Social and Linguistic aspects of immigration Essay

Social and Linguistic aspects of immigration - Essay Example The latter encompassing a birth certificate of citizenship, but one that is subject to disfranchisement by cultural values and traditions. French Muslims, especially the young first and second generation, felt themselves trapped within the bounds of a cultural tradition from which they remained markedly separated from because of their place of birth, and a social environment that ostracized them because of their cultural traditions. The Columbia Journalism Review reported that â€Å"Many French watched the television news reports of last year’s riots in the suburbs of Paris with a sense of non-recognition, as though the chiaroscuro footage of hooded figures and burning cars was being relayed from a country thousands of miles away (Harding, 2006).† This would be the French response, since the French stand indignant at the public displays of social maladies that rise to the surface of the press in other countries on a regular basis, always quick to offer their criticism of a lack of diversity. This is in part what has contributed to the world’s perception of France as being liberal and progressive in its own response to cultural diversity. However, now the world watched as suburbs within just minutes of Paris burned and private property was being destroyed. Journalist Jeremy Harding commented, â€Å"It was hard to connect the barrage of news images with the streets, the projects, and the peo ple I was seeing with my own eyes, on the margins of a capital plunged into anxiety by almost a month of unrest that had spread to many of France’s provisional cities (Harding, 2006).† This was a very empathetic reporting, but the problem it poses, the question it raises, is why were French citizens unaware of the conditions in which the protesters were living, and unaware of the disparity in services and employment that they experienced as compared to the same services

Aircraft Fleet Planning Essay Example | Topics and Well Written Essays - 2000 words

Aircraft Fleet Planning - Essay Example Understanding the fundamentals of all these factors are essential to successfully managing the operations of an airline (The Global airline industry program, 2009). Tendency of fleet planning is becoming more market oriented as the airlines are placing more emphasis on the financial matter other than technical side of business. Aircraft acquisition planning is more challenging now than earlier with more new models on the market and countless pre-owned aircraft and refurbishment packages to choose from. So, airlines have mainly focused on following factors while implementing their fleet planning strategy. Costs: As like in other industries, in aviation also cost is a major factor towards a company’s success. The knowledge and control of the costs provided by the latest aircraft models, engines and fleet universality are the important aspects in the assessment of future fleet necessities. Along with fuel price hike airlines are also encountered with high input costs. Increasing manpower costs due to shortage of trained and skilled technical personnel exerts more burdens on aviation. Management has to provide high salaries and other benefits to employees to retain talented employees which cost more on them. The cost levels incurred by the airline will affect the ability to achieve profits from the operations and will determine the service level provided to customers, depending of the airline model. Officials have to take all these costs into account while planning their flight strategies. Price: Many airlines are applying low cost strategy in their fleet planning. Because, passengers preferred  low fares  than other facilities.  Low cost carriers  making available the air travel to people who were unable to travel by plane in the past. Pricing reflects the high levels of competition of the market. Demand: Demand is another factor where the strategy makers considered at the time of aircraft fleet planning. The demand by the customer regarding the ser vices provided and the fares offered would be the main aspect in ascertaining the appropriate fleet for a company. Capacity: Seating capacity  and its utilisation would also to be looked upon by the companies. The seats available for each route would be depending on the demand, frequently offered the type of aircraft to be deployed and specific characteristics of the routes. There are some regulatory issues which could reduce the capacity of an airline to operate on certain routes between two countries. These are implemented by respective countries in order to protect their national carriers or strategic routes. After evaluating all these factors, a reasonable profit earning fare would be fixed by the airline companies. They base their evaluation on a  cost benefit analysis  based on these factors when comparing the different available options for the fleet planning. At last, costs and revenues play their major role in deciding their strategy (Paul Clark, 2007). When adding mo re aircraft of the same The biggest revenue/cost saving of adding more aircraft of the same type is the compatibility and similarity. For example, The Boeing 777-200 is a long range jet airliner, and the world’s largest twinjet having a seating capacity of over 300 passengers. The Boeing 777 aircraft has

