Twitter or not to Twitter free essay sample

In the 21st century, a specific ceremony has surfaced that, inside a course of just seven years, has set an everlasting stamp on mainstream society and surprised the world: tweeting. The host of this new practice? Twitter. Albeit proposed for far reaching social association, the most noticeable clients of this site are young people. This leaves numerous grown-ups oblivious to its abilities and creates the well known inquiry of whether it’s worth the problem of getting to know the site. While numerous youngsters contend that Twitter is the new person to person communication media site of today and that the vast majority ought to consider making a record, others contend that its utilization is good for nothing and inconsequential. One of these opposers is Robert W. Fortunate who is an individual from the Institute of Electrical and Electronics Engineers and an author of innovation, society, and designing society. In his article â€Å"To Twitter Or Not To Twitter? † Lucky equals Twitter to silly woofing and shows almost no worry in his avoidance from the site. We will compose a custom exposition test on Twitter or not to Twitter or then again any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Fortunate likewise bars significant data all together for the perusers to choose for themselves whether it is to their greatest advantage to make a record, including: site subtleties, upsides and downsides, multifaceted nature, and mainstream applications for its utilization. His contention is likewise hampered by its clearly inclination position, reluctance to develop restricting perspectives and uncertain mockery. Fortunate sets up an inclination that is supported all through. He opens with a short prologue to the site and a little foundation data concerning its â€Å"digital natives,† I. e.today’s youth. He proceeds with an occasion that occurred at work one day when â€Å"a youthful speaker referenced that each morning he Twitters that he has quite recently woken up. † It is with this remark Lucky legitimizes the majority of his attestations about the site. He grasps its immaterial perspectives and neglects to announce conceivable positive results. This clear ly inclination position makes it hard to totally comprehend the full abilities of the site. Luckys powerlessness to perceive and react to contradicting sees influences the articles definitive position. For instance: the article advances with another case that happened at work when an alternate â€Å"young speaker criticized the entire crowd of industry pioneers. ‘I was told this was a meeting of officials, so I’m going to talk moderate and utilize huge slides,’ he started. ‘You are living in an air pocket. You come here to discover what children do. You folks are pencil pushers. You’re compelled to bring in cash. ’†It is with this charge Lucky controls the crowd into imagining this is the substance of the new social texture. Other than the undeniable point that the speaker’s remark was impolite and unpalatable, he expresses the hypothesis that Robert’s age is living in a â€Å"bubble† because of their numbness of person to person communication, but instead than at any rate attempting to adjust to this new society through the web, he proceeds with the shielding remark of, â€Å"we’re trying to something occurring around us, and we don’t truly comprehend the results. † The absence of gathered information, similar to the site’s upsides and downsides just as its unpredictability, leaves the feeling that the creator had far less inspiration to respond to his inquiry in any case. The convincing imperfection in Lucky’s article is his utilization of mockery as the mixture for his last attestation. In the wake of discussing work, he follows with two short sections in regards to two funnies that were distributed in a paper quite a long while separated, each making jokes about the web and web based life. Subsequently, he by implication responds to the inquiry â€Å"so is the systems administration wonder an extraordinary insurgency in social cognizance, or is this only a great deal of inconsequential, unending woofing? In the event that you get a message that I’ve simply stirred, you’ll comprehend what I’ve chose. † Lucky’s principle impression of Twitter is that it is simply â€Å"pointless, unremitting yelping. † While I concur with Luckys affirmation that Twitter has been the casualty to steady immaterial tweets in regards to what was eaten toward the beginning of the day, what brand of toothpaste was simply purchased from WalMart, and so forth , he misses the mark on meeting up with the locales real business benefits. The absence of information that numerous companies really make Twitter accounts so as to get messages and declarations across simpler to the open just further hardens the stand that Robert didn't consider restricting perspectives too well or even evaluate the framework in any case. So is it worth the issue of getting to know online networking locales like Twitter? Contingent upon how down to earth the utilization at first is picked to be, this framework can be seen as an enormous resource for interfacing with huge groups. It would be hard for someone to really decide for themselves if Twitter can be something to be thankful for or a terrible thing dependent on Lucky’s affirmations. His title of the article doesn't completely maintain the idea of the exposition and his contentions are invalid because of a clearly predisposition position, his reluctance to develop contradicting sees, and uncertain mockery.

Crysts, Blasts and Clasts - Large Particles in Rocks

Crysts, Blasts and Clasts - Large Particles in Rocks Crysts, impacts and clasts are three straightforward words identified with an extremely essential idea in topography: large particles in rocks. As a matter of fact, theyre bits of words-postfixes that merit thinking about. They can be a touch of confounding, however a decent geologistâ can disclose to you the contrast between all three.â Crysts The - cryst addition alludes to grains of a crystalline mineral. A - cryst can be a full fledged precious stone like your regular garnet, or it very well may be a sporadic grain that, despite the fact that its molecules are all in unbending request, has none of the level faces that mark a gem. The most significant - crysts are the ones that are a lot bigger than their neighbors; the general name for these is megacryst. As a down to earth matter, - cryst is utilized distinctly with volcanic rocks, albeit a gem in transformative rocks might be known as a metacryst. The most well-known - cryst youll find in the writing is the phenocryst. Phenocrysts sit in a groundmass of littler grains like raisins in cereal. Phenocrysts are the characterizing highlight of porphyritic surface; another approach to state it is that phenocrysts are what characterize a porphyry. Phenocrysts for the most part comprise of one of similar minerals found in the groundmass. (On the off chance that they were brought into the stone from somewhere else, they might be called xenocrysts.) If theyre perfect and strong inside, we may decipher them as being more seasoned, having solidified sooner than the remainder of the volcanic stone. In any case, some phenocrysts shaped by developing around and overwhelming different minerals (making a surface called poikilitic), so all things considered they werent the absolute first mineral to take shape. Phenocrysts that have full fledged gem faces are called euhedral (old papers may utilize the terms idiomorphic or automorphic). Phenocrysts with no precious stone countenances are called anhedral (or xenomorphic), and in the middle of phenocrysts are called subhedral (or hypidiomorphic or ​hypautomorphic). Impacts The - impact postfix alludes to grains of transformative minerals; all the more absolutely, - blastic implies a stone surface that mirrors the recrystallizing procedures of changeability. That is the reason we dont have a word megablast-both volcanic and changeable rocks are said to have megacrysts. The different - impacts are depicted uniquely in transformative rocks. Transformative nature produces mineral grains by pounding (clastic twisting) and pressing (plastic misshapening) just as recrystallization (blastic distortion), so its imperative to make the differentiation. A changeable stone made of - impacts of uniform size is called homeoblastic, yet in the event that megacrysts are likewise present it is called heteroblastic. The bigger ones are generally called porphyroblasts (despite the fact that porphyry is carefully a molten stone). So porphyroblasts are what might be compared to phenocrysts. Porphyroblasts might be loosened up and eradicated as changeability proceeds. Some enormous mineral grains may oppose for some time. These are normally called augen (the German for eyes), and augen gneiss is a very much perceived stone sort. Like - crysts, - impacts can show precious stone faces in various degrees, yet they are depicted with the words idioblastic, hypidioblastic and xenoblastic rather than euhedral or subhedral or anhedral. Grains acquired from a prior age of transformative nature are called paleoblasts; normally, neoblasts are their more youthful partner. Clasts The addition - clast alludes to grains of residue, that is, bits of previous rocks or minerals. Not at all like - crysts and - impacts, the word clast can remain solitary. Clastic rocks, at that point, are consistently sedimentary (one exemption: a clast that isn't yet cleared out in a transformative stone is known as a porphyroclast, which, confusingly, is likewise named a megacryst). Theres a profound differentiation drawn among clastic shakes between holoclastic rocks, similar to shale and sandstone, and pyroclastic rocks that structure around volcanoes. Clastic rocks are made of particles running in size from tiny to uncertainly enormous. The stones with noticeable clasts are called macroclastic. Extra-huge clasts are called phenoclasts-so phenoclasts, phenocrysts and porphyroblasts are cousins. Two sedimentary rocks have phenoclasts: combination and breccia. The thing that matters is that the phenoclasts in combination (spheroclasts) are made by scraped area while those in breccia (anguclasts) are made by crack. There is no furthest cutoff to what can be known as a ​clast, or megaclast. Breccias have the biggest megaclasts, up to many meters across and bigger. Megaclasts as large as mountains can be made by enormous avalanches (olistrostromes), push blaming (chaoses), subduction (mã ©langes) and supervolcano caldera arrangement (caldera breakdown breccias). Megaclasts are the place sedimentology meets tectonics.

