g/ 5 ?l. In order to standardize the plasmid and to enhance the enzyme reaction, 2 ?l of enzyme buffer is added to the digest. 1 ?l of the enzyme is added to the sample. The volume of the digest is made upto 20 ?l using the sterile water. The composition of the digest is as follows: For this Restriction digestion, BameH1,Pst1 and EcoR1 restriction enzymes were used. The final volume of each restriction digest was 20 microlitres. ? Hind3 (Marker)-Distance moved in the gel mm Plasmid DNA Enzyme 10Xenzyme buffer Sterile water Total EcoR1 5Â µl 1Â µl 2Â µl 12Â µl 20Â µl Pst1 5Â µl 1Â µl 2

CIF Shipment Contract Essay Example | Topics and Well Written Essays - 750 words

CIF Shipment Contract - Essay Example Fundamentally, cost, insurance and freight in a C.I.F Contract are tied to the shipment industry. A C.I.F Contract is quite similar to a Cost and Freight contract, and the same rules apply. Aside from the Cost and Freight features, a C.I.F includes an insurance policy. This covers any risk when goods are being delivered from sellers to buyers (Chua, 2000, 158-159). With all Cost and Freight rules being applied, insurance is the included factor in a C.I.F contract. The insurance factor prevents a seller and buyer facing any loss during transfer of goods. Documents of goods are handed by the seller to the transporter, and then they are handed to the buyer. While this process takes place, the insurance factor remains in effect. Therefore, protection of the goods starts from the time the insurance policy commences up till the time the transporters hand the goods over to the buyer (The Law of International Trade, 2000, 23-27). Usually, such an insurance policy in a C.I.F contract is signed for the period during which the goods are in the care of the seller or the buyer. From this, one can see that the C.I.F. insurance factor is associated with the contract because it is intended for the purpose of shipment. Further more, the insurance is mentioned in the sales contract. The amount that is insured is particularly written in the sales contract, and the amount insured should not be less than 110 percent of the total C.I.F value. This shows that the insurance factor covers everything, and the seller and the buyer will stand no loss if anything happens to the good while being delivered (The Insurance Element in lncoterms CIF and CIP Contracts, 1995, 8-25). Under C.I.F terms, it is a requirement for an exporter to have marine insurance. Obviously, this means that if an exporter does not have marine insurance, s/he would not be able to sign a C.I.F contract. The idea of having marine insurance means that the insurance is specific to the transporter, and provides coverage against loss in case during transportation (The Insurance Element in lncoterms CIF and CIP Contracts, 1995, 8-25). A C.I.F contract appears to be a comprehensive shipment contract because it encompasses all important aspects for transporting goods under international trade. It could be asserted that this contract is a step ahead of the Cost and Freight contract, while variations of a C.I.F contract are seen in the form of C&I contract. In a C&I contract, Cost and Insurance are mentioned in the sales agreement while freight is not included. It can be noted that the marine insurance requirements in a C&I contract and in a C.I.F are the same (The Insurance Element in lncoterms CIF and CIP Contracts, 1995, 8-25). A seller in a C.I.F contract has the responsibility of fulfilling all the contractual requirements. Details such as the exact date and time the goods are to be delivered to the buyer need to be mentioned in the contract. Therefore, it is often said that in a C.I.F contract, a seller has more responsibility than a buyer. The seller has to make sure that everything is in order while the buyer has to receive it as per agreement. If there are any problems with delivery of goods, the buyer is not responsible (The Nature of CIF Contract, 1993, 159-176). However, the seller is on the safe side because s/he is protected due to insurance in the

Saving Private Ryan Movie Review Example | Topics and Well Written Essays - 1000 words