The Motivation Towards Learning English

The Motivation Towards Learning English English language is a required school subject in the Malaysian schools. Students experience 11 years of schooling prior to entering the upper educational institutions. Students in secondary schools spend five 40 minutes English periods per week. Regardless of the shift from the conventional teaching methods to communicative language teaching, most English language classrooms continue to be places to commit textbooks to memory rather than practice communication and English is still to be treated as a school subject that needs to be mastered and tested rather than a tool for communication. Students in Malaysia cannot get a degree from the institutions of higher education without passing the Malaysian University English Test (MUET). So, triumph in learning English might determine ones growing mobility and prospect. It is significant in mentioning that regardless of the great labors and pains being put forth in Malaysian secondary schools to educate English, one can barely encounter fluent and confident school graduates. Disadvantage in listening and speaking skills are obviously noticed since teachers are required to teach students in an approach which is directed to achieve the requirements of the exams (extensive vocabulary and grammatical rules). For the reason that the General Secondary Exam is not directed in the direction of the speaking and listening skills of students, the teachers of English discover themselves dispassionate in preparing their students for things which will never be tested in exams. Regrettably, loads of students in Malaysian secondary schools have an aversion to learning English and therefore they be present at the English training to pass the compulsory exams. Consequently, from my concise experience in the teaching turf, I found out that the majority of students hav e passive and inert attitudes in the direction of learning English because of the prior experiences, that English is tough to become skilled at and it is observed that students in the present school systems are feeling hopeless and vulnerable because they lack the skills needed to facilitate them build up motivation. The word motivation appears to be simple, straightforward and easy but its so complicated to describe. It seems to have been impracticable for theorists to reach agreement on a particular definition. Martin Covington (1998:1) states that motivation, like the notion of gravity, is easier to express in terms of its superficial, observable effects than it is to define. Certainly, this has not stopped people from trying it. A a small number of definitions were found for the duration of the research process. According to the Macmillans dictionary (1979), to motivate means to provide with a motive; move to effort or action. Gardner (1985) said that motivation is related to four aspects, which are the goal, effort, desire to attain the goal, and a favorable attitude toward the activity. Motivation is defined as the momentum and force to generate and maintain intentions and objective seeking acts (Ames Ames, 1989). Oxford and Shearin (1994) defined motivation as a craving to achieve a goal combined with the energy to work toward that goal. Keller (1983) states that motivation is the degree of the choices people make and the degree of effort they will put forth. Moreover, when we comprehend or take notice of the word motivation, many words and expressions are triggered in our minds, words like aim, aspiration, motivation, effort, purpose, vigor, perseverance, accomplish, encourage, and reward. Indeed, motivational issues consume a great part of our daily life. When we have a discussion about likes and dislikes, interests, or wishes we are in fact concerning ourselves with the most important motivational determinants of human. When we grumble and whine about stretched working hours, deprived salaries, rough colleagues, or instead when we are pleased by the acknowledgment of our achievements, promotions and munificent incentives, we are addressing issues at the core of the motivational psychology. 1.1 Background of the Problem Kanfer (1998:12) explains that motivation is psychological mechanisms governing the direction, intensity, and persistence of actions not due solely to individual differences in ability or to overwhelming environmental demands that coerce or force action. In short, the concept of motivation is very much part of our everyday personal and professional life and few would ignore its importance in human affairs in general. Dornyei (2001:1). In fact learning and teaching English as a second/foreign language is no exemption or exclusion in this aspect. When we think of how to persuade and give confidence to slow learners to work harder, how to produce an attractive and eye-catching learning ambiance or how to recompense the hard-working students we deal with motivation without a doubt. Since motivation is one of the most noteworthy factors in language learning, it is not easy for the low motivated students to learn English as a foreign language. Dornyei (1994) obviously explains that motivation is one of the main determinants of second/foreign language learning. Amusingly, motivation is perceived by Dornyei (2001) as recurring, going up and down, affecting language accomplishment and being affected by it. He also claimed that a demotivated person is someone who initially has had motivation to accomplish an objective or to involve in an activity and has lost the motivation to do so because of unenthusiastic external factors which related to the surroundings in which learning takes place for instance the classroom and school. Nikolov (1999, in Dornyei, 2001) found that the most essential demotivating factors for all the age groups were related to the learning situations such as materials, the teacher or teaching techniques and he added further that these factors had great consequence on language acquisition and accomplishment. Therefore, understanding the students aspiration and motivation for learning English in addition to the demotivating factors assist the teachers, educational policy makers and curriculum planners to develop the students proficiency. 1.2 Problem Statement Motivational factors have an effect on students proficiency and advancement in learning English. Many studies (Krusdenier, 1985, Dornyei, 1994) have established that measures of proficiency in the second/foreign language are related to motivational distinctiveness of students. In this respect, Corria (1999) claims that a full understanding of students motivation is necessary to make the most of the English language results and positive outcomes. To put emphasis on the significance of discovering the students needs, he cites an example of students at the school of nursing in Holguin who rejected learning English because they did not find any relation between English and their own livelihood and learning some unrelated, irrelevant and distasteful material that wouldnt satisfy their needs. Purpose of the Study The research is designed based on one purpose which is: to investigate the motivational factors in learning English among lower secondary school students 1.4 Research Questions The following research question is considered in the study: Are the students motivated integratively or instrumentally in learning English? 1.5 Significance of the Study Realizing and comprehending the essential responsibility of motivation in learning English, in addition to the aspiration of school administrations and teachers to discern what affects the students motivation towards learning English and the lack of studies about motivation in Malaysian secondary schools forced me to bear this survey. Consequently, the main objective of this study is to distinguish the factors affecting Malaysian students motivation in the direction of learning English as a foreign language. It also focuses at exploring the students integrative and instrumental motivation for learning English. The study will first and foremost give information on motivation toward learning Second Language through literature review in two significant and pertinent areas: integrative (positive attitudes toward the target language group and a enthusiasm to assimilate into the target language community) and instrumental (practical reasons for learning a language, such as to achieve social recognition or to get a better job) motivation and factors influencing the motivation of L2 learners. 1.6 Limitations of the Study The study is being conducted at one school, which may limit the generalizability of the findings. The results of the study may again be limited in generalizability to a larger population because a convenience sample was being used, and because random assignment is not employed in the research design. Chapter 2 Literature Review To improve the understanding of students motivation in learning English as a foreign language; it is useful to analyze and focus the literature in two relevant areas: Integrative and Instrumental motivation, and also the factors affecting the students motivation as they are major determinants for language acquisition and achievement. 