Bottle Flipping Persuasive Essay Essays - Chemistry, Bottles, Matter

Bottle Flipping Persuasive Essay "Crunch. That is the noise of water bottle flipping the compulsion promoted through online videos to toss a partly filled plastic bottle and try to get it to land upright which has captivated children across the country." Says the New York Times, on October 14, 2016. Bottle flipping first became an international trend in 2016, when a kid in North Carolina named Michael Senatore , flipped a water bottle at a talent show . Five-million YouTube views later, and the trend was officially set afoot. This has parents and teachers innfuriated! But not just parents and teachers are aggravated by this new trend, but some students and other children are also frustated! This frustrates me as well, and I think that Bottle of Flipping should be banned from school. Bottle Flipping is particularly a challenge in our classroom. That is why I believe it should be banned from class for a variety of reasons, First of all, Bottle Flipping distracts others from work and/or breaks concentration from activity. For example, if one was working hard and concentrating during school time, and all the sudden one hears a thump thump thump on one's table, the chances are, one is going to lose concentration. And this affects everyone's grade, because if one person is bottle flipping, everyone is distracted and can't get work done. That makes it hard to get good grades for the entire class. Bottle Flipping is most infuriating when you're trying too have a conversation with someone, when all you hear is yourself talking and a thump thump thump thump. And the an " OOOHHH!" *dab*. It gets pretty old. Or when the teacher is trying to talk too the class giving directions or a lessons, it's just plain rude. .Bottle Flipping, overall is a problem academically, because it's addictive. If people don't want to work and instead Bottle Flip, then their grades go down. This also makes it hard for the teachers to teach. And finally, Bottle Flipping is wasteful, it's wasteful in two different ways; One, the water in the bottles that are used to flip, are rarely ever drunk. And in order to flip the bottle, it has to be of the way full in order for it too work. Well, that water gets wasted as well. Most of the time, parents may buy bottled water because the only other water resource they have it tap water. But when that water is wasted over something as pointless as throwing a water bottle into the air, that's a waste of water and of money. Water Bottle flipping is also wasteful because, most of the time, people just want to flip the bottle and the bottle gets wasted and thrown away. Then, a new plastic water bottle will be used. This just goes over and over again. Recycling protects wildlife habitat and biodiversity. So when one thinks about it, Bottle Flipping is a small economic problem! With all this being said, clearly Bottle Flipping should not be permitted to practice at school. However, Bottle Flipping is an activity not done in front of a screen. In fact, it encourages kids to go outside and Bottle Flip. Botlte Flipping is a safe, and resourceful activity. I think it's fantastic that they can occupy themselves for hours with a simple water bottle, said Millet Israeli, mother of two sons ages 8 and 9 in Manhattan. No fighting, no screens. Thumbs up from me! (quote from www.today.com ) After all that was said, Bottle Flipping clearly has its pros and cons, but I think Bottle Flipping could be enjoyable for everyone if it's only done at break, lunch and at home. So that no one is annoyed, the teachers can teach without getting interrupted, and the students can learn without getting distracted.