Positivity in Your Job Search Will Get You Farther Than You Think

Positivity in Your Job Search Will Get You Farther Than You Think Perhaps you’ll identify with me when I say I can’t stand hearing anyone complainâ€"except for myself. That said, even my tolerance for my own complaints has plummeted in the last few years. As soon as I start complaining in a conversation, I know I’ve made a big mistake. I leave the interaction feeling horrible, sure the person I was talking to will never want to talk to me again. Last week, while reading AJ Jacobs’ The Guinea Pig Diaries, I learned something new about the impact of my complaining or criticizing. I was shocked to discover a phenomenon that makes people really and truly think poorly of me when I speak poorly of others. You Are What You Speak It turns out that not only are complainers seen as negative, but that the characteristics they attribute to others are automatically attributed to them by their listener. So if I call someone racist, the person listening to me will unconsciously dub me a racist. If I call someone stupid or incompetent, I will be seen as stupid and incompetent. In contrast, if I talk about how nice, helpful, talented, and all-around awesome people are, listeners will associate all those positive characteristics with me. Since learning about this mind mechanism, I’ve become much more conscious of my speech. I now understand that by using negative language, I’m risking not only that people will have a generally negative feeling about me, but also that they will make specific negative judgments that I certainly don’t want attached to me. By using more positive words, I can consciously shape the way people think of me. I recently had a conversation with one of my executive clients, who had been given the runaround, then turned away by another resume writing company, because they don’t work with “Muslim terrorists.” I can assure you this man is one of the most generous and kind people you would ever want to meet. He did not have anything negative to say about that company, and he chose not to report them to the BBB or even tell LinkedIn to investigate their profiles. He figured he could stay positive, and let them dig their own graves. If they are putting out that negativity into the world, they themselves will be seen as negative. Positive Language in Your Job Search Also last week, I saw a resume that spoke of bringing together often “fractious” staff. The word “fractious” appeared twice in one resume! Guess what anyone reading that resume will think of the applicant? Yep… that he himself is the fractious one. His final resume will not include that word if I have anything to say about it. Instead, he will say that he fostered teamwork in a diverse, multi-cultural environment. That sounds much better doesn’t it? While it’s important in many cases to provide a “before and after” picture to highlight your accomplishments, putting people down will never serve you. You can talk about bringing negative profits to positive ones, but don’t let the negative adjectives spill over onto people.  (Learn more about creating compelling accomplishment bullets with my DIY resume books. Sign up here to get a free excerpt!) In job interviews as well, I can’t emphasize enough the importance of staying positive. I still remember an interview I gave when I was a manager in a legal department. The interviewee had an impressive background, but in her interview, almost every word out of her mouth was about the negative aspects of her prior employment. Needless to say, she didn’t get hired. If she had been more positive, we would have considered her. In Business Insider’s 29 Words You Should Never Say in a Job Interview, here’s what author Jacquelyn Smith says about some clearly damaging words you must avoid: Terrible, horrible, awful, hate, etc. You shouldnt use negative language during your interview â€" especially when youre talking about your current or previous boss or employer. Even if the interviewer invites you to,  dont, Hoover says. Its not classy, and it  will make you sound bitter and petty. It also shows that you could bad-mouth any boss or company in the future â€" and it could even be a test to see if you will say anything disparaging. That’s great advice, and now I understand that if you use words like these, you will actually be perceived as terrible, horrible, awful, hating person. While Ms. Smith doesnt suggest positive words to emphasize, I would offer “exciting,” “growthful,” “positive,” “amazing,” “collaborative,” “talented,” “friendly,” “smart,” “brilliant,” “creative,” “innovative,” and other adjectives that paint others â€" and, by default, you â€" in a favorable light. The Challenge, If You Choose to Accept It Eliminating negative language is not as easy as it sounds. I caught myself today talking to a very helpful man at the airport about how unhelpful a customer service person had been because she gave me directions to the hotel shuttle that didn’t help. “Wow,” I thought, “I’m addicted to complaining!” There was clearly no useful purpose in sharing that information with him, and now he probably thinks I’m negative and unhelpful. I sure have a lot more work to do on this positivity project! I’m grateful to have people like my client and others who inspire me to live and work “above the line.” They keep me honest and, well, I think they’re fantastic and awesome! Are you ready to start being more aware of your language so you can be perceived in a positive light yourself, in life, in business, and in your job search? Please share your thoughts and stories below.

Social Injustice in the novel Of Mice and Men Essay

Im going to talk about the social injustice which had taken place on most of the characters in the novel Of Mice and Men. In the plot of Of Mice and Men, all of the ranch workers got very little amount of money although they worked for long hours. They had only one free day and stayed in one room which was not large enough. Generally, they were all in a lower status than their boss, they didnt have a family or anyone to depend on. In addition to these, they had also suffered from the attitudes of Curley (who was the son of the boss) towards them, and they couldnt do anything about it. Steinbeck used a very simple language with a detailed description to express the social injustice in their lives, so that everyone could†¦show more content†¦Nearly all the characters thought that he was worthless. He has expressed his ideas and feelings about this incident by saying Cause Im black. They play cards in there, but I cant play. Because Im black. They say I stink. Well, I tell you, you all of you stink to me (at Page 68). They had treated him as if he was an animal and didnt respect him at all. They had never listened to his ideas and always made fun of him. John Steinbeck tried to show his readers that using racism among people (like Crooks), human beings could be discriminated. He also used repetition of certain phrases and stereotyping terms like nigger to increase the tension on the subject. Thirdly, Candy, who was an old man, was also a victim of social injustice. He lost his arm while he was working and after that everybody started to treat him as if he had been useless. They didnt let him own a dog and they killed it without considering the negative effect of this incident on Candy. He explained his loneliness by using these words: When they can me here, I wisht somebodyd shoot me. But they wont do nothing like that. I wont have no place to go, an I cant get no more jobs. (Page 60). This time, Steinbeck preferred to use longer sentences to make the incident more emotional and to a ttract the attention of his readers on this part of the novel. IShow MoreRelatedOf Mice and Men2269 Words   |  10 PagesOf Mice and Men John Steinbeck World Literature Mrs. Finke December 7, 2012 Of Mice and Men: A Classic for the Ages Thesis: Despite some impurity Of Mice and Men by John Steinbeck should be considered as a classic due to its honesty, truth, loveliness, justice and of good report. I. Introduction II. Impurity A. Swearing B. Violence C. Economic poverty D. Psychological corruption III. Honesty A. Steinbeck’sRead MoreOf Mice and Men1242 Words   |  5 PagesOf Mice and Men Thomas Hobbes in his Leviathan states that, in the state of nature mans life is nasty, brutish and short. In depression era America, no greater truth could be said. There were millions unemployed, largely unskilled and living on the margins of society. The lowest of the low were the migrant labourers travelling from place to place trying to scratch a living. They often had to travel illegally by freight car with all its consequent dangers. Their life expectancy was low, crimeRead MoreThe Portrayal of Society in Of Mice and Men and The Outsider Essay1430 Words   |  6 Pages World literature; self taught language Hungarian: After reading the two books for my world literature, of mice and men and the outsider I decided I will compare the two books on the topic choice; portrayal of society in the literature studied. This includes points such as: Meursault and Lenny not being accepted in society for who they are because they are different then others; another point would be there is a lot of violence within societies. The rest will be presented further on in my essayRead MoreThe Theme Of Adversity In Of Mice And Men1350 Words   |  6 Pagessocieties. The theme of adversity and how it affects characters discussed in class can be seen clearly within the novel Of Mice and Men by John Steinbeck, and the graphic novel of Persepolis by Marjane Satrapi. The fictional novella Of Mice and Men - based in 1930’s California during the Depression - demonstrates the struggles of adversity distinctly through the characters of Curley’s Wife and Crooks, and the non-fictional story of Persepolis – a story narrating the author’s childhood during theRead MoreOf Mice And Men By John Steinbeck1747 Words   |  7 Pages Of Mice and Men is a tragedy And The Pearl is a parable. Author s Name John Steinbeck -Title of Work #1: Of Mice and Men -Genre: Tragedy -Evidence of Genre (explain what makes the work an example of the genre): Tragedy is a branch of literature that uses a serious and dignified style the sad or unfortunate events encountered or caused by a heroic individual. In Of Mice and Men George and Lennie face a lot of tragic events. -Complete Summary of Work: Of Mice and Men is theRead MorePrejudice By John Steinbeck And The Great Depression2000 Words   |  8 PagesIn both Lee and Steinbeck’s novels, prejudice is a key theme portrayed in a variety of different forms and is used as a way to degrade and discriminate the innocent characters. Lee’s title quotation ‘mockingbird’ represents those who are victims of prejudice, which is a large amount of characters as the novel is set in 1930 America, where the only properly respected people were white, mentally stable males. This is also shown by Steinbeck who uses the hopelessness of the Great Depression to put acrossRead MoreThe Need For Justice Essay949 Words   |  4 PagesThe clash between good and evil perpetually permeates humanity. Balance of these forces through equality and tranquility is a goal sought after to amend injustice. Impartiality creates balance within a society. In addition, fairness through the application of law is a cornerstone of countless civilizations. The members of civilizations taught moralities through the tenets of religion heavily influence their integrity. The many manifestations and interpretations of righteousness confirm the eternalRead MoreIs The American Dream Only A Myth? Essay1254 Words   |  6 PagesOne’s race, sexual orientation, social status, gender and even health all determine the chance a person has to achieve this American Dream. This is not to say that the dream of success and money is unattainable for certain people within these minority groups, but that it is just incredibly difficult to achieve when one is faced with certain obstacles that privileged Americans do not have to overcome. This struggle is very apparent in John Steinbeck’s Of Mice and Men, Barbara Kingsolver’s, The BeanRead MoreThe American Dream in John Steinbecks Of Mice and Men Essay1430 Words   |  6 PagesOf Mice and Men is based on 1930s America during the Great Depression. The American dream was no more, and the land of opportunity had become the land of misfortune. It was during this time that many farmers best hope for a new life lay in California. The American Dream is the idea of an individual overcoming all obstacles and beating all odds to one day be successful. This subject is the predominant theme in John Steinbeck’s novel. This is a novel of defeated hope and the harsh realityRead MoreOf Mice and Men Research Paper1918 Words   |  8 PagesDiego Gomez Period 2 10/20/2011 Segregation by Unjust Social Norms in Of Mice and Men In John Steinbeck’s novel Of Mice and Men characters in the novel are segregated by sex, race, age, physical and mental disabilities. John Steinbeck portrays the intolerance and bigotry of 1930’s America through the separation of his characters based on their handicaps. Lennie, Candy, Candy’s dog, Curley’s wife and Crooks all face social pressure from the other characters on the ranch based on their intelligence