Saving Private Ryan - Movie Review Example A subjective point of view usually shows the viewer what the main character is experiencing in the story. To create this point of view, Spielberg had to show us shots of Captain Miller looking at something and then shows us how the captain reacts to what the captain witnesses. This subjective point of view, not only appears during the first epic battle scene but also in other battle scenes throughout the film. There is another remarkable battle scene later in the film where the soldiers encounter German troops in the bombed-out remains of a French town. Spielberg is keen to show the viewer that men who fight in the war put their life on the line for others, not for heroism, but because it is their duty to do so. He clarifies this point by using Captain Miller’s point of view. Miller is a delightful, soft-spoken individual that experiences the horrifying violence of the battle scene as he sees other soldiers lose their lives. As the leader of his group, Captain Miller lets us i n on the importance of winning the war and at the same time shows the viewer on his determination to complete his mission of saving Ryan’s life so that he can go back home. Question 2 One controlling motif in the film is the use of noise and silence. This motif is clearly brought out especially since Spielberg uses Captain Miller’s point of view. ... This happens during the first battle scene on the beach where a soldier tries to ask him for orders, and he snaps out of the silence back to the noise. The elimination of sound is an effective expression of Captain Miller’s state of mind at that time. It could be logically significant because his hearing could have been damaged by the blasting noise of the battle machines, or a psychological trauma of his emotional pain. This motif helps to enhance the subjectivity of the film as well as the theme of courage. In a way, a soldier has to face his opponents and to Miller blocking out all the noise so as to see things clearly helps him to be courageous to face the battle. By alternating between the noise and silence during battle, Spielberg shows his mastery of sound editing while he lets the viewer experience what the soldiers are going through on the battlefield. It is doubtless to say the Spielberg expertly uses this motif to enhance the theme of the film as well as carry the v iewer through the battle experience. Question 3 Spielberg uses Tom Hanks as Captain Miller and in doing so succeeds in portraying him as a human. He conveys his humanity through his ability to lead his group of men in their quest to save the life of one man. In doing so, they need to stay alive amid exploding bombs and flying bullets. Captain Miller knows that it is necessary to win the war but what drives him is the desire to survive it all and go home to his wife and family. This desire drives him to complete his mission because he knows that family is an extremely fundamental aspect of one’s life.  