2.1 Sources of Motivation Without knowing where the roots of motivation lie, how can teachers water those roots? Oxford Shearin (1994: 15). Fisher, (1990) points to three major sources of motivation in learning, which is the learners natural interest (intrinsic satisfaction), the teacher/employment and etcetera (extrinsic reward), and success in the task (combining satisfaction and reward). Intrinsic motivation is mainly about acts or behavior performed to experience enjoyment or fulfilling ones inquisitiveness, while, extrinsic motivation relates to the behavior and actions to obtain a little extrinsic reward (e.g. -good grades, employment) or to avoid punishment and it can function as a temporary source of motivation for a demotivated learner. Ryan Dec (2000) reveals that intrinsic motivation is the most vital kind and it is defined as the yearning to engage in an activity for its innate satisfaction rather than for some divisible consequences. To encourage intrinsic motivation, many characteristics as challenge, control, inquisitiveness and desire should be vacant to reflect the learners enthusiasm to learn (Lepper Hodell, 1989). Small (1997) stated that intrinsically motivated learners habitually demonstrate intellectual curiosity, regard learning as enjoyable and keep on in quest of knowledge even after the formal classes and this is the major goal of education. The lack of intrinsic motivation among the learners not only discourages them, but it also upsets the teachers who are the keystone of the educational practice. Luce (2002:1) explained that over the years I have watched them (teachers) collapse, falling hard into vinyl seats of the faculty bun, heard them grunt the oh. hell and damn that come from the experience of working with students who wouldnt learn. I have listened to the sighs of frustration and then the discussion of the fact that students are largely unmotivated, unwilling slugs taking up my time and best performances. Littlejohn (2001) think that not many students have a sense of intrinsic satisfaction. Some teachers strive to affect positively the pupils sense of intrinsic satisfaction by means of games or puzzles. This has momentary impact. So, natural interest of the learners is undependable to produce constant motivation in language learning. Vroom (1995) originated the Expectancy theory in which motivation is almost certainly to take place when learning is significant to the learner (valence), the endeavor to learn will be practical and useful to the learner (instrumentality) and the learners effort and hard work will be rewarded by the learners expected result (expectancy). Realizing these facts, many teachers choose to prefer the extrinsic reward and the extrinsic punishment. In the classrooms, teachers may reward good students with good marks or flattering words or penalize other students with low marks. Therefore, the reward system itself can be exasperating and demotivating for the weaker students. The third source of motivation is the most important and crucial one. For the weak and failing students, we, as teachers have to develop their sense of success and a feeling that they can do something, rather than a feeling that they cant. (Littlejohn, 2001:4) 2.1 Motivation and Attitudes in Second Language learning Numerous theorists and researchers have discovered that it is vital to take a look at the construct of motivation not as a single entity but as a multi-factorial one. In relation to the learner attitudes toward the target language, it was indicated by Gardners results (1959, 1983, 1985) that Second Language learners with positive attitudes towards the speakers and culture were more thriving in learning the language than those who had negative attitudes. Gardner (1983) argued that, because language is the fundamental part of culture, the learning of a second language is dependent upon the learners eagerness to recognize with the culture of the target language and to fit in aspects of the target- language culture, including linguistic repertoire into his or her own behavior. In addition, Fasold (1984) stressed the function of learners attitudes in language growth or perish and he stated that the notion of language attitudes not only includes attitudes towards speakers of a particular language, but it as well includes all kinds of behavior relating to language to be treated. Captivatingly, achievement in learning Second Language for the most part depends on the social relation among the First and Second Language communities. Wong-Fillmore (1991) suggested that accomplishment in learning a second language is dependent on the presence of the following conditions: (a) motivated students who realize they need to learn the target language, (b) target-language speakers who support the second- language learners, and (c) frequent social contad between target-language speakers and learners. Regarding the outcome of learning a foreign language ones own culture, Kramsch (1995) writes about how language plays an imperative function not only in the building of culture but also in the surfacing and emergence of cultural change. Kramsch (1995: 85) also claimed that social change occurs slowly, but inevitably at the edges of dominant cultures. This is true also of the change that we might want to bring about by teaching people how to use somebody elses linguistic code in somebody elses cultural context. Educating members of one society how to talk and how to behave in the context of another community potentially changes the social and cultural equation of both communities, by ingeniously diversifying mainstream cultures. The intensity of the relationship between students own cultural background and the background anticipated by the target community culture usually affects their attitudes and motivation toward learning Second Language. Lambert (1990) differentiated between two types of bilingualism: additive and subtractive. In additive bilingualism, the Second Language learners believe that by learning a new language, something new to their knowledge and experience is added without taking anything away from what they already know. But, in subtractive case, the learners feel that learning Second Language threatens what they already achieve for themselves. So, it can be said that additive circumstances lead to successful Second Language learning and integrativeness. Obeidat (2005) conducted a study to inspect Malaysian students attitudes who were studying in Jordan Universities, toward learning Arabic as a foreign language. He concluded that the students were integratively motivated and their integrative orientations could be credited to the shared belief in Islam which made them prone to expand their scope and construct up their character in the course of learning Arabic. Besides, attitudes of the foreign language learners may be affected by the apprehension that participation with the target language group may effect in estrangement from ones own group. For example, opinions that English is in rivalry with Arabic, may have a negative affect on attainment of English in the Arab World. Pennycook (1994:204-10) stated that that whether or not tension exists between Western and Islamic knowledge , there is a strong feeling that English is linked to forms of culture that threaten an Islamic way of life. Consequently, an analysis into learners attitudes is a technique by which language teachers, education planners, syllabus designers and researchers can boost better insight into the language teaching and learning process. 2.2 Integrative and Instrumental Motivation Motivation and needs are strongly related. On one hand, motivation is perceived as the realization of needs, and on the other, human needs function as drives or incentives which shift one to a particular action. The best well-known theory of human needs is Maslows (1970) hierarchy of need. Maslow put together a fivefold hierarchy of human needs which begins with biological needs and advance upward to psychological ones: physiological needs, as well as the need for food and water; the need for safety; social needs, as well as belongingness and love; esteem needs, e.g. the feelings of self-respect and positive acknowledgment from others; and self-actualization, which means the need for a sense of self-fulfillment. In relation to the foreign or second language learning, the need for safety indicates that the Second Language learner needs to be protected that learning the target language and culture doesnt affect negatively his/her own culture or language. Furthermore, openness in general and learning languages in particular needs a secure and an unstressful atmosphere to facilitate language acquisition. Admiration and social needs also indicate that the learner needs to be a educated person who is capable to communicate and assimilate with others by learning their language. Failure to suit students needs is prone to hamper their risk-taking and motivation. Psychologically self-doubting Second Language learners can be awfully anxious (Macintyre Gardner, 1991) and if this happens, Second Language learners relapse in their needs, motivation, and achievement in the classroom. Motivation for learning a second/foreign language is defined as the learners point of reference with regard to the objective of learning a second language. (Crookes Schmidt 1991). To investigate and realize the effect of motivation on second language acquisition, the two basic types of motivation (integrative and instrumental) should be identified. Integrative motivation is characterized by the learners optimistic and positive attitudes towards the target language society and the aspiration to join together into the target language society. Instrumental motivation contains the purpose of gaining some social or economic incentive through Second Language achievement, consequently, referring to a more functional reason for language learning (Gardner Lambert, 1972). To evaluate a variety of individual differences variables based on socio-educational model, Gardner developed the Attitude and Motivation Test Battery (AMTB) which consists of these five categories: integrativeness, instrumental motivation, motivation, anxiety and attitudes toward learning situations. Gardners model has been used in many motivational studies (e.g. Tremblay Gardner, 1995, Masgoret, 2001). It is acceptable to say that Gardners model place too much stress on the integrativeness and the responsibility of learners attitudes towards L2 group in learning the second language. Regardless of the fact that both kinds of motivation are crucial fundamentals of success in learning the second/foreign language, much debate and disagreement among researchers and educators have been happening about which kind of motivation is more important for the second language learners. Lambert (1974) perceived integrative motivation as being of more importance in formal leaning environment than the instrumental one and it was a more influential forecaster of linguistic accomplishment. Falk (1978) agreed with Lamberts allegation by pointing out that students who are most thriving when learning a target language are those who fond of the people that speak the language, have a high regard for their culture and have a longing to become familiar with the society in which the language is used. On the other hand, Lukmani (1972) found that an instrumental motivation was further