Definition and Examples of Pronoun Agreement

Ethnicity, Culture And Identity - 1362 Words

Ethnicity, culture and identity are all anthropological topics that effect everyone in the world on a regular and constant basis. These matters are continually being discussed, analysed and debated within our society, issues arise from these matters and anthropologists are strive to understand the changes happening around us. The definitions of each of these words are controversial as everyone interprets them differently. Ethnicity refers to ‘The fact or state of belonging to a social group that has a common national or cultural tradition’, culture refers to the patterns of social organisations, economy, and beliefs that are learned and shared by members of a social group.’ and identity is a person s conception and expression of their own and others individuality or group affiliations. However, these definitions are often confused and even merged into one. Culture is something that doesn t not have a specific definition, however we see it around us in many different forms. Culture is traditional knowledge that that is passed down through generations, however ‘culture is flexible and fluid’ but is generally quite stable (Podolefsky, Brown and Lacy, 2012). From war and violence to fashion and appearance, culture shows us the many different and beautiful ways of life around the world. Angela Vandenbroek has said that; ‘Culture has come most often to be a heuristic term used to help anthropologists discuss the symbols, meanings, institutions, systems and behaviours ofShow MoreRelatedBecoming Mexican American: Ethnicity, Culture, And Identity1553 Words   |  7 PagesBecoming Mexican American: Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1945 The immigration story of the United States includes groups of individuals from many different countries, one such group was that of the U.S.’s southern neighbor Mexico. In the book, Becoming Mexican American: Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1945, George J. Sà ¡nchez writes about the Mexican immigrants’ experience migrating to California and settling there, particularly in theRead MoreA Number Of Literatures That Discusses Important Concepts And Themes Of The Research Project914 Words   |  4 Pagesresearch project. The research project demonstrates the concept of ethnicity and ethnicity in Nigeria. It explores the features of pluralistic democratic state, analysing definition of democracy; construction of pluralism and understanding of pluralistic democracy in Nigeria. Furthermore, it examines the comprehension of identity conflict; construction of national identity and the dynamics of identity conflict. 2.2 Concept of Ethnicity Ethnicity has its origin and has been used variously in addressing andRead MoreThe Choice: Ethnic Identity1020 Words   |  5 Pagespublic school, lives within an entirely American culture, and embraces it. He is aware that he comes from a different familial background and is of a different nationality than his parents, but he has made the choice to identify himself with the ethnicity that he has grown to love. He believes that his ethnic identity entirely up to him. A Thai boy choosing the ethnicity of an American child as his own goes against the widespread belief that ethnicity is in our DNA, and there is nothing wrong withRead MoreWhat Does Ethnicity Affect A Person s Identity?1735 Words   |  7 Pagesthe United State, people are often defined by their ethnicity and background rather than their characteristics. It is often difficult to look past a person’s ethnicity because many people make these assumptions in their head before even knowing the person. This issue leads to the question to what extent ethnicity affects a person’s identity in the United States. I believe that ethnic background plays a big role in determining a person’s identity in the United States, these assumptions create phenomenonRead MoreCultural Identity In Unashamed By Lecrae741 Words   |  3 PagesLit Review Essay Cultural identity is the foundation in which identification is used to express his or her role in society. The distinction of cultural identity among a society affects a person’s role by pertaining to art and literature, as well as social organization element of culture. These examples of culture, refer to people all around the world. In the Story, Left behind, a native American student attending school is judged based on his ethnicity. In Unashamed by Lecrae, Lecrae uses musicRead MoreEssay On Ethnicity And Multiculturalism1359 Words   |  6 Pagesrather than following another’s. Ethnicity on the other hand has a solid definition. From the Oxford Concise Dictionary of Sociology, â€Å"Ethnicity defines individuals who consider themselves, or are considered by others, to share common characteristics which differentiate them from the other collectives in a society within which they develop distinct cultural behavior.† (Marshall, 1994) Ethnicity in a sense is the idea and understanding of one’s self. So how does ethnicity and multiculturalism relate toRead MoreThe Changing Literature And Identities Of Third World Culture Essay1146 Words   |  5 PagesThe changing literature and identities of third world culture due to American colonization is shown throughout the collected literature in Rotten English edited by Dohra Ahmad. Through the use of vernacular English, the passages express the unique signatures of different cultures by showing the way the words are said through everyday communication rather than how they are meant to be written in proper English as well as the cultural identities faced by third world cultures. Decades of forced standardRead More The Lone Ranger and Tonto Fist Fight In Heaven Essay665 Words   |  3 PagesDefining exactly what shapes ethnic identity in the United States is the hardest question I can imagine being asked. As a child born in the United States, I find this question so difficult because I hav e been exposed to a large variety of cultures within the small boundaries of my own family. This makes it very difficult to determine one, or even a few characteristics that define ethnic identity. In the case of many of these novels, the task of defining ethnic identity is not so complicated. The listRead MoreThe Poston Biracial Identity Development Model1742 Words   |  7 PagesPersonally I feel that I identify myself within the Poston Biracial Identity Development Model. This model is focused for individuals that identify with multiple racial or ethnic groups. The stages of this model are the personal identity stage, choice of group categorization stage, enmeshment/denial stage, appreciation stage, and the integration stage. The personal identity stage is when an individual is independent of race or ethnicity. When I was in elementary school probably around 5 or 6 years oldRead MoreHawaii And The Mixing Of Peoples By Steve Olson Essay1108 Words   |  5 Pagestelling one fr om another and one way we use is using culture. The difference between other culture is it ideas and moral values. Culture plays an important role in many people lives. Although being part of a multi-cultural society helps understands one’s self and it also helps understand one another cultural view of our world. Many people identity are also created by our belief. My ethnicity isn’t the only thing that defines who I am. It’s also my culture, my environment and my personality who define me

Differences Between Phonetics and Phonology free essay sample

The difference between phonetics and phonology, by definition, is that phonetics is the field of language study concerned with the physical properties of sounds, and it has three subfields. Articulatory phonetics explores how the human vocal apparatus produces sounds. Acoustic phonetics studies the sound waves produced by the human vocal apparatus. Auditory phonetics examines how speech sounds are perceived by the human ear. Phonology, on the other hand, is concerned not with the physical properties of sounds, but rather with how they function in a particular language. Therefore, this paper discusses the main difference between phonetics and phonology. To begin with, the letter k is both aspirated and unaspirated in different languages as it has been noticed in the following example, it illustrates the difference between phonetics and phonology. In the English language, when the sound k, usually spelled c, occurs at the beginning of a word, as in the word cut, it is pronounced with aspiration, that is, a puff of breath (Durkim, 1995). However, when this sound occurs at the end of a word, as in tuck, there is no aspiration. Phonetically, the aspirated k and unaspirated k are different sounds, but in English these different sounds never distinguish one word from another, and English speakers are usually unaware of the phonetic distinction until it is pointed out to them. Thus English makes no phonological distinction between the aspirated and unaspirated k. The Hindi language, on the other hand, uses this sound difference to distinguish words such as kal (time), which has an unaspirated k, and khal (skin), in which kh represents the aspirated k. Therefore, in Hindi the distinction between the aspirated and unaspirated k is both phonetic and phonological. The other point is that phonetics is strictly about audible sounds and the things that happen in somebody’s mouth, throat, nasal and sinus cavities, and lungs to make those sounds. It has nothing to do with meaning. It is only a description. For example, in order to produce the word bed, you start out with your lips together. Then, air from one’s lungs is forced over the vocal chords, which begin to vibrate and make some kind of noise. The air then escapes through the lips as they part suddenly, which results in a /b/ sound. Therefore, keeping one’s lips open, the middle of the tongue comes up so that the sides meet at the back teeth while the tip of the tongue stays down. All the while, air from the lungs rushes out, and the vocal chords vibrate. Then comes the /e/ sound. Finally, the tip of the tongue comes up to the hard palate just behind the teeth. This stops the flow of air and results in a /d/ sound as long as those vocal chords are still going. As literate, adult speakers of the English language, do not need a physical description of everything required to make those three sounds. They simply understand what to do in order to make them. Similarly, according to Richards (1985:126), those who study phonetics simply understand that when they see /k? t/, it is a description of how most Americans pronounce the word cat. It has nothing to do with a furry house pet. In fact, if there were a word in any other language pronounced the same way, the phonetic spelling would be the same regardless of meaning. In addition, it is not about meaning. It is strictly physical. Phonology, on the other hand, is both physical and meaningful. It explores the differences between sounds that change the meaning of an utterance. For example, the word bet is very similar to the word bed in terms of the physical manifestation of sounds. The only difference is that at the end of bet, the vocal chords stop vibrating so that sound is a result only of the placement of the tongue behind the teeth and the flow of air. However, the meanings of the two words are not related in the least. What a vast difference a muscle makes! This is the biggest distinction between phonetics and phonology, although phonologists analyse a lot more than just the obvious differences. They also examine variations on single letter pronunciations, words in which multiple variations can exist versus those in which variations are considered incorrect, and the phonological grammar of languages. Phonology should be carefully distinguished from phonetics. As already alluded, phonetics concerns with the physical production, acoustic transmission and perception of the sounds of speech, phonology describes the way sounds function within a given language or across languages to encode meaning. In other words, phonetics is a type of descriptive linguistics whereas phonology is a type of theoretical linguistics. It should be noted, however, that this distinction was not always made in linguistics, particularly before the development of the modern concept of phoneme in the mid 20th century. Some subfields of modern phonology have a crossover with phonetics in the interface with descriptive disciplines such as psycholinguistics and speech perception, resulting in specific areas like Articulatory phonology or laboratory phonology. In conclusion, phonetics deals with the production of speech sounds by humans, often without prior knowledge of the language being spoken. Phonology is about patterns of sounds, especially different patterns of sounds in different languages, or within each language, different patterns of sounds in different positions in words, just to mention a few. Phonetics is strictly physical while phonology also pays attention to the function or meaning of a sound. Phonetics makes a pretty general description of sounds and can be used to describe sounds in any language. On the contrary, phonology makes very detailed descriptions of sounds, so each language has its own unique set of symbols that is why two languages cannot use all of the exact same sounds. It should be noted, however, that these two terms are sometimes used interchangeably. It does seem that they reflect alternative ways in which relationships between phonetics and phonology have been considered in the past. Ideally, phonetics and phonology can complement each other on different levels of analysis, but the demarcation lines between them are often somewhat arbitrary. Therefore, one should be very careful when it comes to their distinctions.