Free Essays on Huckleberry Finn

Twain, through this novel, reveals a boy's initiation into manhood. Huck's existence on the raft teaches him about life as it really is. Whenever he goes on shore, he sees the cruelty of society and man's inhumanity to his fellow man. When he returns to the raft, he feels the peace of nature and the nobility of the black slave that shares his journey. Southern society has taught Huck that slaves are sub-human creatures with no feelings, only a piece of property to be bought and sold. At the beginning of the novel, Huck buys into this philosophy without question. He cannot believe that he is helping "a nigger" escape to freedom. It is against everything he has been taught (and he knows Tom Sawyer could never do it.) Huck is amazed to learn that Jim cares deeply about his family, just as a white person cares for his (and more than Pap ever cared for Huck.) He is even more amazed that Jim can have his feelings hurt when Huck plays a trick on him. He never believed that Blacks had feelings. But every time that Huck goes on shore, he loses some of his innocence; he begins to understand the hypocrisy of society. He sees the Grangerfords killed by the Shephardsons, and he sees the Duke and Dauphin easily dupe the townspeople out of their money. Instinctively, Huck realizes that Jim is wiser and worth more than many of the white people on shore. When he is forced to make a decision about turning Jim in or standing by him, Huck decides not to betray his friend, even if it is against everything he has been taught by society and even if he goes to hell for it. By the end of the novel, Huck knows for sure than he cannot fit into the civilized way of life or partake in the hypocrisy of society. He knows himself well enough to realize he must move on. As a result, at the end of the novel, he sets out for new lands to the west, seeking a place that offers truth and freedom.... Free Essays on Huckleberry Finn Free Essays on Huckleberry Finn The Illustrious Huckleberry Finn The Adventures of Huckleberry Finn by Samuel Clemens is in no way a racist piece of literature. Its author is in no way a racist; he’s quite the opposite. Some believe the book needs to be banned from school’s required reading lists and libraries. These debates come about due to the description of one of the book’s characters Jim, a black run-away slave that befriends Huck through his adventures down the river. Because Jim’s character is described as an uneducated â€Å"nigger† some people have looked upon this characterization as racist. I say, however, that the books main goal was to alert people of racism, and Clemens was just staying accurate to the time in which the story takes place. Jim is depicted as a slave in the south during a period when slavery was a commonly practiced and widely accepted way of life. Slaves in the early 1800’s were not provided any formal education, never allowed any independent thought and were constantly mistreated and abused. The author is merely describing how an undereducated slave spoke in those days and is providing an accurate portrayal of society’s mindset during this time period. In fact, Clemens’ message about blacks during this time was an absolute antithesis of racism. While Jim may be unlearned, he is the only character in the book that truly understands what it means to love. His morals remain unsullied throughout the adventures, and he becomes a father figure for Huck. Clemens uses the term â€Å"nigger† throughout the book. Yet only through his characters dialect and not of his own accord is Jim ever referred to as a â€Å"nigger.† He is merely illustrating the ignorance of people in this time. The use of the word "nigger" is most certainly a very slanderous slang term that is not socially acceptable in present times. It is a word that holds nothing of value for any black American. The word’s meaning is stated by Funk and Wagn... Free Essays on Huckleberry Finn One may wonder why Mark Twain would choose to write an antislavery novel some twenty years after the end of the Civil War. By the early 1880s, Reconstruction, the plan to put the United States back together after the war and integrate freed slaves into society, had hit some shaky ground, although it had not yet failed outright (that wouldn't occur until 1887, three years after the publication of Huck Finn). Still, as Twain worked on his novel, race relations, which seemed to be on a positive path in the years following the Civil War, once again became strained; Jim Crow laws, designed to limit the power of blacks in the South, began a new, insidious effort to oppress. Twain made a powerful decision when he chose to describe a system that no longer existed, when doing so could just lead the unsympathetic reader to claim that things had gotten much better for blacks. One way to analyze this decision is to read slavery as an allegorical representation of the condition of blacks in the United States even after the abolition of slavery. Just as slavery places the noble and moral Jim under the control of the white man, no matter how degraded that white man may be, so too did the more insidious racism that arose near the end of Reconstruction oppress black men for illogical and hypocritical reasons. However, the new racism of the South, less institutionalized and monolithic, was also much less easy to critique. Slavery was a tough practice to justify; but when white Southerners enacted racist laws or policies under a professed motive of self-defense against newly freed blacks, far fewer people, Northern or Southern, saw the act as immoral. In exposing the hypocrisy of slavery, Twain demonstrated how racism distorts the oppressors as much as it does those who are oppressed. Just as the South has never entirely escaped the legacy of slavery, this theme, articulated so subtly by Twain at such an early time, has continued to animate Southern writ... Free Essays on Huckleberry Finn Twain, through this novel, reveals a boy's initiation into manhood. Huck's existence on the raft teaches him about life as it really is. Whenever he goes on shore, he sees the cruelty of society and man's inhumanity to his fellow man. When he returns to the raft, he feels the peace of nature and the nobility of the black slave that shares his journey. Southern society has taught Huck that slaves are sub-human creatures with no feelings, only a piece of property to be bought and sold. At the beginning of the novel, Huck buys into this philosophy without question. He cannot believe that he is helping "a nigger" escape to freedom. It is against everything he has been taught (and he knows Tom Sawyer could never do it.) Huck is amazed to learn that Jim cares deeply about his family, just as a white person cares for his (and more than Pap ever cared for Huck.) He is even more amazed that Jim can have his feelings hurt when Huck plays a trick on him. He never believed that Blacks had feelings. But every time that Huck goes on shore, he loses some of his innocence; he begins to understand the hypocrisy of society. He sees the Grangerfords killed by the Shephardsons, and he sees the Duke and Dauphin easily dupe the townspeople out of their money. Instinctively, Huck realizes that Jim is wiser and worth more than many of the white people on shore. When he is forced to make a decision about turning Jim in or standing by him, Huck decides not to betray his friend, even if it is against everything he has been taught by society and even if he goes to hell for it. By the end of the novel, Huck knows for sure than he cannot fit into the civilized way of life or partake in the hypocrisy of society. He knows himself well enough to realize he must move on. As a result, at the end of the novel, he sets out for new lands to the west, seeking a place that offers truth and freedom.... Free Essays on Huckleberry Finn Superstitions in Huckleberry Finn In the novel The Adventures of Huckleberry Finn by Mark Twain, there is a lot of superstition. Some examples of superstition in the novel are Huck killing a spider which is bad luck, the hair-ball used to tell fortunes, and the rattle-snake skin Huck touches that brings Huck and Jim good and bad luck. Superstition plays an important role in the novel Huck Finn. In Chapter one Huck sees a spider crawling up his shoulder, so he flipped it off and it went into the flame of the candle. Before he could get it out, it was already shriveled up. Huck didn't need anyone to tell him that it was an bad sign and would give him bad luck. Huck got scared and shook his clothes off, and turned in his tracks three times. He then tied a lock of his hair with a thread to keep the witches away. "You do that when you've lost a horseshoe that you've found, instead of nailing it up over the door, but I hadn't ever heard anybody say it was any way to keep of bad luck when you'd killed a spider."(Twain 5). In chapter four Huck sees Pap's footprints in the snow. So Huck goes to Jim to ask him why Pap is here. Jim gets a hair-ball that is the size of a fist that he took from an ox's stomach. Jim asks the hair-ball; Why is Pap here? But the hair-ball won't answer. Jim says it needs money, so Huck gives Jim a counterfeit quarter. Jim puts the quarter under the hair-ball. The hair-ball talks to Jim and Jim tells Huck that it says. "Yo'ole father doan' know yit what he's a-gwyne to do. Sometimes he spec he'll go 'way, en den ag'in he spec he'll stay. De bes' way is tores' easy en let de ole man take his own way. Dey's two angles hoverin' roun' 'bout him. One uv'em is white en shiny, en t'other one is black. De white one gits him to go right a little while, den de black one sil in en gust it all up. A bo...