significant than an integrative one among the non-Westernized Students of Second Language (English) in Bombay, India. Dornyei (1990) opposed Gardner by claiming that instrumental motivation and the learners need for accomplishment are more essential than the integrative motivation. Brown (2000) stated that second language learners hardly ever select one form of motivation when learning a second language, but rather a mixture of them and he cites the example of the international students in the United States. However, in response to calls for the implementation of a wider image of motivation, Tremblay Gardner (1995) included other motivational variables into the socio- educational model and they acknowledged that other factors as instrumental orientation, attitudes toward the teacher and the course, learning strategies and self confidence might contribute to motivation. In relation to the Malaysian circumstances, second language learners might conserve their identity by instinctively selecting to be motivated instrumentally. Desire related to integrative motivation might affect their Malaysian identity and the dread of identifying with English (Western) culture and values may be related to the colony or to the latest American campaign against some countries in the area. In sense of review of the literature available in the area of students motivation for learning foreign languages, loads of studies try hard to investigate the learners integrative and instrumental motivation. Oller et al (1997) studied educated Chinese speaking ESL students and he realizes that those who perceive Americans as helpful, sincere and friendly perform better in a cloze test of English as a second language. Man-Fat (2004) have the same opinion with Oller when he explored the motivation of English language learners in Hong Kong (grade10) and his study reported the noteworth y association between integrative motivation and language proficiency. Conversely, instrumental motivation was found more important in some situations particularly where there appears to be modest amount of desire to assimilate. Fu Lee (1980) found out that Chinese students in Hong Kong were instrumentally motivated and Second Language linguistic achievements correlated more with instrumental motivation. Dornyeis study (1996) of Hungarian secondary school learners of English exposed that instrumental motivation is a innermost element of motivation where comparatively down-to-earth benefits are actually reachable for the learners. He also claimed that foreign language learning in a classroom doesnt involve attitudes towards the Second Language community because learners have little or no contact with members of Second Language group. In brief, as it is understood from the above discussion, the researchers and educators havent resolute on what the most important kind of motivation a second/foreign language learner should have. The 1970s studies (Gardner, 1972, 1979, Lambert, 1974) have shown that integrative motivation is more important for success in Second Language acquisition and instrumental motivation did not seem to relate to successful language learning. However, the following studies (Gardner McIntyre, 1991, Dornyei 1994, Oxford, 1994) discovered that integrative motivation may not be the strongest forecaster for language learning and the issue of motivation may not be as straightforward as integrative-instrumental dichotomy. They recommended that other mechanism such as aspiration for knowledge need for accomplishment, intellectual inspiration and personal challenge can also play important roles n second language learning. 2.3 Factors Demotivating Foreign Language Learning The similarities of concern between most foreign language classrooms where the language in question is a compulsory school subject, is the problem of demotivation. Nevertheless, the disadvantage of English language learners in general has been attributed to an assortment of factors such as teaching methodology, lack of the target language environment and the learners demotivation (Mukkatash, 1983, Zughoti,1987). For that reason, it is vital for the teachers at least to be conscious of the possible factors that may be disturbing their students motivation. With those factors in mind, they may be able to build up strategies to help unravel the problems that take place relating to students motivation and aspiration to learn English as a foreign language. A great deal of research has been conducted on language learning motivation but a lesser amount of research is being done on the demotivating factors in learning the second language and a few studies have addressed them. Dornyei Otto (1998) dont distinguish motivation or demotivation as a stationary occurrence. In contrast, they are considered as dynamic, increasing and declining, affecting language accomplishment and being affected by the neighboring learning environment. The demotivated learner is defined by Dornyei as the one who is originally motivated and lost his/her motivation because of negative outer factors. Some studies have shown relatedness between demotivation and the learning environment such as classroom environment, teaching methods and curriculum (Gardner, 1985, Skehan, 1991, Sivan, 1986). Gorham Christophel (1992) examined the factors that students identify as motivators/demotivators in college classes in West Virginia University. The study compared students perception of the demotivating and motivating factors. As to demotivating factors, the factors related to teachers behavior were the most common, 43%, those under limited control of the teacher were second in occurrence (e.g. assessment and choice of text books), 36%, and only 21% related to contextual factors over which the teacher has little control. In terms of the data as a whole, the teacher behavior contributed in the same way to both motivation and demotivation. However, the researchers concluded that motivation is seeming as a student-owned state, while lack of motivation is perceived as a teacher-owned problem. Chambers (1993) (in Dornyei, 2001) explored demotivation in language learning in four schools n the UK. The study was done on the school students and their teachers. Students placed most responsibility on teachers and learning materials. The teachers claimed that the students motivation caused by psychological, social and attitudinal reasons. Generally, most studies conducted in the ground of motivation and demotivation as its backside found out that the personality of the teacher, teaching methods, learning context in addition to the learners attitude toward Second Language could play a fundamental role in the students motivation or demotivation on the road to learning languages. Chapter 3 Research Design Introduction This survey is a quantitative type of research which involves the use of questionnaire. Quantitative studies emphasize the measurement and analysis of causal relationships between variables, not processes. In a quantitative research, questionnaires, and computers are used as data collection methods. The data collected is numerical and statistical. The general objective of the researcher is to observe but does not actively participate. Research design is also structured and well-tested. 3.1 Participants Participants consisted of 30 Form 2 students in Sekolah Menengah Kebangsaan Pekula Jaya located in Tikam Batu, Kedah. The socioeconomic status of the school and the area that the school served was largely middle class, and students were primarily Malays. The instruments were administered in the classroom during two periods of English lesson. During the session, students were asked to complete the questionnaire. Directions and individual items were read aloud by the administrator. 3.2 Instruments For the purpose of obtaining data on what negatively affects their English learning motivation, I conducted this study by using a questionnaire (see appendix). The questionnaire was adapted from Gardners (1985) AMTB to measure the students integrative/instrumental motivation in learning English. This part of the questionnaire contains 8 items reflecting the integrative/instrumental motivation and a five- point Likert Scale which ranged from strongly disagree to strongly agrees was being used in this survey. The integrative motivation scale includes four types of items to investigate how well the learners learn English with an authentic enthusiasm to absorb with the target language, culture, community, their manner of life and literature; this would show their Integrativeness in the direction of the target language. However the instrumental motivation scale includes four items aiming at measuring the respondents functional reasons for studying English. 3.3 Procedures At the very beginning of the study, permission was gained from the principal of the targeted schools who showed a willingness to collaborate in this study. To guarantee a positive participation, the subjects were informed that their answers would be confidential and they were not required to write or give their names at any stage of the study. The questionnaire was administered by the researcher and 40 students participated in completing the questionnaire during their English class. The students were assured that the main objective of the researcher was to find out why they like to study English and what makes them sometimes dislike the English classes. Moreover, the students were told that their answers and opinions would not affect their grades or their teachers impression and their participation in the survey would help teachers to understand their desires and problems. Students were encouraged to ask questions at any time during the process. The survey was administered to the students in a classroom environment. Prior to the survey, the participants were assured of anonymity and confidentiality. Then, they were a brief explanation to facilitate the administration, and were asked to respond to the questionnaire items as spontaneously as possible. The students were asked to tick the answer wherever seemed necessary. The participants took approximately 30 to 40 minutes to complete the questionnaire, although there was no time limit. Upon completion of the administration, the participants were offered some refreshments for their participation