Strategic Planning Relevance in an Academic Institution

Introduction Strategic planning involves an objective assessment of the envisioned goals, aims and objectives in a given organization. Strategic planning helps an organization to achieve its vision and mission and to also make resourceful decisions about its present work and future developments.Advertising We will write a custom essay sample on Strategic Planning Relevance in an Academic Institution specifically for you for only $16.05 $11/page Learn More This paper seeks to establish the relevance of strategic planning in an academic institution especially in the management of affairs affecting students in an academic context. What are some of the strategic issues that affect students? Students in an academic set up are usually faced by challenges that need to be addressed by their schools’ administrations. The administrations are therefore charged with the responsibilities of carefully planning for the needs of their students to avert unnecessar y confrontations and unrests from the students. Some of the issues that need to be considered by the administrations include setting up of workable students’ councils that address the issues of students. They have to represent the students in matters that touch on fees, disciplinary policies, academic and social issues. Managing strategic issues Students have to keenly understand the main purposes of their schools’ administrations. This helps in the full adherence of the laid down rules and regulations. The specific schools should also produce sufficient brochures and pamphlets so as to distribute them to students. Students can then be made to understand why and how the schools’ administrations work. As much as the students would like to engage their respective school administrations through their representative bodies such as the students’ councils, most of them fail to understand the bases of their existences apart from primarily acting as watchdogs for students’ injustices. The councils are constituted of the various elected students in the specified fields. Each one of them deals with different departments or ministries depending on the schools’ terms of policies. They vividly air the problems facing their fellow students and look for available solutions at hand. The students’ councils come in handy when the students feel discriminated or ignored in some of the universities’ decisions. These include; restrictive conduct of students in their hostels and students’ centers. Students usually wonder if the criteria used in the deliverances of the daily lectures are justified. Most of the students would like to think that lectures should be given depending on the modules of the specific units.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Some units are usually overemphasized while their content is easily understandable while others are left to the students’ discretions since they contain bulky information. Universities should try to manage their activities and programs without any external interference. Many students dislike the idea of being supervised by external tutors’ especially foreign people or scholars recommend to them by their schools. Legislations should be properly made and enacted internally. This creates confidence among students. All students should be made to understand that their primary roles are to nurture their talents and abilities through the acquisition of meaningful education. They should not be misled into vices such as drug abuse and trafficking, drunkenness, mischief of any kind or unruly behaviors. One of the crucial issues that should be agreed upon is the issue of fees. Many students across the country tend to question the credibility of paying specific amounts of fees to the respective institutions. Some would like to argue that the schoo ls’ decisions are highly unjustified and that the rates should be slashed and reduced to fair levels. The duties of the students’ bodies are to identify the rates that are not conducive and hence unfavorably raised by their institutions. The vision, goals and objectives of strategic planning A vision is usually the future plan of an organization or institution. The organizational goals are the expected end results towards which institutional resources and activities are directed. An objective is something that you plan to achieve. Strategic planning is based on three principles: What do we do? For whom do we do it? And, how do we excel? One of the fundamental goals of a student is to achieve exemplary academic results at the end of the course. Another goal is to hold high levels of self esteem and be an industrious individual. One would also wish to be an important member of the society by being accepted in the job market.Advertising We will write a custom essay s ample on Strategic Planning Relevance in an Academic Institution specifically for you for only $16.05 $11/page Learn More One of the objectives of these goals is to ensure that there is increased efficiency in both the students and tutors. Students will have to maximize the available resources and time so as to achieve their desired performances. This will definitely lead to the production of good work and desired end results. Students will have to increase their effectiveness. This means that students will be able to produce the intended results. Laziness should be discouraged and condemned as all the students should have meaningful purposes of their education. Students should also thrive to become competent personnel and human resources for others. Another important objective is to improve one’s communication and public relations. This helps in the general relations with the common public and work colleagues. The peaceful co-existence of people is v ery important for the development purposes and meaningful economic growth. Importance of strategic planning Strategic planning helps students in academic institutions to understand their weaknesses. It also helps them to recognize their strengths, opportunities and the difficulties that they are likely to face. An organization or institution that does not specify its vision or goals can be equated to an omnibus that does not have the seats. A student will also be able to evaluate his current situation so as to predict the future. This also helps a student to measure his or her gradual progress. Conclusion The goals and objectives of a student should be able to map his or her future and continuous assessment of the progress made. This essay on Strategic Planning Relevance in an Academic Institution was written and submitted by user Summer Quinn to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Critically evaluate the contribution of the Essay Example