Current State of the Environment in Ireland

Current State of the Environment in Ireland Critical Evaluation of the Current State of the Environment in Ireland in Light of the Current Legislation INTRODUCTION There is a growing concern to reconcile the proper development of business with environmental issues in order to promote basic environmental conditions that do not harm the community and the place where such industry will be installed. Thus, efforts to improve pollution levels, whether in terms of air, water, soil, noise, etc. Become fundamental. Entrepreneurs, more and more, must be aware of local needs and respond to their priorities and concerns. Moreover, Environmental Licensing and permitting is a fundamental tool, since it allows the entrepreneur to identify the environmental effects of his business, and how these effects can be managed. This instrument seeks to ensure that the preventive and control measures adopted in the projects are compatible with sustainable development. Regarding this, Ireland follows the European Union (EU) legislation to protect the environment, the main bodies responsible to ensure that the environment legislation is being follow is the Environmental Protective Agency (EPA), the local authorities and the Department of Communications, Climate Action and Environment. The aim of this work is to do a critical evaluation on the current legislation of air and water quality on the current state of the environment in Ireland. AIR QUALITY FRAMEWORK DIRECTIVE The Air Quality Framework was established in 1996 by the European Commission, in the aim to improve the air quality, succeeding this the four daughter directives were implemented in order to established limits for different pollutants. Although, this air quality framework and his first 3 daughters directives were replaced in 2008 by the Ambient Air Quality and Cleaner Air for Europe (CAFÉ) Directive. Following this, in 2009, the fourth daughter directive was transposed into the Irish legislation, were it specifies limit values and requirements to monitor arsenic, cadmium, mercury, nickel and polycyclic hydrocarbons. In 2011, the CAFÉ Directive was transposed to the Air Quality Standards in the Irish legislation. Comparing with other countries in the European Union (EU), Ireland have a good air quality but the biggest challenge is to keep the levels below the limit, especially because is growing the particulate matter on the air and this grow is more concern on the winter months because of the domestic solid fuel burning. From the air pollutants the most concern, considered by the European Environment Agency (EEA) are nitrogen dioxide, particulate matter (PM), ozone and PAHs. Those air pollutants are the most dangerous for the human health, vegetation and ecosystems and in the figure bellow it can be noticed the impacts. For this reason, the levels of air pollutants have to be monitor closely and its classified as very good, good, fair, poor and very poor. The Environmental Protection Agency (EPA) co-ordinate and manages this monitoring through 31 stations spread in Ireland and the data is available for the public. Figure 1- Impacts of Air Pollution (Source: EPA,2014) In order to improve the air quality, the EPA is implementing new measures by increasing the monitoring network with a program call new National Ambient Air Quality Monitoring Programme where the public have a real-time information about the air quality and the pollutants. In the case of domestic fuel burning, will be implemented the nationwide ban on smoky coal and it is due in 2018 by encouraging the change from solid fuel to cleaner fuel alternatives and increasing the awareness about how the house heating can affect the quality of air. Moreover, as part of the EU Clean Air Policy Package Directive, the government of Ireland is going to implement the National Emissions Ceiling (NEC) to decrease the pollutant levels such as NOx and ammonia. Levels of ammonia is starting to rise concerns because of the agriculture sector growth that leads to a secondary formation of particulate matter. Another measure that can be adopt to help the air quality, water quality and climate change associated energy recovery with the anaerobic digestion of animal wastes. WATER FRAMEWORK DIRECTIVE In 2000, The EU Directive implemented The Water Framework Directive (WFD), 2000/60/EC was established. This legislation it is a framework for the management of sustainable water which includes the protection of surface water, estuaries transitional waters; groundwater and coastal waters. In addition, WFD also involves the protection of the entire ecosystem such as the animals and plants that lives there. According to the EPA website, this water framework