Capital Punishment is Revenge, Not Justice Essay -- Anti Capital Punis

Capital punishment is the government’s way of legally killing criminals. In our society, there are strict laws against killing people, so why is the government allowed to get away with it, and call it lawful? â€Å"As an American I wanted to explore... why are we the only first world country that still has capital punishment? Is it because we're too afraid to really examine the system, or is it because we really truly believe that this is the best way to deter future crime† asks Jodi Picoult, a renowned American author. Capital punishment, or the death penalty, is a sentence given to criminals of the most despicable crimes. As a person, it’s easy to quickly judge and condemn someone for their wrongdoing, but the laws that govern this country prohibit murder, and yet, the leaders of this country break those laws every time they sentence someone to death. Eighteen states have already abolished the death penalty; it’s time for the rest to follow suit, and lock the convict away in a maximum security prison for the rest of their life. Since 1976, when the Supreme Court reinstated the death penalty, 1,231 prisoners have been executed, with each death costing at least 3.5 million dollars. That's 4.31 billion dollars that could've been spent on bettering the impoverished cities that most criminals come from. The cost of capital punishment is so high due to the lengthy process that is required for the criminal's pre-trial, actual trials, one judging the innocence of the defendant and one for their punishment, both of which usually have twice the amount of defense lawyers and the equivalent of prosecutors, and the fact that capital punishment cases generally last 3-5 times longer than a typical murder case according to Richard C. Dieter, the... ..." The Huffington Post. TheHuffingtonPost.com, 08 Nov. 2013. Web. 09 Dec. 2013. †¢ Marceau, Justin, and Megan Healy. "The Costs of Colorado's Death Penalty." The Huffington Post. TheHuffingtonPost.com, 20 Nov. 2013. Web. 09 Dec. 2013 †¢ Motluk, Alison. "Execution by Injection Far from Painless." Execution by Injection Far From Painless. NewsScientist Health, 14 Apr. 2005. Web. 10 Dec. 2013. †¢ Picoult, Jodi. "Jodi Picoult." Thoughtjoy. Thoughtjoy, n.d. Web. 12 Dec. 2013. †¢ Reggio, Michael H. "History of the Death Penalty." PBS. PBS, n.d. Web. 10 Dec. 2013. †¢ Rogers, Simon. "Death Penalty Statistics from the US: Which State Executes the Most People?" Theguardian.com. Guardian News and Media, 21 Sept. 2011. Web. 10 Dec. 2013. †¢ "States With and Without the Death Penalty." Death Penalty Information Center. Death Penalty Information Center, n.d. Web. 12 Dec. 2013.