Critically evaluate the contribution of the Essay Example Critically evaluate the contribution of the Essay Critically evaluate the contribution of the Essay Critically measure the part of the classical school of theoretician to our apprehension of administration direction Introduction Schools of direction idea forms the theoretical foundation for direction surveies. These schools of idea have emerged in the late nineteenth century, and evolved over the centuries supplying rich political orientations in the apprehension of direction techniques, organisational behavior, and patterns. The schools of direction ideas are categorized into three wide classs, viz. classical, behavioral and systems schools. Among these, the classical schools of theoreticians are possibly the most controversial yet cardinal to direction surveies. The classical schools of direction thought belongs to the oldest group of theoreticians whose concerns have been to increase organisational efficiency. Theorists in the classical schools therefore dominate the survey of direction in the stipulating how work processes and organisational efficiency can be improved through assorted theoretical models and patterns. Statement The undermentioned subdivision is a critical rating of how classical schools of direction theoreticians contribute to our apprehension of organisational direction. It aims to explicate that classical theoreticians continue to be the foundation of organisational surveies because they help us understand the cosmopolitan organisational elements such as human behavior, organisational construction and procedures. Discussion Management is the survey of organisational behaviors. It is a societal scientific discipline subject that uses scientific methods to set up and formalize theories. Historically, the direction subject had bordered the survey of behavioral and natural surveies. However as the subject progressed, assorted theoreticians established that organisational direction is a combination of the survey of procedures and direction techniques every bit good as human psychological science. This conceptualisation did non emerge instantly but bit by bit progressed by the classical school of theoreticians from the late nineteenth century through the twenty-first century [ 1 ] . The classical school of direction theory possibly began with Tomas Bata whose direction system became the footing for scholarly involvements in the late nineteenth century. He believed in the development of the workplace depended on the workers every bit good as on leaders who were responsible for understanding, analysing and larning about organisational procedures. He emphasized on the usage of engineering for volume and quality production. Thus, Bata part had been based on the extremist invention in transforming organisational resources and its efficient use. [ 2 ] Similarly, Edward Cadbury in the early twentieth century introduced the Bourneville construct. The basic premiss of the proprietor of the cocoa company had been to put in his work force to guarantee they were more productive. This in bend would construct good will with the workers every bit good as the community, which the company served. Possibly Edward and his male parent George Cadbury were the first to present a system for human resources direction, which became a widespread phenomenon even today [ 3 ] . Similarly, Max Boisot introduced the influential thought of constructing organisational constructions to ease human activities, and thereby influenced their efficiency. This processed involved the edifice of organisational communicating construction that would ease inter-communication every bit good as circulation of cognition to better productiveness and efficiency. [ 4 ] These early enterprises by Boisot, Cadbury, Bat’a and a host of others perked the involvements of bookmans of the direction subject. Classical schools of direction idea were formalized by the surveies carried out by bookmans and practicians like Taylor, Fayol, Weber, Drucker etc. Today, their surveies have been grouped as the scientific, administrative and bureaucratism direction. Scientific direction emerged during the period of industrialisation and societal passage. Frederick W. Taylor was its chief innovator who was of the position that direction was the survey of best method for carry throughing organisational undertakings by choosing qualified staffs, trained them to work in cooperation with the direction to accomplish common opportunisms. Taylor s survey introduced the formal credence of human resources direction by set uping criterions, wage systems, policies and public presentation direction. His positions have greatly contributed to modern twenty-four hours direction as it allowed studiers to understand direction is a scientific discipline of all direction procedures and applications. [ 5 ] Scientific attack to direction survey moreover aids modern twenty-four hours practicians in understanding how human behavior could be integrated in organisational constructions and procedures. Peter Drucker for illustration posited that staff public presentation is based on aims, while aims determine the public presentation of the organisation. Douglas McGregor furthers this political orientation and writes that the director is the key to driving the subsidiaries frontward by actuating them and training them to concentrate on the aims. [ 6 ] Related to behavioral integrating is the experience-based apprehension of direction. Classical administrative theoretician Henri Fayol at the beginning of the twentieth century studied the experiences and processes that directors go through. He stated that all organisations engage in activities such as production, commercialism, finance, security, accounting and direction. As organisations became larger, they need to concentrate on the elements of control and coordination to guarantee undertakings were completed and resources were utilised expeditiously. He introduced the construct of POSDCORB ( planning, organizing, staffing, directing, co-ordinating, coverage and budgeting ) . Furthermore, he besides stated that activities in organisations can be categorized based on his celebrated 14 rules so that the director could minimise hazards and uncertainness at the workplace. This he surmised from his observations of directors and their day-to-day activities. [ 7 ] Thus, for Fayol directi on was about organisation of undertakings and activities so that the director has more clip to concentrate on organisational efficiency. Max Weber who introduced the construct of bureaucratism direction has taken up this construct of organisational efficiency. Weber was of the position that organisations are made of societal relationships of people working within the organisation every bit good as those working exterior of the organisation. The hierarchy of the authorization to guarantee the organisation run expeditiously was governed by the organisational construction and civilization. [ 8 ] Weber introduced the construct of formal organisation and stated that workers need to follow concatenation of bids, and likewise should be treated as particular groups with specialization, specific imposts, makings, emotions and stuff involvements. Those with the most materiality have the highest bid and authorization because they have the power to influence others. However, for an organisation to be effectual, rational regulations and systems should be set up to guarantee maltreatment of power does non happen and obedience achie ved. [ 9 ] The premiss of bureaucratism theoreticians had been to stress on the relation of the organisation with the civil society and those within it. By specifying constructions, hierarchy and concatenation of bids these theoreticians believed directors would be able to extinguish the hazard of noncompliance and/or misconstruing or abuse of interpersonal dealingss. Decision Given the above treatment, the research worker is of the position that the classical schools of direction theoreticians based their conceptual models on the generalised direction patterns and experiences of the persons. They are practical even in today s environment because they have been based on human behaviors and its apprehension. Since human behaviors are dynamic, direction ideas or surveies that follow it besides become dynamic, and applicable in any given state of affairs regardless of the clip period. However, theoreticians like Weber and his followings based their constructs on organisational construction and hierarchy tends to go out-of-date because one must understand that organisations evolve harmonizing to societal demands, technological alteration, political influence and environment advancement, hence establishing direction premiss on old organisational construction and theoretical accounts becomes excess. For this ground, one could state that the classical schools of thought tend to go limited at times in explicating modern twenty-four hours direction issues. Bibliography Ackroyd S and Fleetwood, S ( 2000 ) Realist Perspectives on Management and Organisations. Routledge: London. Barnett, T. ( 2006 ) Management Thought, Reference for Business, Thomson Gale, Online accessed on 22 June 2006 from: hypertext transfer protocol: //www.referenceforbusiness.com/management/Log-Mar/Management-Thought.html Fayol, H ( 1949 ) General and Industrial Administration. Sir Issac Pitman A ; Sons, Ltd. : London. Harding N ( 2003 ) The Social Construction of Management: Text and Identities. Routledge: New York. Miller, T R and Vaughan B J ( 2001 ) Messages from the Management Past: Authoritative Writers and Contemporary Problems. SAM Advanced Management Journal. Volume: 66. Issue: 1. pp4 Miner, J B ( 2002 ) Organizational Behavior: Foundations, Theories, and Analyses. Oxford University Press: New York, pp59 Witzel, M ( 2003 ) Fifty Key Figures in Management. Routledge: New York. 1

Nursing research Essay Example | Topics and Well Written Essays - 1000 words - 3

Nursing research - Essay Example Savory and Bennett (2006) noted that effective management of pain starts with ensuring accuracy during the assessment and evaluation of pain in children. While the most fundamental approach of evaluating and assessing pain is through self-reporting, it is evident that children are not able to communicate the pain they experienced to their mothers and healthcare professionals. In effect, Savory and Bennett (2006) identifies the importance of effective training of nurses who took care of children in order to ensure that the nurses understood the behavioral and physiological approach towards assessment and evaluation of pain in children, which underlines the importance of a pain nurse who will be visiting the wards each day. On the other hand, Twycross (2010) identified the importance of a pain nurse visiting the pediatric ward and noted that the nurse provides support to other nurses in the ward to make decisions regarding the assessment and evaluation of pain in children. In effect, t he pain nurse reduces stress associated with decision-making in regard to the intervention measures that the nurses use to asses, control, and manage pain in children. The American Academy of Pediatrics (AAP) and the American Pain Society (APS) (2001) noted that effective pain management should â€Å"involve families and tailor interventions to the individual child† (p.794). In this regard, tailoring the interventions to the individual child requires the parents input since the parents understand their children more than the healthcare practitioners understood these children under their care. In support of this proposition, Savory and Bennett (2006) noted that parents can provide nurses with their children’s â€Å"likes and dislikes, hobbies, and home environment† in order to tailor the intervention to the individual child. On the other hand, it is evident that parents understand the level of their child’s cognition and they have an existing trusting rela tionship with the children. In effect, parents play an important role of helping the nurses assess their children’s pain. Conversely, it is evident that parents provide the essential therapeutic touch during the process of pain management and control by comforting their children. In effect, this improves the management and control of pain in children. Internal and external validity Twycross (2011) study was qualitative in nature and involved carrying out a literature review using the British Nursing Index, CINAHL, and Medline in order to develop the literature. In effect, the findings of the research have both internal and external validity since the literature conducted used peer-reviewed articles published in the last fifteen years before the research study. In line with this, the study evaluated pain assessment procedures, pain control procedures, and pain management approaches used in children. Importantly, the pain management approaches that the research provided are app licable in all children regardless of their location or any other prevailing factors such as race, ethnicity, and their parents’ economic class. The American Academy of Pediatrics (AAP) and the American Pain Society (APS) (2001) carried a similar research study to Twycross in terms of the research design. In line with this, the researchers engaged in carrying out the study investigated the issue of pain management

Organzition and Adminstraion Essay Example | Topics and Well Written Essays - 1750 words

Organzition and Adminstraion - Essay Example This paper looks into the US judicial system in terms of its administration and organization, as well as the various issues and concerns that beset it. Further, this paper presents possible solutions to the issues and concerns, along with an organizational model that would best answer the department’s prevalent concerns. The US federal courts comprise the Judiciary Branch of the government, which is organized under the US Constitution and the laws of the US federal government. The federal government as well as each of the forty-nine states has its own criminal justice system, which all respect the rights of the individual as set forth in the court interpretation of the US Constitution, and as defined in case law (Barnett, 2008). State constitutions and laws provide the definition of the criminal justice system of each state, and delegate the authority and responsibility over criminal justice to various jurisdictions, institutions and officials, as well as provide guidelines and definitions of criminal behaviors, groups of children and acts under the jurisdiction of juvenile courts (Ibid.). Further, for the processing of criminal justice that were not established by the State, municipalities and counties define through local ordinances prescribing the local agencies responsible for such cases. The US Congress, on the other hand, has also established a criminal justice system at the federal level to respond to such crimes as bank robbery, kidnapping, and even transporting stolen goods across states (Ibid.). The US justice system has three main components – the police, the courts and the corrections, reflecting the basic processes that justice is served under the US government. Each component functions a vital part in the whole system and is essentially indispensable. In other words, the system is not complete if any of the three components missing. The US