Common Themes Paper and Presentation Essay Example | Topics and Well Written Essays - 500 words

Common Themes Paper and Presentation - Essay Example Throughout history there have been many famous artists. Famous artist produce a type of art that is respected and often replicated. Having a piece of art replicated long after the art has been created shows how a piece can easily become timeless. Examples of how three forms of art share a common theme would be the Starry Night by Vincent Van Gogh, Solomon R. Guggenheim Museum in New York, and the David Statue that was created by Michelangelo. Each piece is timeless and one of the most famous pieces created by the artist. Starry Night by Vincent Van Gogh was created while the artist was in a sanitarium. The artist used the view from his sanitarium window and his own feelings to express what he seen as a Starry Night. A sub theme for this piece is similar to the others as it reflects the real world. The sub themes for this piece are also very different as they contain a fantasy like world. Since the artist was locked away in a sanitarium, the artist was unable to view the world underneath his window as

Demonstrations in Middle East Research Paper Example | Topics and Well Written Essays - 1250 words

Demonstrations in Middle East - Research Paper Example This demonstrations, all summed up, are referred to as the Arab Spring (Lindsey, 2013). The demonstrations have shared some methods of civil resistance in nonstop campaigns involving protests, strikes, rallies and marches, as well as the efficient use of the social media so as to organize, raise awareness and effectively communicate in the face of government efforts at internet censorship and repression (Haddad, Bsheer & Abu-Rish, 2012). A majority of the Arab Spring protests have been met with brutal responses from law enforcement, as well as from counter-demonstrators and pro-government militias. These attacks have been responded to with violence from protestors in a number of cases. A key slogan of the protestors in the Middle East has been â€Å"the people want to overthrow the regime† (Lindsey, 2013). Some critics have drawn links between the Arab Spring and the Revolutions of 1989, which swept through the Second World and Eastern Europe, in terms of their significance an d scale (Lindsey, 2013). The Arab Spring caused a series of ground-breaking movements, which are exceptional in that they used social media as a useful means to spread information and enhance rebellious agendas. This discovery needs consideration in all future literatures of revolution, as well as the notions of narrative, ideology, momentum and unifying causes (Lindsey, 2013). The Arab Spring is the first joint movement of its sort in the Middle East following the social media and internet revolutions of the late 20th and the early 21st centuries, and techniques, tactics and procedures used by resistance movements during the Arab Spring might also affect future movements (Hearns, 2012). This paper will discuss the demonstrations in the Middle East and specifically focus on how the social media helped spawn these demonstrations. The paper will also discuss how the influential use of social media to help foster the Arab Spring will also affect future revolutionary movements. Followin g the latest events taking place in Syria, Iraq, Iran and other Middle East states, a significant amount of awareness has been centered on the notion of collective activism and democracy, which goes on to untangle before Western eyes across mass media (Lindsey, 2013). Also, significant has been the position of the social media, as well as digital technologies, in permitting people in areas distressed by the demonstrations, as a way for joint activism, to evade channels of state-run media. Nine out of 10 Syrians and Iraqis responded to a survey that they used Facebook or Twitter to spread awareness and organize protests. In addition, 28% of Syrians and 29% of Iraqis from the same study said that blocking Facebook significantly disrupted and/or hindered communication (Lindsey, 2013). The power of social media on political revolution during the Middle East demonstrations has received considerable debated (Haddad, Bsheer & Abu-Rish, 2012). Some researchers have debated that digital tech nologies, as well as other methods of communication such as cellular phones, videos, blogs, text messages and photos, have led to the theory of a 'digital democracy' in parts of the Middle East affected by the mass demonstrations (Haddad, Bsheer & Abu-Rish, 2012). Others have argued that so as to comprehend the role of social media during these demonstrations, it should be first be comprehended that in the context of high

EXAMINING THE U.K EXPERIENCE OF NATIONALIZATION BETWEEN 1946 AND 1986 Essay

EXAMINING THE U.K EXPERIENCE OF NATIONALIZATION BETWEEN 1946 AND 1986 AND INDICATING WHAT FACTORS IGHT BE CONSIDERED AS RELEVANT WHEN MAKING A DECISION TO NATIO - Essay Example (Cairncross, 1986) The fragmented coal industries were nationalised and so were the railway, steel and telecommunication industries. Utilities were also nationalised by the Labour government. (Tomlinson, 1982; Durbin, 1985) The ideological basis for nationalisation in 1946 U.K. could be summed up in Attlee’s words: â€Å"a mixed economy developing toward socialism.... The doctrines of abundance, of full employment, and of social security require the transfer to public ownership of certain major economic forces and the planned control in the public interest of many other economic activities.† (quoted by Yergin and Stanislaw, 1998 p.27) Tomlinson (n.d.) on the other hand views the ideological basis for nationalisation in the UK as reflective of two different epochs – the 1930s-1940s reflecting the socialist planned economy paradigm, and the 1950s-1970s reflecting a social democratic economic paradigm. Thus, Attlee’s vision of nationalisation in the UK could be categorised under Tomlinson’s 1930s-1940s socialist ideological era. It was held that the fragmented nature of privately owned industries (like the coal industry which then provided about 90 per cent of the UK’s energy needs) were inefficient, had experienced under-investment, and lacked scale. (Hannah, 2004) Nationalisation was thus seen as a medium for pulling together resources and implementation of new technologies on a national scale for the functioning of industries. This, it was envisaged, would result in efficient running of industries culminating in the â€Å"achievement of the national objectives of economic development and growth, full employment, and justice and equality†. (Yergin and Stanislaw, 1998 p. 25; Robson, 1962) Nationalisation was thus also a means for salvaging a non-performing and failing private sector so as to harness resources for economic development. It can be argued that nationalisation became a