directive it is important for maintain the good status of the waters use in different activities like bathing, recreating and drinking. With this legislation the water bodies are classified in five different levels: high status, good status, moderate status, poor status and bad status. In order to get at least a good status, the WFD created some programmes for the water bodies. The aim of these programmes is to specify the nature, extent and frequency that is analysed on the water bodies To monitoring the water bodies in Ireland, the country was divided in eight River Basin District (RBD) and it is not based on political borders. Was necessary to identify and classify each RBD for create a River Basin District Plan in order to achieve the necessary target status. PROBLEMS WITH THE WFD The Water Framework looks a good way to ensure the quality of water and to protect the environmental, but appears to be few weaknesses points in the River Basin Management Plans, especially because these Plans do not specify any action that have to be made to prevent the deterioration of the water bodies and a way to recovery the water that is not classify as a good status by the WFD. (SWAN, 2014). Moreover, the major problem in Ireland is that there is not a single agency that manages the quality of water but multiple organizations that regulates and supervises, leaving difficult to actually act effective. The idea of the Sustainable Water Network (SWAN) is that the current water management structure needs a restructuration. In order to fix the problem with the fragmentation of agencies that manages the quality of water, the government of Ireland with managers from EPA and City and County Managers Association (CCMA) are proposing a type of three-tier governance system, as shown in figure 2 below.   It is a new system that delegate each tier for different agencies to lead and also specify what are they aims within the new system. The tier one is led by the Department of Environment, Community and Local Government (DECLG), tier two is led by the Environmental Protection Agency (EPA) and the tier three is led by the local authorities. Figure 2: The three-tier governance structure for the Second Cycle River Basin Management Plans. Another problem that was identified by the Environmental Protection Agency (EPA) related with the Water Framework Directive is that in order to classified the water status, they do not consider microbiological elements. According to an analysis made by the EPA in 2012 40% of all samples taken from the 285 wells and springs in the EPA national groundwater monitoring network were polluted by microbial pathogens, which can pose a threat to private water supplies in particular. CONCLUSION It is important to increase the awareness of the pollution of air and water, since that they are related with public health and also economic aspects. The quality of water and air has to be good in order to preserve the environment to future generation. The existence of government regulations and legislations it is essential to keep a sustainable and preserve environment. In addition, more research has to done in order to create a link between the air and water quality with public health, this understanding is essential to identify the main issue and help all organizations to implement necessary improvements in the system. In conclusion, the agencies in charge for the environmental legislation acknowledges many of the problems that was cited in this paper and it is doing something about it to change the scenario. Legislation is always changing by implementing something new that it is discover, especially when it is about the environmental that is constantly changing and new technologies are coming. REFERENCES Sustainable Water Network, 2013.The Common Agricultural Policy (CAP): Interactions with the Water Framework Directive (WFD) and implications for the status of Irelands waters. [pdf] Dublin 2: Sustainable Water Network (SWAN). Available at: [Accessed 23th February]. Dublin Regional Air Quality Management Plan, 2009-2012. [pdf] Available at: [Accessed 23th February]. Citizen Information, 2016. European environmental law. [online] Available at:  Ãƒâ€šÃ‚   [Accessed 23th February]. Environmental Policy Agency, 2012.Irelands Environment an Assessment. [pdf] Wexford: Environmental Policy Agency (EPA). Available at: [Accessed 23th February]. Environmental Policy Agency, 2015. WFD Governance. [online] Available at: [Accessed 23th February]. European Commission, 2015.Introduction to the new EU Water Framework Directive. [online] Available at: [Accessed 23th February]. Environmental Policy Agency, 2017. Ireland ´s Environmental Air. [online] Available at: [Accessed 23th February].