Immersion Education In Korean Elementary Education Education Essay

Immersion Education In Korean Elementary Education Education Essay As the world is globalised and English-speaking countries have dominant roles in politics, economy and culture, English is universally recognised as a global language. With the importance of English as a global lingua franca and the necessity of having a command of English, South Korea (hereafter Korea) has perceived the importance of English language education and tried to improve students English proficiency by suggesting multilateral methods. Many language education specialists, scholars and policy-makers have suggested many methodologies applicable to the Korean public education system. In 2009, the Korea Herald (2009) reported, for example, that Korea ranks 89th out of 120 countries in terms of TOEFL (Test of English as foreign language, led by Educational Testing Service, U.S.A) results, achieving a score below the international average. Korea has still been ranked bottom in the English Proficiency Test, especially in the speaking section (Korea Times, 2011). Demand for a high level of English is increasing because English has become the most important part of Korean peoples lives. English proficiency tests, such as university entrance exams, TOEIC (Test of English for international communication, see reference C) are now essential elements for going to a good university or getting a good job or promotion. Especially, English proficiency is a major component in university admission. A recent survey led by KDI (Korea Development Institute) mentions that academic cliques are voted as the top-ranked factor of individual success. This leads to English education fever in Korea and students parents have spent colossal amounts of time and money on English education for their children. When the current government was launched in 2008, its campaign in terms of English education was Anyone who graduates from high-school can communicate with English without inconvenience, and when President Lee was selected, his transition committee of education brought in the Immersion education concept, known in Korea as Mol-ib. In particular, the committee focused on early English education, and targeted elementary school students for this imme rsion scheme. After severe controversy, the committee had to withdraw the policy, but some offices of education from cities and provinces still encourage their elementary/middle schools to adopt immersion education voluntarily. Especially, the government allowed four international middle schools to adopt English immersion education and accordingly many offices of education in cities and provinces considered establishing a specialised middle school. Accordingly, the new governments cancelled policy resulted in unintended consequences that led to overheated early English education. There was a rush of students who would go to private language institutes to prepare for going to the new schools. Students living in rural areas moved to the cities where four International middle schools are located. Other students and their parents have also recognised that English education in public school is not enough and searched for private institutes which provide the Immersion programme and classe s taught by English native speakers. Contrary to the governments expectations, many middle-class students have to rely on private language institutes and their parents have to spend more money for private English tutoring and sending their children abroad for Summer/Winter language programmes. Especially, as the new presidential election approaches, this policy is mentioned again by new candidates, education policy-makers and educators. Accordingly, the interests of teachers at public schools and private institutes are reaching the climax of new policy. This case study explores the suitability of the English immersion programme in South Korea from two immersion teachers experiences and attempts to answer the following research questions: 1) How do Korean immersion teachers teach in an immersion education environment for elementary students? 2) What difficulties do non-native speakers have when teaching in the target language? 3) Is immersion education suitable for English language e ducation in Korea? The study first observes Korean immersion teachers classes. It then investigates their opinions in terms of immersion education. Finally, it looks into the suitability of immersion education in the Korean education system. Although this case study is small-scale, the findings will show some suggestions to the persons concerned with English education in the next government. 2. Background 2.1 Theories of bilingual education From the twentieth century, the worlds globalisation has greatly influenced language education in every country. According to Baker (1996: 165), one of the illusions about bilingual education is that it is a twentieth century phenomenon. Some countries, such as Hungary, Finland in Europe, Canada, and Hong Kong have applied bilingual education officially or unofficially and optionally or compulsorily. This phenomenon explains why people cannot deny current globalised times and must recognise the importance of communication across the globe. Paulston (1992: 80) argues that unless we try in some way to account for the socio-historical, cultural, and economic-political factors which lead to certain forms of bilingual education, we will never understand the consequences of that education. In this sense, characteristics of bilingual education can be deeply related to ones societys history, culture, economy, and politics and can be changed according to these aspects. Two terms, immersion education and CLIL, are introduced briefly in this chapter, as they require a wide range of theoretic background. One of very well-known bilingual education programmes is immersion education. Baker (1996: 180) introduces the term Immersion bilingual education as an intended outcome, and therefore represents a strong use of the term bilingual education. In this sense, from the view of teaching general subjects in English, English immersion education is a different approach from TEE (Teaching English in English) or teaching other subjects integ rated partially in an English class. Johnson and Swain (1997: 6-8) discuss the core features of a prototypical immersion program. They present that there are eight common features which exist in spite of the variable features in each immersion education programme: 1. The L2 is a medium of instruction. 2. The immersion curriculum parallels the local L1 curriculum. 3. Overt support exists for the L1. 4. The programme aims for additive bilingualism. 5. Exposure to the L2 is largely confined to the classroom. 6. Students enter with similar (and limited) levels of L2 proficiency. 7. The teachers are bilingual. 8. The classroom culture is that of the local L1 community. On the other hand, there is another immersion education programme, which is called CLIL; Content and Language Integrated Learning. According to Dalton-Puffer (2007: 1), CLIL refers to an educational setting where a language other than the students mother tongue is used as a medium of instruction. Garcà ­a (2010: 210) takes the stance that CLIL-type programmes aim at achieving a functional competence in both receptive and productive skills, particularly when the target language takes a low portion of curriculum time, as in vocational or professional training. Garcà ­a refers to Hammerly and Swain in noting the difference between them, as follows: (2009:209-2010) Full immersion offers intensive contact with the target language and aims for native or near-native competence at least in receptive skills of comprehension and reading. However, many early total Canadian immersion pupils, even by the end of the program, continue to reveal striking grammatical inaccuracies in their speaking and writing (Hammerly 1991; Swain, 1985). 2.2 Current theoretic trend of English immersion education in Korea Since the latter part of the 20th century, the introduction of the immersion programme as one of bilingual education and the research of its necessity in the Korean education system has been shown. J. Park (2000) suggests the importance of bilingual education, and especially the application of immersion education to English classes in Korea. His paper provides three key objectives; showing successful cases of other countries in terms of immersion education, exploring the applicability of the immersion scheme in Korean education and arguing that partial subjects need to be taught in the immersion education system. There is updated research based on teachers cognition to apply immersion education in the Korean curriculum. S. Park (2004) broadly surveys the subject of teachers ideas in relation to English immersion education in Korean elementary schools in the Seoul metropolitan area. He suggests several ideas based on his research findings and some representative suggestions from parti cipants are summarised as follows (2004: 277-278): English immersion education should be fundamentally implemented after cultivating professional immersion teachers and should not give pressure on general subjects teachers. Teachers emphasise the need for government policies to give thoughtful consideration to immersion teachers in order to make them into immersion teachers. Additionally, preliminary arrangements in terms of curricula and materials would be needed to minimise the possibility of disorder and inconvenience caused by insufficient preparation. In relation to induction timing, they recommend slow and partial induction of immersion education and the government should suggest this policy to schools in the form of a voluntary, not compulsory, aspect in the beginning stage. The idea of working with English native speakers is recommended and desirable for team-teaching, but Korean teachers should lead the initiative. They recommend that in the later phase, Korean teachers who are fluent in English should lead the class alone. Especially, social equality between the students from diverse family backgrounds is insisted upon and policy-makers are required to suggest proper methods of selecting beneficiaries. Furthermore, teachers argue that the induction of immersion education should not foster the growth of the private education market. Additionally, J. Park and S. Park (2007) suggest a time of induction of English immersion education, appropriate subjects of immersion, its curriculum, a selection scheme for students of this programme, immersion education teachers, types of immersion class, a plan for improving teachers English proficiency, and developing materials in a practical manner. 3. Methodology This chapter describes the methodological framework. It first describes participants and their recruitment. The description is followed by a detailed description of the procedures and techniques of data collection. The chapter ends with an account of data analysis methods as well as ethical issues related to the study. 3.1. Participants Two immersion teachers participated in the survey. I recruited them at a public elementary school and a private educational institute through my personal network. Both are male and their average age was 32. I made this decision in order to listen to different voices from public and private institutes. A public school teacher (hereafter Teacher A) received a BA in Math Education from one local university and gained a teaching license from the Korean education council. He has taught English in elementary school for 7 years, but his immersion teaching experience is only 1 year. Another teacher (hereafter Teacher B) from a private institute gained a BA in science education and spent a total 6 years in U.S.A. His immersion teaching experience is 2 years in Korea. 3.2. Data collection This study tries to employ qualitative data collection and analysis methods. These characteristics of qualitative research match this studys research purposes. The focus of the study is to observe immersion classes in Korea and particularly to get Korean teachers opinions about English immersion education. Therefore, qualitative research methods were prioritised in this study. Among various qualitative data collecting tools, interview was used as a primary data collection tool, and observation served the purpose of getting referencing data. 3.2.1. Observation Due to geographical distance, I had to observe their classes via videos which were uploaded on their institutions websites. Teacher As video was produced and uploaded onto the web because the school was designated as an exemplary immersion school. On the other hand, teacher Bs video was produced for the purpose of marketing for recruiting students. One reason for classroom observation was mainly to build up a background knowledge of immersion education in Korea. The second reason is to develop my questionnaire and see the consistency between what interviewees think about immersion education and what they actually do in their classroom teaching. 3.2.2. Interview The interview was followed by two interviews separately via Skype and was conducted with a pre-provided questionnaire (Appendix A) which was sent to them by E-mail. In order to allow for flexibility, some questionnaires were additionally made to get their opinions. All the interviews were conducted in Korean and audio-recorded with Evaer Skype Recorder. 3.3. Ethical issues When I found the appropriate participants, I contacted them via Facebook and explained the purposes of the case study. They informed me that they would accept my offer under the condition of anonymity. I had to promise to protect the confidentiality of the participants and that I would secure their anonymity by using pseudonyms as well as the institutes names. I assured them that the interview results would not be released to anyone with whom they work, or to any institutes at which they work. 4. Research findings 4.1 Immersion programme in two institutions The below contents are collected from interviews with two participants and information from school/institute homepages and are summed up. The general approach to immersion is similar but they have slight differences of purpose and characteristics. 4.1.1 Programme purpose and characteristics of Teacher As school This programme is sponsored by the Office of education, Busan city. This school is designated as an exemplary school which provides immersion education. Three subjects, which are maths, science, and sociology, are taught in English, not in regular classes but in extracurricular classes for voluntary students. Students English levels are diverse. The mission of the programme is to assist EFL elementary students in developing English language proficiency while fostering an interest in their studies. This programme enables the students to learn English additionally at school and review subjects which were taught in Korean at regular classes. In class, the Korean teacher leads the class and an English native speaker supports the Korean teacher. The textbooks are provided by the government and have similar contents to Korean textbooks. 4.1.2 Programme purpose and characteristics of Teacher Bs institute The programme enables highly intelligent elementary students who have a good command of English to complete a series of elementary-level subjects in immersion education. This programme is designed to meet the interests of elementary students who plan to go to International Middle school (Appendix B) or secondary school in English-speaking countries. In order to be considered for this programme, candidates must possess over 700 points in their TOEIC score and their ranking in their class should be within the top 5% of total subjects. The mission of the programme is to provide the upper level contents to elite students and to enable them to prepare for studying in an English environment. The main subjects, such as maths, science, and sociology, which are core courses required to prepare for junior high school, are taught in English. All teachers are English native speakers or Koreans who speak English fluently and have a relevant degree from English-speaking countries. The materials ar e diverse; from American elementary books to self-translated books into English. 