Food sec Essay

Our aim is that all people (regardless of race, religion, gender or age) have access to safe and nutritious food to maintain a healthy and active life (World Bank, 1986) There are four main components to ensuring food security: 1. Food availability – good agricultural productions and marketing to provide enough food in all climates and seasons. 2. Food access – having the money to pay for or the ability to acquire the food; being able to get good†¦ 3. Food use- proper preparation and storage of the food; maintaining the nutritional integrity of the food; fair distribution of the food (gender, food, ethnicity, religion, etc. ) 4. Asset creation –designing ways to maintain the food supply, in case of natural disaster, wars and/or conflicts etc. ; stockpiling, donations, etc. Solutions to Fighting Hunger 1. Improving nutritional status-e. g. Adding palm oil (contains Vitamin A) to food, fortifying milk with Vitamin D encouraging breast-feeding. 2. Policy changes (worldwide) –e. g. universal declaration of human rights, universal rights of the child. 3. Food Security – focusing on the four main courses of hunger and working with communities to improve availability of quality of food. Issues associated with food security: 1. Natural disaster 2. Cash cropping 3. Lack of education 4. Unequal Distribution of Resources 5. Disease 6. Government 7. War/Conflict Food Security Our aim is that all people (regardless of race, religion, gender or age) have access to safe and nutritious food to maintain a healthy and active life (World Bank, 1986) There are four main components to ensuring food security: 5. Food availability – good agricultural productions and marketing to provide enough food in all climates and seasons. 6. Food access – having the money to pay for or the ability to acquire the food; being able to get good†¦ 7. Food use- proper preparation and storage of the food; maintaining the nutritional integrity of the food; fair distribution of the food (gender, food, ethnicity, religion, etc. ) 8. Asset creation –designing ways to maintain the food supply, in case of natural disaster, wars and/or conflicts etc. ; stockpiling, donations, etc. Solutions to Fighting Hunger 4. Improving nutritional status-e. g. Adding palm oil (contains Vitamin A) to food, fortifying milk with Vitamin D encouraging breast-feeding. 5. Policy changes (worldwide) –e. g. universal declaration of human rights, universal rights of the child. 6. Food Security – focusing on the four main courses of hunger and working with communities to improve availability of quality of food. Issues associated with food security: 8. Natural disaster 9. Cash cropping 10. Lack of education 11. Unequal Distribution of Resources 12. Disease 13. Government 14. War/Conflict Food Security Our aim is that all people (regardless of race, religion, gender or age) have access to safe and nutritious food to maintain a healthy and active life (World Bank, 1986) There are four main components to ensuring food security: 9. Food availability – good agricultural productions and marketing to provide enough food in all climates and seasons. 10. Food access – having the money to pay for or the ability to acquire the food; being able to get good†¦ 11. Food use- proper preparation and storage of the food; maintaining the nutritional integrity of the food; fair distribution of the food (gender, food, ethnicity, religion, etc. ) 12. Asset creation –designing ways to maintain the food supply, in case of natural disaster, wars and/or conflicts etc. ; stockpiling, donations, etc. Solutions to Fighting Hunger 7. Improving nutritional status-e. g. Adding palm oil (contains Vitamin A) to food, fortifying milk with Vitamin D encouraging breast-feeding. 8. Policy changes (worldwide) –e. g. universal declaration of human rights, universal rights of the child. 9. Food Security – focusing on the four main courses of hunger and working with communities to improve availability of quality of food. Issues associated with food security: 15. Natural disaster 16. Cash cropping 17. Lack of education 18. Unequal Distribution of Resources 19. Disease 20. Government 21. War/Conflict Food Security Our aim is that all people (regardless of race, religion, gender or age) have access to safe and nutritious food to maintain a healthy and active life (World Bank, 1986) There are four main components to ensuring food security: 13. Food availability – good agricultural productions and marketing to provide enough food in all climates and seasons. 14. Food access – having the money to pay for or the ability to acquire the food; being able to get good†¦ 15. Food use- proper preparation and storage of the food; maintaining the nutritional integrity of the food; fair distribution of the food (gender, food, ethnicity, religion, etc. ) 16. Asset creation –designing ways to maintain the food supply, in case of natural disaster, wars and/or conflicts etc. ; stockpiling, donations, etc. Solutions to Fighting Hunger. 10. Improving nutritional status-e. g. Adding palm oil (contains Vitamin A) to food, fortifying milk with Vitamin D encouraging breast-feeding. 11. Policy changes (worldwide) –e. g. universal declaration of human rights, universal rights of the child. 12. Food Security – focusing on the four main courses of hunger and working with communities to improve availability of quality of food. Issues associated with food security: 22. Natural disaster 23. Cash cropping 24. Lack of education 25. Unequal Distribution of Resources 26. Disease 27. Government 28. War/Conflict.

Five-Point Linguistic Star: A Linguistic Approach Essay

We’ve allowed a natural approach to language instruction to dominate our schools, hoping our English learners †¨Ã¢â‚¬Å"will just figure it out.† (SCOE, 2009) This approach suggested by Kevin Clark proposes that teachers explicitly teach ELL by giving them a set of skills. Teacher will have to teach students not just vocabulary, but the sound system of language, the words and their word parts and meanings, and also rules for structuring sentences grammatically. Teaching students from this perspective can support a deeper understanding of the language. When the concept is thoroughly supported by background knowledge, explanation as to why, activities that strengthen skills, and consistency in lesson structure that follows this pattern, students are more likely to understand the concept and create a platform from which to launch higher level thinking and conclusions on following concepts and content area. Students learn more efficiently when they have prior knowledge o n a presented concept. If the student can link content to a concept that they gained from previous knowledge on from their own unique background or culture, it will inevitably spark interest in that subject area. By sparking interest the teacher is now adding value to the lesson. Since students synonymize interest with value, the teacher would prove effective. Now a sense of purpose has now been infused into the lesson, and the student/students may begin to contribute more. (NCREL, 1990) This approach is rather intriguing, and teachers should be trained in linguistics prior to teaching ELLs. I would learn the subparts of linguistics via a course: phonetics, phonology, morphology, syntax, semantics, and pragmatics. By learning each subpart in-depth, I can better compose lesson plans and activities that explore those areas for the ELLs to better benefit. Understanding the mechanics of a language is just as important as understanding the language itself, for both teachers and  students. The concept of prior knowledge should not be limited to the students but teachers should utilize this concept for their own effective instruction. If teachers have prior knowledge of the subparts of the English language, as well as knowledge of the diverse cultures he/she is instructing can help the teacher create and blend a comprehensive and student-inclusive lesson plan and curriculum. Prior knowledge influences how the teacher and students interact with the learning materials as both individuals and a group. (Kujawa and Huske, 1995) Prior knowledge assists in segue of appropriate instruction and retention, because it is a foundation from which to build from and facilitates the idea of making sense of the educational experience. As the students are learning from the linguistic perspective, especially under syntax and semantics, students would be primed for grammatical instruction, also. As they learn how, where and when to use appropriate vocabulary, I will insert instruction on main grammatical principles and rules and branch off into further instruction where applicable. I would try to make sound non-confusing connections with the native language grammatical principles, so there is a prior knowledge foundation established in that arena as well. I would also have a grammar day in the middle of the week to review prior concepts and morph new grammar lessons into the lesson plan and utilize formative assessment strategies to see what needs to be reviewed and further defined. References Kujawa, S., & Huske, L. (1995). The Strategic Teaching and Reading Project guidebook (Rev. ed.). Oak Brook, IL: North Central Regional Educational Laboratory. Restructuring to promote learning in America’s schools, videoconference #2: The thinking curriculum. (1990). Oak Brook, IL: North Central Regional Educational Laboratory. Sonoma County Office of Education. (2009) Structuring language instruction to advance stalled English learners. Aiming High Resource. Retrieved September 16 2014.