Why Error Correction Is Necessary Essay

Why Error Correction Is Necessary Essay Correction is necessary. The argument that students just need to use the language and the rest will come by itself seems rather weak. Students come to us to teach them. If they want only conversation, they will probably inform us or, they might just go to a chat room on the Internet. Obviously students need to be corrected as part of the learning experience. However, students also need to be encouraged to use the language. It is true that correcting students while they are trying their best to use the language can often discourage them. The most satisfactory solution of all is make correction an activity. Correction can be used as a follow-up to any given class activity. However, correction sessions can be used as a valid activity in and of themselves. In other words, teachers can set up an activity during which each mistake (or a specific type of mistake) will be corrected. Students know that the activity is going to focus on correction, and accept that fact. However, these activit ies should be kept in balance with other, more free-form, activities which give students the opportunity to express themselves without having to worry about being corrected every other word. It is to S.P. Corder that Error Analysis owes its place as a scientific method in linguistics. As Rod Ellis cites (p. 48), it was not until the 1970s that EA became a recognized part of applied linguistics, a development that owed much to the work of Corder. Before Corder, linguists observed learners errors, divided them into categories, tried to see which ones were common and which were not, but not much attention was drawn to their role in second language acquisition. It was Corder who showed to whom information about errors would be helpful (teachers, researchers, and students) and how. There are many major concepts introduced by S. P. Corder in his article The significance of learners errors, among which we encounter the following: 1) It is the learner who determines what the input is. The teacher can present a linguistic form, but this is not necessarily the input, but simply what is available to be learned. 2) Keeping the above point in mind, learners needs should be considered when teachers/linguists plan their syllabuses. Before Corders work, syllabuses were based on theories and not so much on learners needs. 3) Mager (1962) points out that the learners built-in syllabus is more efficient than the teachers syllabus. Corder adds that if such a built-in syllabus exists, then learners errors would confirm its existence and would be systematic. 4) Corder introduced the distinction between systematic and non-systematic errors. Unsystematic errors occur in ones native language; Corder calls these mistakes and states that they are not significant to the process of language learning. He keeps the term errors for the systematic ones, which occur in a second language. 5) Errors are significant in three ways: to the teacher: they show a students progress to the researcher: they show how a language is acquired, what strategies the learner uses. to the learner: he can learn from these errors. 6) When a learner has made an error, the most efficient way to teach him the correct form is not by simply giving it to him, but by letting him discover it and test different hypotheses. (This is derived from Carrolls proposal (Carroll 1955, cited in Corder), who suggested that the learner should find the correct linguistic form by searching for it. 7) Many errors are due to that the learner uses structures from his native language. Corder claims that possession of ones native language is facilitative. Errors in this case are not inhibitory, but rather evidence of ones learning strategies. The above insights played a significant role in linguistic research, and in particular in the approach linguists took towards errors. Here are some of the areas that were influenced by Corders work: STUDIES OF LEARNER ERRORS Corder introduced the distinction between errors (in competence) and mistakes (in performance). This distinction directed the attention of researchers of SLA to competence errors and provided for a more concentrated framework. Thus, in the 1970s researchers started examining learners competence errors and tried to explain them. We find studies such as Richardss A non-contrastive approach to error analysis (1971), where he identifies sources of competence errors; L1 transfer results in interference errors; incorrect (incomplete or over-generalized) application of language rules results in intralingual errors; construction of faulty hypotheses in L2 results in developmental errors. Not all researchers have agreed with the above distinction, such as Dulay and Burt (1974) who proposed the following three categories of errors: developmental, interference and unique. Stenson (1974) proposed another category, that of induced errors, which result from incorrect instruction of the language. As most research methods, error analysis has weaknesses (such as in methodology), but these do not diminish its importance in SLA research; this is why linguists such as Taylor (1986) reminded researchers of its importance and suggested ways to overcome these weaknesses. As mentioned previously, Corder noted to whom (or in which areas) the study of errors would be significant: to teachers, to researchers and to learners. In addition to studies concentrating on error categorization and analysis, various studies concentrated on these three different areas. In other words, research was conducted not only in order to understand errors per se, but also in order to use what is learned from error analysis and apply it to improve language competence. Such studies include Kroll and Schafers Error-Analysis and the Teaching of Composition, where the authors demonstrate how error analysis can be used to improve writing skills. They analyze possible sources of error in non-native-English writers, and attempt to provide a process approach to writing where the error analysis can help achieve better writing skills. These studies, among many others, show that thanks to Corders work, researchers recognized the importance of errors in SLA and started to examine them in order to achieve a better understanding of SLA processes, i.e. of how learners acquire an L2. STUDIES OF L1 INFLUENCE ON SLA Various researchers have concentrated on those errors which demonstrate the influence of ones native language to second language acquisition. Before Corders work, interference errors were regarded as inhibitory; it was Corder who pointed out that they can be facilitative and provide information about ones learning strategies (point 7, listed above). Claude Hagà ¨ge (1999) is a supporter of this concept and he mentions it in his book The child between two languages, dedicated to childrens language education. According to Hagà ¨ge, interference between L1 and L2 is observed in children as well as in adults. In adults it is more obvious and increases continuously, as a monolingual person gets older and the structures of his first language get stronger and impose themselves more and more on any other language the adult wishes to learn. In contrast, as regards children, interference features will not become permanent unless the child does not have sufficient exposure to L2. If there is sufficient exposure, then instead of reaching a point where they can no longer be corrected (as often happens with phonetics features), interference features can be easily eliminated. Hagà ¨ge stresses that there is no reason for worry if interference persists more than expected. The teacher should know that a child that is in the process of acquiring a second language will subconsciously invent structures influenced by knowledge he already possesses. These hypotheses he forms may constitute errors. These errors, though, are completely natural; we should not expect the child to acquire L2 structures immediately (p. 81). In addition to studies of L1 transfer in general, there have been numerous studies for specific language pairs. Thanh Ha Nguyen (1995) conducted a case study to demonstrate first language transfer in Vietnamese learners of English. He examined a particular language form, namely oral competence in English past tense making. He tried to determine the role of L1 transfer in the acquisition of this English linguistic feature as a function of age, time of exposure to English, and place and purpose of learning English. The influence of L1 on L2 was also examined by Lakkis and Malak (2000) who concentrated on the transfer of Arabic prepositional knowledge to English (by Arab students). Both positive and negative transfer were examined in order to help teachers identify problematic areas for Arab students and help them understand where transfer should be encouraged or avoided. In particular, they concluded that an instructor of English, whose native language is Arabic, can use the students L1 for structures that use equivalent prepositions in both languages. On the other