Analysis of Movie Moulin Rouge Essay -- Film Cinema Baz Luhrmann Paper

Analysis of Movie Moulin Rouge In this essay I will be analyzing in depth four scenes from Baz Luhrmann's critically acclaimed Moulin Rouge that was released in 2000. I will be analyzing the opening sequence, the sequence in the Moulin Rouge itself, the two dancing sequences 'Like a Virgin' and 'Tango Roxanne' and the final scenes of the film. Throughout this essay I will be commenting on the filming techniques that Luhrmann uses and what affects these have on the audience, also I will be analyzing how the film is similar and different to typical Hollywood Musicals. There are many elements of film musicals, which are present in typical Hollywood, and Broadway musicals. For example the synchronized dancing can be seen in many musicals such as 'Seven Brides for Seven Brothers' and 'Cabaret'. The musical films are a development from the dance halls and silent movies and became very popular in the 1930's. This popularity remained until the television boom in the 70's and 80's, and also due to the fact that more realistic films were being released and people saw the films as unrealistic and fantastical. Busby Berkley was a film director and choreographer who built a reputation as dance director of numerous Broadway shows and early musical films before directing the Warner Brothers' backstage saga Forty-Second Street (1933). Berkley perfected the still new technique of synchronizing the filmed image to a pre-recorded soundtrack. As a result, microphones were not needed during musical sequences, making fluid camera motion and intricate editing possible. Berkley set cameras on custom built booms and overhead views of geometrically arran... ... of the dancing scenes the dancers are synchronized; also the men in the Moulin Rouge wear the same. The fact that the 'baddy' of the film is portrayed as being English is similar. The Moulin Rouge is all about putting on a show which is what musicals are all about, especially Broadway musical. There is a huge element of romance throughout the film. The film on the other hand is different to typical musicals as there isn't a happy ending. Typical musicals end with, for example, the two main characters getting married or driving off into the sunset, however Moulin Rouge ends with the death of the main female character and love interest, Satine. The sepia is different to typical musicals. The prostitutes in the Moulin Rouge itself wear different clothing, which isn't seen in musicals, which adds to the films diversity.

Paradise Lost :: essays research papers fc

John Milton was born in Bread Street, Cheapside, London, on the 9th of December 1608. The first sixteen years of Milton’s life, coinciding with the last sixteen of the reign of James I. His father, a prosperous business man, was known ass a man of great taste, and was interested in the music of London at the time. Music was thus a part of the poet’s life since birth. His father forced him to get an education in all scholarly areas. He was taught by Puritan clergymen who gave Milton his extreme ideas about God. At the age of eighteen he was excepted as a student of Christ’s College, Cambridge, and in less than two months moved up to University. He attended the prestigious Cambridge University four seven years where he learned Latin and studied many books on religion. After schooling, he traveled all over Italy [this is also the time of the Italian Renaissance] and learned much about theology, philosophy, and literature. He lived in the rich culture of Rome for al most ten years. After returning to England, he began writing and publishing stories in local papers. He wrote many controversial things about the government and God and was put on trial for Heresy upon all counts. His punishment was exile and his eyes were removed so he could Phillips 2  Ã‚  Ã‚  Ã‚  Ã‚   no longer write. To the surprise of high officials he wrote the epic Paradise Lost: A poem in ten books. It sold millions of copies, and is still considered the greatest piece of English literature ever written.   Ã‚  Ã‚  Ã‚  Ã‚  On the 8th of November 1674 Milton died at the age of 66, due to gout-fever. He was buried the next Thursday beside his father.   Ã‚  Ã‚  Ã‚  Ã‚  As stated in the first book of Paradise Lost, Milton’s intentions for writing his religious epic are to â€Å"assert Eternal Providence/And justify the ways of God to men† (Book I, ll. 25-26). Milton’s audience, of course, is a fallen audience like the narrator of the epic, Therefore, because the audience is innately flawed there is a danger that we may not read the text as it is intended to be read. Some may think Satan is the hero of the epic. Others may be inclined to blame God for allowing the fall to occur. However, both of these readings are shortsighted and are not what Milton explicitly intended. Therefore, to prevent these deviant readings Milton has deftly interwoven a theme of personal responsibility for one’s actions throughout the epic.