Charlottetown Accord essays

Charlottetown Accord essays The Charlottetown Accord was a body of legislation proposed by Federal and Provincial governments in 1992. The changes proposed in the draft of the Accord would have meant drastic changes to the constitution of Canada. There were five major changes to the Accord. The first was a modified Triple-E Senate, which would require a seventy- percent majority to defeat most federal bills that were proposed. The second change that would occur was to increase the number of seats in the House of Commons from 295 seats to 312 seats. Of the additional seventeen seats, ten would go to Ontario, three each would go to both Quebec and British Columbia, and the final seat would go to Alberta. The third alteration proposed would be an amending formula, which would give provinces a veto over future constitutional changes, which was a direct demand of Quebec. The fourth change brought about the entrenchment of an inherent right to self- government for aboriginal Canadians. This would allow the Natives to ask the courts to enforce the right to self-government after a five-year negotiation period with federal and provincial governments. The last major amendment that was proposed was to implement a new distinct society clause that would be placed in the main body of the Canadian constitution. Why was the Charlottetown Accord Created? The Charlottetown Accord grew out of discussion initiated in the summer of 1991. It was created, for the most part, because of the failure of the Meech Lake Accord in 1988, and the Oka Crisis in 1990, which was a confrontation between the Natives and the Federal Government. The Oka Crisis garnered unwanted international attention. This particular event and other minor dealings and confrontations brought aboriginal issues to the forefront of Canadian political discourse. On the final day of the Oka Crisis, the current Prime Minister Brian Mulroney announced his Native ...

The New Life Essay Example

The New Life Essay Example The New Life Essay The New Life Essay I believe that most of the people from other countries came to the United States to have the better quality of life. For me, I had no choice but to follow my parents step to come to the United States during young age, not knowing what was going on. I was 11 years old when I came to the United States. Walking throughout in the aisle of the airplane made my heart raised faster than was usual. I didnt want to come to the US, leaving everything behind such as, friends, families, and my sweet home but once again I didnt have any rights to hold myself back in Korea. But when I was on the plane, things got changed. I was actually imagining all of the good things about US that I saw from the American movies. Therefore, I did have some positive thoughts about coming to the US. I was excited and couldnt wait to see what it was like to be in the US. But when my mom grabbed me from behind and whispered in my ear saying, Son this is your new home and I would like for you to start your new life here and that made me feel bit terrible. I wasnt a good kid in school when I was in Korea. I was always making troubles and went through probably more things then the normal kids did around in my age. I guess that made my parents decide to move to the US. My life in the US was different, I didnt have friends, couldnt speak the language, and I was all left alone. I realized how greedy little kid I was in Korea and I discovered this when I went through the loneliness times. American schools were easy for me and it was a perfect place for me to start all over. Teachers liked me because I did everything that they asked me to do, or at least did the stuff that they least required for students to do. One day I realized that, God was giving me an opportunity. And God gave me the time to look back to see what Ive done in my past that wasnt important and gave me the time to think ahead for the future. I was given a second chance to have a whole new life. I didnt have a reason or purpose when I came to the US, but I found the dream that I wanted to achieve in my life. It did take me awhile to move my foot in the right direction but now I know where I am heading for, to become a business man. I decided to become a business man because I want to make tones of money. Reason I want tones of money is to support my family in the future, in a good condition environment, so that my children wont have to experience what I experienced in my childhood. I want my generations to get good education supports and comfortable lives so that they can pass it on to their generations as well. Now that I am currently attending at Pasadena City College as a full time student, I am going to give my best shots in every subjects and head for all As. After getting my requirement credits here in PCC, I am planning to transfer to the University of Southern California College to productively attain my degree for business for my career. I am very thankful to my parents because they have brought me here. I am also very thankful once again because if I or my parents couldnt decide to come to the US, I wouldnt have the chance to experience more opportunities that are open in the US and challenge others as I grow under the educational system in America.

Tapping into Local Businesses for Writing Work

Tapping into Local Businesses for Writing Work Heres an optimistic thought: writing is a necessary part of every business. You read that right. Every business – big and small – has the need for written language. More good news: most businesses dont have a full-time or even part-time writer on staff. Hint: heres where you come in. Local businesses need your skills. They just dont know it yet. Its up to you to tell them. Identifying potential clients First you have to find them. Take a walk or a drive and make a note of locally-owned businesses in your town and the writing needs they might have. Browse the Yellow Pages online at yp.com. Identify potential clients Compiling your information Once youve identified potential businesses, its time to give them something – for free. Im not advocating you work for free. Instead, put together a brochure or letter that includes helpful writing-related information: how email newsletters benefit businesses, ways to generate social media content or writing for your target audience. Then remind them of your skills and availability. Use a bulleted list to show the plethora of writing tasks you can take off their shoulders. Be sure to include website, social media and blog entries along with brochures, letters, press releases, newsletters, ad copy, etc. Include contact options – email, website, social media and phone number. Make communicating with you convenient for them. End your piece with a thank you. Its just courteous and polite. Method of contact You can reach out in a number of ways, depending on the business. Start Social media is another way to keep in touch with potential clients. Ditto that for your website. I also suggest utilizing the old-fashioned way: snail mail. This isnt a mass mailing. You want to choose a dozen, perhaps two dozen businesses to target. Snail mail provides prospective clients with something physical to hold – and hopefully keep – until they have the need to contact you. Wait about three months and follow-up with a similar message. Repeat after another three months. Think quarterly contact. You want to establish yourself as a consistent presence, but not a nuisance. Potential clients arent going to need your services immediately, but they will eventually. When they do, whom will they think of? The nice writer whos been sending free and helpful information. Free press Consider doing pro bono work for a charitable organization that can give you free press. I do this for a local foundation that has a quarterly newsletter where my logo is printed in every issue. Ive been utilizing this technique for years and have worked on a variety of jobs for a variety of businesses: Coffee shop – menu writing Insurance company – quarterly newsletter Locally-owned bank – ad copy School district – referendum campaign Gift shop  ­Ã¢â‚¬â€œ catalog descriptions Medical clinic – ghostwriting a monthly medical column Library – website copy Grocery store – social media presence Home builder – sales brochures Not-for-profit organization – annual report Local charity – letter to potential donors Bed and breakfast – radio ads Mayoral candidate – door hangers and press releases Legal firm – blog posts And the list goes on. These were all paying gigs. Ive found once a business is aware of your skills and the convenience you provide theyre likely to hire you again for future jobs. Theres another optimistic thought.