hand, whenever there are verbs or expressions in the L1 and L2 that have different structures, that take prepositions, or that have no equivalent in one of the languages, instructors should point out these differences to their students. Not only was L1 influence examined according to language pair, but according to the type of speech produced (written vs. oral). Hagà ¨ge (p. 33) discusses the influence of L1 on accent; he notes that the ear acts like a filter, and after a critical age (which Hagà ¨ge claims is 11 years), it only accepts sounds that belong to ones native language. Hagà ¨ge discusses L1 transfer in order to convince readers that there is indeed a critical age for language acquisition, and in particular the acquisition of a native-like accent. He uses the example of the French language, which includes complex vowel sounds, to demonstrate that after a critical age, the acquisition of these sounds is not possible; thus, learners of a foreign language will only use the sounds existing in their native language when producing L2 sounds, which may often obstruct communication. STUDIES OF CORRECTIVE FEEDBACK Corder elaborated on Carrolls work to show that the most efficient way to teach a student the correct linguistic form is to let him test various hypotheses and eventually find the right form (point 6, listed above). In these steps, Hagà ¨ge points out the importance of self correction (p. 82-83). According to Hagà ¨ge, it is useful to always perform an error analysis based on written tests administered by the teacher, but without informing the student of the purpose of the test. On that basis, self-correction is preferable to correction by the teacher, especially if the latter is done in a severe or intimidating way. Self correction is even more efficient when it is done with the help of childrens classmates. According to teachers, the younger the children, the greater the cooperation among them and the less aggressive or intimidating the corrections. Hagà ¨ge dedicates a section in his book to the importance of treating errors in a positive way. In this section, titled The teache r as a good listener, he notes that it is useless, if not harmful, to treat errors as if they were diseases or pathological situations which must be eliminated, especially if this treatment becomes discouraging, as occurs when teachers lose their patience because of childrens numerous errors. This, of course, does not mean that corrections should be avoided; after all it is the teachers duty to teach the rules of the L2. But the correction of every error as soon as it occurs is not recommended. The justification that Hagà ¨ge offers is the following: the linguistic message that the child tries to produce is a sequence of elements which are interdependent; immediate corrections which interrupt this message tend to produce negative consequences, even to the less sensitive children; such consequences include anxiety, fear of making an error, the development of avoidance strategies, reduced motivation for participation in the classroom, lack of interest for learning, reduced will for s elf correction, and lack of trust towards the teacher. Esser (1984, cited in Hagà ¨ge) also made a similar point: repetitive and immediate corrections, he noted, may cause sensitive children to develop aggressive behavior towards their classmates or teacher. Thus, Hagà ¨ge concludes, correction must not be applied by the teacher unless errors obstruct communication. This is the main criterion for error correction (i.e. obstruction of communication) presented by Hagà ¨ge; however there have been studies which examined such criteria in greater detail, such as Freiermuths L2 Error Correction: Criteria and Techniques (1997). Freiermuth accepts Corders view (point 6) and proposes criteria for error correction in the classroom. These criteria are: exposure, seriousness, and students needs. In the case of exposure, Freiermuth claims that when a child creates language (for example, when he tries to express an idea by using a linguistic form he has not yet acquired), he will most likely make errors; correcting these errors will be ineffective because the learner is not aware of them. Thus, error correction would result in the acquisition of the correct form only if the learner has been previously exposed to that particular language form. As regards the seriousness criterion, Freiermuth claims that the teacher must determine the gravity of an error before deciding whether he should correct it or not. Here Freiermuth sets a criterion which agrees with that of Hagà ¨ges: the error, he states, must impede communication before it should be considered an error that necessitates correction. But what constitutes a serious error? Which errors are those which should not be corrected? As an examples of non-serious errors, Freiermuth mentions those errors which occur due to learners nervousness in the classroom, due to their stress or the pressure of having to produce accurately a linguistic form in the L2. These errors can occur even with familiar structures; in that case, they are not of serious nature and are similar to what Corder called mistakes. Here again we see Corders influence in error analysis, and in particular in the distinction between errors and mistakes. Freiermuth goes on to suggest a hierarchy of errors (accor ding to seriousness) to help teachers decide which errors should be corrected: Errors that significantly impair communication [are] at the top of the list, followed by errors that occur frequently, errors that reflect misunderstanding or incomplete acquisition of the current classroom focus, and errors that have a highly stigmatizing effect on the listeners. He also clarifies what can cause stigmatization: profound pronunciation errors, or errors of familiar forms. Another important criterion that must be considered by the teacher is individual students needs. The importance of this factor is mentioned in Corder, who in turn notes that this idea had been suggested previously by Carroll (1955, cited in Corder 1967) and Ferguson (1966, cited in Corder 1967). Each student is different and thus may react differently to error correction. We infer from Freiermuths claim that the teacher must perform two main tasks: first, assess some specific character traits of students, such as self-confidence and language acquisition capability. Freiermuth agrees with Walz (1982, cited in Freiermuth) that self-confident, capable students can profit from even minor corrections, while struggling students should receive correction only on major errors. This claim agrees with Esser and Hagà ¨ges claim that repetitive corrections are likely to decrease motivation; it is reasonable to accept that students who lack self-confidence will be stigmatized to a greater degree than confident students. The teachers second task, according to Freiermuth, is to listen to learners L2 utterances in order to determine where errors occur (i.e. which linguistic forms cause students difficulties), their frequency, and their gravity (according to the severity criteria mentioned above). Then the teacher can combine the outcome of these tasks and decide on correction techniques for individual students. A different approach to error correction was suggested by Porte (1993), who stressed the importance of self-correction. Porte refers to Corders distinction of errors and mistakes and points out that many students do not know the difference. It is important, Porte notes, that students know how to identify an error in order to avoid it in the future. She agrees with Corder that it is more efficient for learners to correct themselves than be corrected by the teacher, and goes on to suggest a four-step approach for self-correction. This approach consists of questions that the teacher provides to students. After writing an essay, students should read it four times, each time trying to answer the questions included in each of the four steps. Thus, in each re-reading task (each step) they concentrate on a different aspect of their essay. In brief, the first task asks them to highlight the verbs and check the tenses; in the second task students concentrate on prepositions; the third task req uires them to concentrate on nouns (spelling, agreement between subject and verb); finally in the fourth task students should try to correct potential personal mistakes. Porte also offers some clarification of what is meant by personal mistakes, in order to help the students identify them. The studies mentioned above are only a few examples that demonstrate how S. Pit Corders work influenced the area of error analysis in linguistics. The concepts that Corder introduced directed researchers attention to specific areas of error analysis; they helped linguists realize that although errors sometimes obstruct communication, they can often facilitate second language acquisition; also they played a significant role in training teachers and helping them identify and classify students errors, as well as helping them construct correction techniques.