4.2 Classroom observation In order to observe two different classrooms, I borrowed Fortune (2000)s immersion teaching strategies observation checklist (appendix D). I observed how teachers would operate the class and how students responded to find similarities and make comparisons between their two programmes. There are several areas of classroom observation, but I focused on teachers methods of 1) Making input comprehensible, 2) Integrating language with contents, and 3) Interacting with students. 4.2.1 Teacher As class Teacher A teaches maths for the 5th grade (age 11) in English immersion. In his class, there are about 25 students. This class is not in the regular course curriculum but is additionally conducted for the purpose of immersion education. This is an alternative measure to avoid making students parents worried in terms of childrens scholastic attainments. When the class begins, teacher A and a native speaker share greetings in English to catch the students attention and to inform them that only English is to be used in the class. He leads the class with relative ease and simplicity in order not to give pressure or stress to students. His intention seems to focus on the understanding of the English language, especially vocabulary. He tries to provide activities by asking questions. He also asks the native speaker to talk to students individually. The native speaker tries to tailor her English to a level that the students, with their limited English proficiency, can understand. 4.2.2 Teacher Bs class Teacher B teaches science to the 6th grade (age 12) in English immersion. In his class, there are 12 students. He explains some contents and their structures and vocabularies simultaneously. He focuses not only on speaking, but also on reading and writing skills. In order to develop students English skills, he encourages students to write their thinking after the teachers explanation and to have a discussion with a partner. He uses American material from California state for grade 7 (12-13 years of age). He tries to correct the students English and seems more focused on students understanding of content. In order to familiarise them with Western classrooms and culture, he uses an American Home school DVD as a visual aid to supplement information to get positive feedback from his students. 4.2.3 Similarities and differences between them The main intentions of both of the programmes are to promote academic instruction so that all students become proficient in English through the implementation of immersion education. Their classes aim to provide students with a Western-like environment and to provide some opportunities for positive interactions. Both programmes seem to employ a lesson plan that facilitates English language development. Lessons are designed to promote English language skills, rather than to deliver content. As students have a limited understanding of English, teachers try to speak English slowly and explain things simply. They allocate some minutes for providing opportunities for students to produce language on their own to practice English. After their response, teachers provide positive feedback, although the students make some mistakes, so that students get involved and interested in another language and class. Although there was not a significant difference between the two classrooms, one particul ar finding is that Teacher A delivers some content in Korean to help students understand information. His class focuses on helping children become comfortable with the English language. His intention is to make his students become familiarised with the English language and to grow slowly in their English skills. Students feedback is rather limited and this class is generally teacher-centred. This case is not the original class of immersion education because this class is for reviewing what students have already learned. Repeating the lesson in the target language is the main purpose; thus, it does not fit in the basic principle of immersion education. In contrast, teacher Bs class is slightly different. Because of the student body, which is composed of elite students, his class provides an environment that promotes positive attitudes towards the English language. It allows them to simultaneously learn content on a topic as well as acquiring vocabulary and the ability to speak in Eng lish. This programme seems to focus on individual academic strengths. The teachers main interest includes students developing high levels of proficiency in the English language and performing at or above grade level in academic areas in both languages. 4.3. Interview results and discussions This section shows the findings from the interviews based on questionnaires. A copy of the questionnaire can be found in appendix A and copies of the completed questionnaires can be found in appendix B. The public school teacher is referred to as Teacher A and the private institute one is referred to as Teacher B. I summarise the findings with 4 themes, as shown below. 4.3.1 Target language proficiency and self-confidence Teachers are not sure whether immersion education should be introduced in public school. They point out that their English proficiency is the main problem and they lose confidence when teaching. They also worry about the teaching quality due to delivering lessons. When I was selected as an immersion teacher, I was excited, but on the other hand, I was worried about my English proficiency. I had some English communication classes in college, but that was for general English classes. Although I have quite a high score in TOEIC (Test of English for international communication by ETS), I have had no exposure to an English environment. I am planning to go abroad for intensive English. (Teacher A) Although I studied and gained a B.A. degree in U.S, its very challenging to teach in English. Policy-makers need to understand that an American degree cannot make foreign students get the language level of native speakers. There is no option but to improve English proficiency at this moment. (Teacher B) These two participants recognise the teachers English proficiency as a starting point for immersion education. They understand that the language issue is critical for adopting immersion education. However, they appreciate that the future trend of English education in Korea will be similar to the immersion education system. Thus, in order to strengthen their teaching competitiveness, they are going to language schools after work or are planning to go overseas. 4.3.2 Relationship with their parents and the market of private institutes One of the key issues in introducing immersion education is dealing with students and their parents. Especially, they have common ideas that immersion education should require parents permission and agreement. These are quotations in terms of this theme: In the beginning, it was very difficult to persuade parents. Thats why immersion class is executed in extra-curricular class, not regular class. One particular thing is they regard my class as another opportunity to expose themselves to English language. (Teacher A) Parents intentionally send their children to my institute, as it is one of a few institutes which provide immersion education in this town. Most of them expect their children to go to middle school of science; thus, their expectation is very high. They pay a significant amount of money. I think immersion teaching would be limited in public school and the market of private institutes will be bigger. (Teacher B) As shown above, it is found that getting permission from students parents is not easy and general explanation needs to be provided to parents in the beginning stage. One interesting finding is that this immersion programme increases the role of private education, which is contrary to the governments intention. Furthermore, this points to the fact that the immersion programme creates a gulf between the rich and poor. 4.3.3 Interaction with students Interaction between teachers and students is a very important factor in the classroom. As a teacher, he/she needs to monitor whether students understand the content and can follow what he/she teaches and be aware of any difficulties the students have. Especially, this is very important in the immersion classroom because a foreign language is the main delivery method. This is the most important issue that I object to in the adoption of immersion education. Most students start learning English from the age of ten in public school. To be honest, their English proficiency is not enough to understand a class in English. Accordingly, they lose interest in the class. Although the class deals with elementary-level content, students feel difficulty in understanding new English words and contexts. (Teacher A) As a matter of fact, class in a foreign language is difficult not only for teachers but also for students. My students English is definitely better than other students in the same grade. However, understanding, presenting and asking questions is not that easy. Fortunately, they are aiming to go to international middle school and they try their best. In my position, I try to utilise many visual aids to catch their attention. (Teacher B) In terms of this issue, the language issue is mentioned again. One of the key principles of immersion education is linguistic knowledge. In Korea, one of EFL countries, where English is rarely used in real life, it is once again confirmed that by teaching in a foreign language, it is not easy to make academic content comprehensible to learners. 4.3.4 Qualified native speaker and tailored materials The basic requirement for any class is material. The two participants agreed that they were not sure about which materials they should use. They also had some difficulties in finding qualified native-speakers to work with. These remarks are exemplary in relation to this theme: To be honest, selecting materials is beyond my capacity. There is no official textbook for immersion education. I use an American textbook but the curriculum is very different. Thus, I translate Korean textbooks into English before class and hand them out in class. (Teacher B) Working with a native speaker is very beneficial to me and to students. However, I have to spend more time to prepare for class because the native speaker and I have to prepare together in advance. In particular, getting a qualified one is very difficult. Most of them come to Korea to teach English, not maths or science. Even finding a qualified one who meets the school recruitment standard is very rare. (Teacher A) As shown above, producing material tailored to the Korean education curriculum is recognised as one of the most challenging aspects. Currently, the average monthly wage for a native-speaker is about 1300-1500 pounds, which is quite a lot lower than other East Asian countries. The Korean government needs to organise a task-force for implementing the necessary conditions. 4.3.5 Testing and assessment Language assessment is a very important factor in helping to understand students academic outcomes or proper development and even help them to learn the target language effectively. Unfortunately, at this moment, it is difficult to assess students learning process. City office education has not mentioned about testing. Fundamentally, my class is not on regular curriculum and I feel little necessity of testing. If I have to, then I need some support from school or city office of education. (Teacher A) As the interview result shows, Bax (2010: 52) also describes in terms of immersion education in Korea that there is an absence of firm test data by which to evaluate the academic success of English language learning in Korea in comparison with other countries. Assessment should have been considered when the immersion scheme was introduced in Korea. 5. Conclusion 5.1. The findings and implications This case study shows some limitations of employing the immersion programme. In order to gain a successful immersion programme, sustainable support and interest is needed from educational policy-makers, administrators, teachers and students. In this sense, the results of this case study have some implications for other schools and private educational institutes, and particularly for policy makers of English language education. As discussed in the interview chapter, the teachers have difficulty in teaching their subjects in an immersion education environment in several respects. First of all, English language proficiency is considered to be a very important tool in educational contexts. Secondly, although the immersion educational policy has attempted to strengthen English language proficiency for students, the current educational system cannot cover their willingness. Thirdly, the sudden change in language education policy has been generating many constraints, such as teachers low En glish proficiency, the lack of materials and English native speakers. In this sense, all of the relevant people share many weaknesses and shortfalls of immersion education in Korea and thus may benefit from the results and findings of this study. The results of the study may also have implications for people who plan to teach their subjects within immersion programmes. They need to study how they can deliver their education to students within immersion environments effectively. Native English speakers who plan to teach English in South Korea or EFL settings may also benefit from this study about English language teaching, as they are informed of the realities of teaching EFL in the current trend of South Korean situations. For these reasons, this case study can be a useful source of information. Korea has a tendency to quickly benchmark things which are deemed good policies, or systems from developed countries, without thorough preparation. This also seems to apply in this case. Stu dents and teachers recognise this scheme is clumsily prepared without all circumstances being set up. 5.2. Limitations and suggestions for future research directions This study employs two means of data collection; interview and observation. However, in terms of combining quantitative and qualitative research instruments, the study has not fully provided a better understanding of the suitability of English immersion education in South Korean education. Instead, this study rather focuses on teachers beliefs about the English immersion education, their perceptions of it, and their attempts to implement newly suggested immersion education into their classroom teaching. In this sense, the study is rather small-scale. There are three big limitations of this study. One is the difficulty of persuading participants to have interviews. For finding interviewees, I managed to recruit some of the candidates through my personal network. However, it was very difficult to get their permission for interviews. As I described in the interview results section, they hesitated to accept my interview proposal, because they also understood that most of their ideas would possess negative views of immersion education. Therefore, at their request, we agreed to have interviews on condition of the anonymity of all of their names, schools and mentioned people. The second limitation concerns a lack of real class observation. Due to the long distance between us, although they provided me with video cl