Gender Differences in Discourse Essay

The ability to communicate with our fellow human beings makes us distinct from other living beings. The chapter has made it very clear that speaking is not conversation. Conversation is a collaborative effort by both the speaker and the listener. Our success much depends on how well we can interact with people around us. It much depends upon understanding certain factors called ‘social dynamics’ in conversation. In the essay â€Å"Women Talk Too Much† Janet Holmes makes it very clear that it is a wrong notion to think that women talk more than men. She says it is an assumption based on stereotypes. On the other hand, she says that it is men who talk more. There is no proof to say that men are biologically programmed to talk more than women. It is just the social conditions that promoted the wrong notion that boys are more active than girls and they talk more. She says it is entirely disagreeable. I find quite interesting to know that it is boys who interact more in the class rooms than the girls. Then, the author claims, how it can be said that women talk more than men In the second essay of the chapter, Tony Kornheiser makes a distinction in the communication style of women and that of men. He feels that women are very particular about everything and they have more to say than men have. He makes a point saying that women do not think life is as simple as men believe it to be. A conversation that turns into a lecture is definitely boring as Deborah Tannen points out in the essay â€Å"I’ll Explain It to You†. The most frustrating experience for anyone is when a conversation turns into a lecture. I feel it is not only boring to women but also equally tedious to men. There has been much literature on gender biased language and there is a gradual change in the use of language to sound neutral. Ronald Macaulay also agrees with Janet Holmes and says that many of the notions are myth and they have no validity scientifically speaking. It is rather social conditioning that has played a key role in imparting opinions that have no basis. Clive Thompson’s essay on how computer software can identify accurately whether the writer is a man or woman is quite interesting, His questions the many of the commonly held ideas about the differences between the two sexes. (407 words) Chapter6: Media Speak. What we know about the world is from media only. Our perception of the world is influenced by the media which presents it. The billions of dollars spent on TV ads clearly indicate the power that the media enjoys. Undoubtedly, the advertisements that come on television and newspapers and magazines have tremendous influence on us. Within a span of a century there is a great change in the media. Now the world is increasingly dependent on oral media where as it was mostly written word in the beginning of the last century. With the aim of reaching more number of audiences, the quality of language used in TV news and shows has become very low. Neil Postman and Steve Powers, rightly point out that the dependence on the image has made a great shift in news making. The highly quality visuals have replaced good language with low level popular language. They argue that it is not just language but also our views and opinions about the world are getting corrupted. The general saying is â€Å"a picture is worth a thousand words† but in the present days when news is re-created or re-presented, it is equally true to say that â€Å"one word is worth a thousand pictures. † There is little doubt that the language used by the media is aimed at creating sensations to attract more audience. Then, I do believe that it is not exactly what happened i. e. news. The article ‘All the World in Pictures’ is very interesting and thought provoking. It has clearly explained how the language is used in mass media. It is aptly said that ‘Advertising is the driving force of consumer economy’. The world is filled with advertisements. Wherever there are people, there are advertisements. They appeal to all our weakness creating a world of fancy with eternal youth, power, enriched beauty, immediate happiness, and fulfillment of our inner needs. I feel the use of language in creating such emotional appeals is quite amazing. Advertising plays much on the psychology of people. A small fifteen second ad can effectively tempt the people appealing to their emotions by making fantastic appeals and promises. The article â€Å"With these Words, I can Sell You Anything† is very enlightening. It has made it clear how they twist the language to send their message effectively. It is a finely engineered language that creates strong images on the minds of audience. I have found it very exciting to know the how the advertisers play on the people with their language. (419 words) Chapter7: Censorship and Free Speech Freedom of speech is fundamental to American democracy. It enables every American to freely express his ideas, opinions and beliefs. Any limits to the freedom of speech are seen as a threat to the rights of Americans. It is interesting to note that the discussion lays emphasis on the equality in enjoying one’s rights. No man or woman has the right to hurt the feelings or sentiments of others. It is by respecting others rights that we can enjoy our rights well. The censorship is against the rights given in the constitution. However, it is required in some areas. The censorship and books, biased language and hate speech and certain limits on campus speech have lead to interesting debate. The first amendment has not only given the right to express ideas freely but it also has given the right to know others’ ideas. The censorship on books has been a much debated issue with different opinions. It is beyond my understanding why some books are banned totally and some are censored. When a book raises questions that lead to controversy and debate, it will help people to know what exactly the truth is. Banning is not the solution for it. The controversy over Harry Potter books, which have attracted millions of children all over the world, seems pointless. Censorship on books is dangerous as it blocks all new creative and original ideas. Censorship on biased language and hate speech is quite useful as it raises many questions in the practical use of language. It is very difficult and almost impossible to classify what makes a hate speech and biased language. I feel it is highly impossible to make a law in the absence of any valid principles regarding what comes under biased language and hate speech. Sometimes, the words may be good but the tone in which they are delivered could be full of hatred. Censorship on free speech on the campus has some good in it, as it reduces misunderstanding among the students who come different parts of the world. The campus is a place where tolerance is mostly needed. The rules prohibiting certain speech acts is good for the minority students. But it does not guarantee that no racist speech is ever heard on the campuses. (378 words) Chapter -8 The English Language Debate The debate whether English should be made official language of the US or not, is very interesting bringing out valid arguments on both the sides. The United States, the nation of immigrants, respects cultural differences of people coming from different countries. Respecting other languages, the US has not declared English as the official language. I find it very great quality of the American people for their respect other cultures. It shows their multi cultural tolerance and national unity. The unity of American people has come more from their like mindedness in political and social values and self respect than from having one language. The discussion on what is Standard English has made it clear how different forces work on language. Robert MacNeil has explored well what makes American English and what exactly it is. The argument for Standard English has its own merits with clear focus on clarity in thinking and what we are saying. It argues for care and caution in the use of language as it is central for identifying an individual. If a person neglects his language and uses it causally, it will not help him or her in the long run. As the author has rightly put it â€Å"casualization† everything in culture has led to casual attitude to language use as well. The ‘growing informality’ of language is one of the major concerns of linguists. The scholars and grammarians who prescribe rules on how language should be used are rightly called â€Å"Prescriptivists. † Especially, John Simon, who is called the Prince of Prescriptivists, holds the view that the present day language is poor, unhealthy and hopeless. He represents those who argue for perfect use of language as it helps you to communicate clearly what you are. It is with the use of language only that a person can show his distinction. If the distinction is lost, he or she will be among many who can not say clearly what they mean. It becomes a serious challenge. I feel there should be certain principles which can not be sacrificed in the use of language. The â€Å"Descriptivists†, on the other hand, just describe how the language is used by people. They do not dictate any rules regarding how English should be used. They are permissive and tolerate the new expressions and the informality in expressions. They argue that a language is called a living language only when it is spoken. When it is spoken it is natural to have changes in the language as no two people can pronounce the same word in the same way. They are free to allow new words into English as change the law of life and of language. It shows tolerance towards people who speak the same language with some regional differences. There are many examples when the language of the Black people is accepted by the grammarians and included in the dictionaries. It helps the language to grow and reflect the present day culture. The fears about what will happen to American English seem justified, but nobody can stop the changes that take place in society. I feel the changes in English are an indication of changes in society, and language is just reflecting the same. (534 words)