Essay --

Introduction (Background) It has been noticed that increasingly growing number of International students and employees within UK have brought varieties into the food market where people can have more options when consuming food. Additionally, young adults nowadays are more aware of eating healthily especially when they barely have spare time to cook for themselves and they would go for comparatively healthier options. We therefore considered start up a new business launching rice food products with the positioning concept of â€Å"fast food have never been this healthy† to catch up with the trend in today’s food market after research regarding the fast food restaurant market in Newcastle City Centre area where less healthy and premium-priced fast food are abundant and we found a gap in the medium to low priced and more healthy section if we refer to the marketing map (appendix 1). Idea generation and screening According to Kotler (2010), ‘a new product development begins with idea generation-the systematic search for new product ideas’. The new business ideas are generated mainly from two sources i.e. external and internal idea sources. The former contains ideas from customers, competitor, distributors, suppliers etc. whereas the latter involves the R&D activities within a firm. After we have determined to enter the fast food market and have conducted research regarding this market in Newcastle City Centre area as our starting point, we generated several ideas including brand name, product concept, and food ranges and options etc. in a brainstorming with the feedback from market research. In this process we took the trends within fast food market and lifestyle of young adults into account. I presume brainstorming serves as an appropr... ...nces among differing groups of individuals. Additionally, business world is rapidly changing every day, so is market condition, marketing environment, and consumer behaviour etc. Therefore new-product development process should be altered accordingly. For instance, more attention will be paid to the issues including virus marketing, social media, online marketing, corporate social responsibility and environmental and ethical issues etc. As a result, in the near future, this process will be more customer-oriented with more factors of importance being taken into account in both product development stage and marketing strategy planning and implementing. Furthermore, new techniques in regards of better quantifying a success of a product concept and marketing plan should be invented within the process to reduce the potential risk of failure when the product is launched.

Odyssey Illiad Devine Comedy Metamorphoses Aeneid

The illiad book 1 Who is the king of the Achaens Who is the best warriar Where are they making war What was the reason for this war Who were the prices for achiles and Agamemnon (the girls) Who is chryses Why was there a plague? Who is archilles mom what is she the god of and what favor doeshe ask of her Odyssey book one and 2 Who is Poseidon why is he mad at odyssey Who is hermes What is the favor Athena ask poseidon Where is odyssey trapped and by whom? Wha does her name mean How does Penelope trick the suitors into marrying him Why does Athena dress up as mentes and who is telemechasHow does Athena protect telemachas and what journey does Telemachus go on Whaat does the two eagles mean that zeus brings down Aeneid book1 Y is juno mad at aeneas (two reasons) what does juno do for revenge who is god of wind who is the queen f carthage how does venus protect aeneas from juno book 1 bok 2 book 4 of metamorphoses what des metamorphoses mean wha does cupid do to Apollo, who does he fall in love with and what does she transform into what does apoll do that represents he will be with her forever which character did juno sleep with and what was the character turn into and for what reason?What did mercury do to argus and what? What was his transformation and who turn him into ir Difference between magpies story and muses who won? Why were the perdies turned into mag pies. What were the mag pie stories about as well as the muses Who is Diana the goddess of The devine comedy What r the three real msdanes travel through As dante climbs the hill towards the light wha kind of animal blocks it? What are the other two animals he encounters? Who is the ghost that he encountersWhy does the ghost tell dante to come with him Where is dantes homeland What is a canticle Whatsa stanza Why is it called a comedy( 3 reasons) Who translated dantes work and year Who does dantes compare himself to? Who is Beatrice Dantes way with words whatdoes he compare himself to? The thousand and one nights. Who is the king of india Who is the king of shamarkand What is the vizier What is the reason for th eking of india to keep killing woman How did the vizier protect his daughter from getting her .