Benefits of the Red Drum Fishery :: Red Drum Populations

Red Drum populations along the east coast and gulf coast of the United States, have drastically diminished over the past thirty years. The cause of the drop in numbers of this beautiful fish is primarily due to the overfishing from both recreational and commercial fishermen. Federal and State governments have implemented measures in to prevent this fish from being targeted, and to make sure that the population numbers increase. Not only is this fish important for the fisheries in which they thrive, but they also contribute to the biodiversity of a number of different ecosystems. The Red Drum (Scianops Ocellatus) gets their name from the drumming sound they make. [3] Most of these fish, depending on where they are caught, have an orange color to them and typically have at least one black spot on their tail. Depending on where you are at, red drum are also called redfish, channel bass, spottail, red bass, and reds. [3] Red drum have been caught as far north as Massachusetts, though they typically don’t migrate that far north. In fact, the Chesapeake Bay is normally the farthest north that they can be found, and they are caught as far south—in the United States—as the gulf coast of Texas. [1] Red drum spawn between late summer and fall. Females lay their eggs in estuaries and inlets during the night. A single female can produce up to two million eggs per season. The eggs will then hatch anywhere from 24-36 hours after being spawned. As the fish matures, the area in which it lives will change, as will its feeding habits. A male is considered to be mature once it reaches anywhere between 20-28 inches. By this time, the fish is between one and four years of age. Females are considered to be mature when they are between 31-36 inches. A female between these lengths is typically between three-six years old. Red drum can grow upwards of 60-inches, which equates to a 90-pound fish. [1] As a juvenile, red drum eat zooplankton and invertebrates such as crabs and shrimp. A juvenile will spend the first part of its life in estuarial waters, but when they get older they typically move towards the ocean. When red drum move to the ocean, their feeding habits change slightly, to satisfy their hunger. Not only will they eat zooplankton, but they also begin to target larger invertebrates as well as fish. [2] The red drum fishery encompasses both recreational and commercial methods.

Marketing promotional strategies Essay

For this task I have chosen to write about Ben and Jerrys and Haagen-Dazs ice cream. These are two rival brands at the top end of the market. I decided to write about ice cream because it is very popular and there is lots of information available about them. They also both have good marketing and promotional strategies. I chose to write about Haagen-Dazs, as it is the best known ice cream. It is the number one super premium ice cream with 43 % of the market share. It is quite expensive as it is about  £5 for a carton on the ice cream but it is very nice. It is made with natural ingredients and its flavours are Chocolate, Butter Pecan and Cherry Vanilla. It was first made over 40 years ago. Haagen-Dazs uses the finest and purest ingredients. Ben and Jerrys is also at the top end of the market but it is a newer brand as it was first made in 1978. It has 39% of the market share and is the number two brand. It costs a little bit less than Haagen-Dazs as well. The price is still quite expensive though as all the products used are bought from minority and disadvantaged workers. It has a more fun image and has flavours such as Phish Food, Berry Nice and Cherry Garcia. It is aimed more towards young people than Haagen-Dazs is. It is aimed at young men and women in their teens, twenties and thirties with a high disposable income. Although these products are both at the top end of the market and are luxury ice creams they have very different approaches to their marketing and promotional strategies. Ben and Jerrys is marketed as a fun brand. It aims to try and attract younger people than Haagen-Dazs. This is shown by the names of its ice cream flavours and also by the design of the packet. Haagen-Dazs has a more sophisticated image and it has a more grown-up carton. It is aimed more towards older people, for example, people in their late 20’s, 30’s and 40’s. Marketing Promotional Strategies Marketing Mix and Promotion has four main aims. It is known as AIDA. It sums up the purpose of communication with customers through promotions. A companies Unique Selling Point (USP) is what they use to make them different to other companies who are selling the same things as them. Ben and Jerrys have got a laid back image but they also have a social awareness. When Ben and Jerry first started their company, they started the concept of giving back to the community as a whole. They make sure that the milk they use is bought from Vermont farmers and they buy the brownies they use in some of their ice creams from disadvantaged workers. They also give 7.5% of their profit away to help social and environmental causes. This is their Unique Selling Point. Haagen-Dazs USP is that they are an ice cream aimed at adults that uses only the finest ingredients. They market themselves as the ultimate in luxury and extravagance. There are lots of different types of media that can be used to advertise products. These are the mass media: television, radio, cinema and the internet. There is also billboards, magazines, planes and product placement. Local media can also be used and this is notice boards, shop windows and public places. These influence buyer behaviour by persuading them to buy the product they are advertising. Haagen-Dazs has a lot of advertising. They advertise at cinemas and also on the television. They also have magazine and billboard advertisements. They advertise themselves as being a luxury ice cream and have started a new advertising campaign – â€Å"Made for Movies†. This is going along with a special offer at Blockbuster videos where they offer free video rentals. When Haagen-Dazs first started in England they had a word of mouth campaign to make them seem very credible. They had marketed it as an upmarket product and at first it was only sold in upmarket shops. They ran advertisements in magazines like Vogue in order to attract the right sort of audience they wanted. Haagen-Dazs used AIDA to drip feed information in order to get peoples attention. Most people wouldn’t be able to buy it at first though because they didn’t shop at the right shops and it was expensive but after a while they started selling it at lots of shops. People bought Haagen-Dazs because they wanted to see what all the fuss was about and if it really was as good as other people said. Ben and Jerrys also advertise their products but not as much as Haagen-Dazs. They do not have any television advertising at the moment; neither do they have any magazine adverts. They have a lot of promotional evens however, such as buses that go round universities and offer free tasting days. Ben and Jerrys is often bringing out new flavours of ice cream and often has a â€Å"Flavour of the Month† They also stop making flavours that are not selling well. This is so customers do not get bored of the same thing. They advertise these new flavours in magazines and on billboards and people are keen to try what these new flavours taste like. They also advertise that they give a percentage of their profits to charity and the Ben and Jerry Foundation and this is used to gain customers. Both Ben and Jerrys and Haagen-Dazs have an upmarket image and at the moment they are the only two ice-cream brands to have this image. People would rather buy the more expensive brand and get the image that goes with it than buy a cheaper ice-cream which tastes just as good because they don’t get the image that is associated with it.