Management Information Systems

Management Information Systems Abstract This study examines the effects of rapid changes in information technology in decision-making. The rapid changes in technology have led to changes the way managers make decisions. Managers tend to change their policies and decision-making processes depending on the most current technology.Advertising We will write a custom thesis sample on Management Information Systems specifically for you for only $16.05 $11/page Learn More However, the rapid changes in technology are extremely to the extent that managerial decision making has been affected severely. This study will be conducted to see how managers have adapted to rapid changes in information technology. Background Adoption of Information technology support decisions making process at different levels of the organizational. Managers make structured decisions (Ayadi 56). These decisions are usually dependent on the information technology adopted. Studies have shown that manager decision-making proc ess is structured according to the technology they are hoping to adopt. However, with the rapid changes in the technology the process of structuring the decision making process has become difficult. Managers find the task of incorporating the concept of rapid changes into the process of decision making difficult. Managers believe that the cost of adopting new technology is escalating with growth in the IT industry (Miles 45). Managers have the duty of adopting new technology in an entity. However, technology is changing at a faster rate than most elements that affect managerial decision-making. Most managers, in the current world, are of the opinion that rapid changes in technology are affecting the process of decision-making (Ayadi 122). This has led to managers developing different attitudes and perceptions towards the rate of technological changes. Various managers argue that with the rapid changes in IT, the new technology adopted by an entity becomes outdated before it has been implemented fully. A good example of such a case was the advance in Microsoft operating system between 2006 and 2010. Many entities upgraded their computers from lower operating systems like XP to windows 7 operating system. However, before the Windows 7 was fully implemented, Microsoft upgraded their operating system software. They came up with Windows 8 that was more advanced than Windows 7 (Jones 256). These rapid changes in technology are making managers more cautious while adopting new technology. Decision-making is a critical tool in determining the competence of a manager.Advertising Looking for thesis on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Managers therefore have to be careful while making decisions on information technology since such decisions may determine how competent a manager is. Managers have adopted the use of models to assist them in the processes of decision-making (Jones 320). Ra pid technological changes have also led to development of new policies and procedures. Managers have been forced to learn a new code of conduct that is compatible with the new technology. Advances in technology have led to overlaps in policies. Changes in technology have also lead to scrapping off redundant policies. New policies have been introduction of new to cater for the rapid changes in technology. In the process of adopting new policies and adopting new ones, policies may overlap. Sometimes a policy vacuum is created thus making it difficult for manager to make crucial decisions on certain matters. In such cases, managers tend to use old policies that may be irrelevant in current decision-making process (Miles 119). Problem Statement Technology is changing at a rapid rate. With every new dawn, there is always new technology. It has become a difficult task for managers to keep up with the technological changes in their organizations. Due to the rapid changes in technology, man agers are finding it difficult to choose the most appropriate piece of technology that would suit their function. Adopting relevant technology is becoming harder and harder for managers. Therefore, different managers tend to have different attitudes and perceptions regarding changes technology. These attitudes and perceptions affect managers’ decision making processes. Moreover, managers’ view on adopting new technology is changing. This has been attributed to the rising costs of keeping up with the rapid technological changes. Institutions in the current world adopt technology that is deemed relevant. Managers have shifted their decision-making stance in cases that involve technology. Instead of adopting newest technology, they only adopt relevant technology. This enables them to cut their costs and maintain the company’s profitability in the process. Objectives of the Study The main objective of this project is to determine whether there are significant effect s on rapid changes in technology in decision-making process. The specific objectives includeAdvertising We will write a custom thesis sample on Management Information Systems specifically for you for only $16.05 $11/page Learn More Analyzing decision-making models that have been formulated with emergence of information technology. Determine the challenges facing managers in adopting new technology Propose areas requiring further research to fix the problem associated with new technology. Research Questions How does the rapid growth in technology affect decision-making? Have managers formulated models to assist in tackling this problem? What are the challenges facing managers when adopting new technology? Which area in decision making in regards to information technology require further studies? Limitations of the Study This study is to be conducted within a limited period of time that is insufficient to establish the full extent of the effects of rapid technology advances on the process of decision-making. Financial constraints also prevent study to be conducted effectively and efficiently especially the interviews that are to be conducted to managers of large-scale organizations who utilize management information systems as part of their management techniques. It will thus be difficult to determine the influence of management information systems across large range managers to determine how each manager is affected by the decisions made. Ayadi, Ingvar. Organizational Management in Modern Times. Tunis: Mashall publishers, 2009. Print Jones, Mitchel. The 21st Century Economy. London: Sage, 2005. Print Miles, Peters. Planning and Decision Making. Boston: Yale Publishers, 2002. Print

Tips on How to Avoid the Plague

Tips on How to Avoid the Plague The bubonic plague that ravaged the world in the Middle Ages is still with us in the modern world, but medical knowledge has increased enough so that we now know what causes it and how to successfully treat it. Modern-day remedies for the plague involve the liberal application of antibiotics like streptomycin, tetracycline, and sulfonamides. Plague is very often fatal, and people with the disease may need addition symptom relief, including a source of oxygen and respiratory support, as well as medications to maintain adequate blood pressure. 12 Medieval Tips that Probably Didnt Help In the middle ages, though, there were no known antibiotics, but there were plenty of home and doctor-prescribed remedies. If you had the plague and were able to get a doctor to visit you, he would likely suggest one or more of the following, none of which would do any good at all. Rub onions, vinegar, garlic, herbs, or a chopped up snake on the boilsCut up a pigeon or chicken and rub the parts over your entire bodyApply leeches to the buboesSit in a sewer or rub human excrement on the bodyTake a bath in urineWhip yourself to show God that you are penitent for your sinsDrink vinegar, arsenic, and/or mercuryEat crushed minerals such as emeraldsInfuse your house with herbs or incense to purify itPersecute the people you dont like and think might have cursed youCarry sweet-smelling spices like ambergris (if you are wealthy) or plain herbs (if you are not)Suffer through repeated purges or bloodletting One Tip That Might Have Helped: Theriac The universal recommended medication for the plague in the medieval period was called theriac or London treacle. Theriac was a medicinal compound, a medieval version of remedies first concocted by classical Greek doctors for a number of ills. Theriac was made up of a complex mixture of multiple ingredients, indeed some recipes had 80 or more ingredients, but most of them included significant amounts of opium. Compounds were made up of a wide variety of dietary supplements, infusions of scabious or dandelion juice; figs, walnuts or fruit preserved in vinegar; rue, sorrel, sour pomegranate, citrus fruit and juice; aloes, rhubarb, absinth juice, myrrh, saffron, black pepper and cumin, cinnamon, ginger, bayberry, balsam, hellebore and a  whole lot more. The ingredients were mixed with honey and wine to make a thick, syrupy cordial-like consistency, and the patient was to dilute it in vinegar and drink it every day, or at least two to three times a week before meals. Theriac comes from the English word treacle and was said to cure fevers, prevent internal swellings and blockages, alleviate heart problems, treat epilepsy and palsy, induce sleep, improve digestion, heal wounds, protect against snake and scorpion bites and rapid dogs and poisons of all sorts. Who knows? Get the right combination and the plague victim might feel better, anyway. 12 Tips that Would Have Worked   Interestingly, we now know enough about the plague to go back in time and make some suggestions to Medieval people on how to avoid getting it. Most of them are only available to people rich enough to follow the directions: stay far away from people and other animals that carry fleas. Keep some clean clothes tightly folded and bound up in cloth treated with mint or pennyroyal, preferably in a cedar chest far from all animals and vermin.At the first whisper of plague in the area, flee any populated town or village and head for an isolated villa, far from any trade routes, with your cedar chest.Vigilantly clean every last corner of your villa, killing all rats and burning their corpses.Use plenty of mint or pennyroyal to discourage fleas, and  allow no cats or dogs to come near you.Under no circumstances enter an enclosed community like a monastery or board a shipOnce away from all human contact, wash in extremely hot water, change into your clean clothes, and burn the clothes you traveled in.Keep a minimum distance of 25 feet from any other human being to avoid catching any pneumonic form spread through breathing and sneezing.Bathe in hot water as frequently as you can.Keep a fire burning in your villa to ward off the bacillus, and stay as close to it as you can stand, even in summer. Have your armies burn and raze to the ground any nearby houses where plague victims have resided.Stay where you are until six months after the most recent nearby outbreak.Move to Bohemia before 1347 and dont leave until after 1353 Sources Fabbri, Christiane Nockels. Treating Medieval Plague: The Wonderful Virtues of Theriac. Early Science and Medicine 12.3 (2007): 247-83. Print.Holland, Bart K. Treatments for Bubonic Plague: Reports from Seventeenth-Century British Epidemics. Journal of the Royal Society of Medicine 93.6 (2000): 322-24. Print.Keiser, George R. Two Medieval Plague Treatises and Their Afterlife in Early Modern England. Journal of the History of Medicine and Allied Sciences 58.3 (2003): 292-324. Print.Siraisi, Nancy G. Medieval and Early Renaissance Medicine: An Introduction to Knowledge and Practice. Chicago University of Chicago Press, 1990. Print.

Foreign Market Entry and Diversification Research Paper - 3

Foreign Market Entry and Diversification - Research Paper Example y diversify for better opportunities, to leverage the competencies as well as capabilities by way of expanding into business where the firm’s resources can be used as competitive assets. Also to some extend diversifying will help the company to minimize the risk but as pointed earlier the risk involved is high. There is no guarantee that the business will succeed (Rao, et al, 2009, 228). The publishing company which deals with books and other publishing items should continue with its business and go for related diversification. The publishing company should opt for related diversification strategy and involve into acquisition of business which are related in terms of technology, products or markets. Related diversification also termed as concentric diversification occurs when combined profit tends to increase the opportunities and strengths and thereby minimizes the threats and weakness (Orcullo, 2008, 76). Thus the publishing firm may search for new business whose product, market, distribution is similar to that of its own and where acquisition would result in â€Å"synergy.† Thus the company in order to create synergy should enter into related diversification and share resources and capabilities with its existing business unit. With the growth of online and digital media, the publishing business has been undergoing significant changes. Thus considering the current situation the publishing business should diversify its business into emerging and developing countries and at the same time follows the emerging trends in the publishing industry which are like eBooks, blogs, mobile publishing along with self publishing (ICMR, 2007). While diversifying the business the publishing company can opt for strategic alliance. Strategic alliances are formed through partnership between the firms and combining the resources, capabilities and core competencies and pursue a mutual interest to develop, manufacture and also manufacture goods (KAZMI, 2008. 187). The alliance is a

The different themes in the Adventures of Huckleberry Finn. What Research Paper

The different themes in the Adventures of Huckleberry Finn. What message was Mark Twain trying to relay to the readers - Research Paper Example It was highly criticized and scrutinized because of its over adventurous nature to the racial content, but anyone who reads and understands will not have any doubt about the intention of the novelist or the novel itself. Even after 200 years of its publication it is still considered as an important part of the American literature which is thought to have been shaped by the presence of it. Huckleberry Finn is described by Twain as â€Å"a book where sound heart and a deformed conscience come into collision and conscience suffers a defeat† (Twain, 1992 p xvii). The novel portrays Huck’s moral development as he ends up in different circumstances but is able to maintain his freedom and security The author wants to impose the importance of freedom for every human being and tries to justify it as a basic necessity. However, the novel is also criticized on its racism by few critics because of the use of the racist slur â€Å"nigger†, but author clearly tries to show tha t Jim is a very loving and caring person. Even Huck is also confused sometimes by the voices of his inner conscience that tells him to like Jim but the socially accepted treatment for the slaves at that time, told him to do otherwise. In this way this novel also conveys an idea about the effect of the society in a person’s acts and decisions (Alberti, 1995). Twain’s novel brings into consideration this very important point that one’s opinion must not be influenced by that of society. Twain also demonstrates the psychic struggle going on between the morally right and legally and socially enforced decisions. In the beginning, Huck also considers himself as a slave because he is oppressed by the ideals of society. He is a freedom loving person and enjoys his less restricted life style. He acquires it by means of escape; this is what satisfies Huck (Jarnow, 2004 p 41). In the course of the novel two seemingly opposite people become friends and their friendship prosp ers in the rest of the novel. Their relationship becomes as important as that of a father and son which seems like impossibility in reality. By this portrayal the aim of author was to show the absurdity of the idea that was felt by the society and the reader. It also shows the misjudgment prevailed in the society. Regardless of immorality and inhuman behaviors of white people, they were considered superior and virtuous than black. This is shown when Huck’s drunkard father gets his custody legally. This decision of the society shows its instability in regard of equality and logic. Society’s criteria or priority was laid for only white skin people. The fact was clearly ignored by them that beneath skin, they all are human with same will and passions. Huck realized this after meeting Jim and he wanted to treat him as a person and not as a slave whose only fault was his dark skin (Jarnow, 2004 p 51). The most important dispute in the novel was the use of the word nigger be cause of the sensitivity of the African American towards it. However inhibiting the use of a word for its emotional aversion will only increase its offensive power, although banning a literary novel over this cause while media is embracing the same word is an unjust act. Not only media or modern culture but a lot of other literary novels contain coarse language but still they are a significant part of the literature.