Foreign Currancy Essay Example | Topics and Well Written Essays - 1000 words

Foreign Currancy - Essay Example It is even predicted by the IMF that it will overtake the US economy by 2016(Economy Watch, June 2, 2010) In November 2011, U.S. debt to China amounts to $1.13 trillion. This is 25% of the total $4.6 trillion of US debts. In 2011, China exported $1.58 trillion worth of production, 18% of which is exported to the US, while it has imported $333.9 billion from US, creating a trade deficit of $295.5 billion.(Kimberly, Amadeo). This massive surplus is the effect of China’s monetary policy of keeping their Remnibi lower than the equilibrium rate. This monetary policy is the subject of debate of IMF, the World bank, the government ,and other financing bodies. However, despite its robust economy, its GDP per capita income has remained relatively low as compared to United States. China’s GDP per capita is $4,428 while US has $47,153.(The World Bank) In effect, China is not subsidizing US economy because both countries benefit from the deal. The proceeds of the US debts are spent on federal programs while payments of interests of loan is spent by China to propel its economic growth. US debts also kept interest rates low. It is threatening because by holding too much ownership of U.S debts, China can use it as an economic weapon and shift the economic balance in its favor. Being second greatest in the world’s economy, China can use this power as leverage for imposing demands. For instance, in 2009, China proposed for a new global currency to replace the dollar because it was alarmed of the drop of dollar rate, and was afraid that its investments would deteriorate (Macdonald, Joe. 24, Mar. 2009). China has been reported to feel uneasy about relying on the dollar to store its reserves. It has also pressed for changes to give developing countries more influence on the IMF, the World Bank and other financing institutions. To reduce its complete reliance to dollars, China now swaps currency with G-20 trading partners like Hong Kong and Argentina. G-20 is a group of finance ministers and central bank governors from 20 economies and was formed to discuss the international financial system. To date, there is no report on the success of this proposition. What is its impact to the U.S. economy? The reduction of China’s demand for dollars leads to a domino effect – increase of interest rates that would hamper revival of the economy. Threatening to pull out all of its holding from the US will create havoc because if China calls its debts all at once; demand for dollars would be increasingly high, causing a dollar collapse that would disrupt international markets. This would trigger another financial crisis wherein everybody suffers including China (Kimberly). This is more unlikely to happen because it will reflect of China’s competitiveness. When China raises its export prices, US consumers will think twice and buy US products instead. As a policy, China keeps its currency Remnibi, lower than the dollar, a strategy that works for its advantage because it makes product imported from China lower than the U.S. products, and in the final analysis, be able to create more jobs for the Chinese, and be able to fund the growth of its economy. The US is trying to persuade China to revise its policy of having an undervalued Remnibi. The Remnibi is said to be 40 percent below it real value thus making its products excessively low and the US exports comparatively high, but whether this will be heeded by the Chinese government remains to be seen in the light of recent

The Idea of Change Essay Example | Topics and Well Written Essays - 1250 words

The Idea of Change - Essay Example This strips the students of their creative power. The educator hence strives to regulate the way that the knowledge comes to the students and thus hinders their own thinking. Freire also related this banking philosophy of education to necrophily. It is mechanical thinking wherein the necrophilous person prefers memory versus experience, and having as opposed to being. It is in this act of controlling that the actual education of a person ceases. Freire offers the solution to this problem. There is a need to â€Å"transform the structure† so that the students can become â€Å"beings for themselves† instead of just being incorporated into this system. He further argues that true liberation does not alienate people and it is â€Å"not another deposit to be made†. He termed this liberation of education as â€Å"praxis,† a problem-posing education that which aims to consider people as conscious beings. As the banking system of education strives to maintain a â€Å"submersion of consciousness†, the problem-posing method aims for the â€Å"emergence of consciousness and critical intervention in reality.† On the other hand, Richard Rodriguez wrote an essay on â€Å"The Achievement of Desrie.† In this essay, Rodriguez wrote an account of how he found himself through education, and how in doing so, his life had drastically changed. As a boy, Rodriguez recounts how he has always admired his teachers, and how he had always been passionate about books – anxious and fervent to learn. He claimed that as he was a very good student, he was also a bad one as he was a certain kind of â€Å"scholarship boy†, described by Richard Hoggart (from whom he derived the term in â€Å"The Uses of Literacy†) as a boy who shifts between environments, the home and the classroom, which are both culturally contradicting. The ideas that the classroom offers to

The Amazon Smartphone Launches Tech's Costliest War Essay

The Amazon Smartphone Launches Tech's Costliest War - Essay Example Allen and was published on July 03, 2012 in Forbes. The above mentioned article is about a leadership based issue. The article refers to another article published in Vanity Fair and written by Kurt Eichenwald regarding Microsoft’s inability to keep a sustained pace of growth since 2000. It alludes to the fact that inept and destructive management techniques adapted by Microsoft are the core reason behind the company facing downfall in various areas it has attempted to enter, such as music, books and social networking among others. After witnessing the considerable fall of Microsoft, Kurt Eichenwald, the author himself interviewed employees of Microsoft to recognize the core reason behind such a scenario in the company. From the feedback, he has identified the problem of Microsoft. The primary problem is the functioning process where the employees had to vote forcefully in order to measure the certain mass of employees’ performance as top, good, average, and poor perform ers. Furthermore, the team of Microsoft that introduced a new idea of screen touch e-reader model was told by the Microsoft officials not to come up again with this kind of ideas but rather to work on the software development dimension which will bring more profit for the company. This has been a bane for the company in terms of behavior and practice of Microsoft officials, which discourage employees to introduce new innovative ideas further in future (Allen). After reviewing the article, it is assumed that Microsoft has been incorporating poor management practices as well as unfavorable organizational structure, for which the functionality and the performance of...The above mentioned article is about a leadership based issue. The article refers to another article published in Vanity Fair and written by Kurt Eichenwald regarding Microsoft’s inability to keep a sustained pace of growth since 2000. It alludes to the fact that inept and destructive management techniques adapted by Microsoft are the core reason behind the company facing downfall in various areas it has attempted to enter, such as music, books and social networking among others. After witnessing the considerable fall of Microsoft, Kurt Eichenwald, the author himself interviewed employees of Microsoft to recognize the core reason behind such a scenario in the company. From the feedback, he has identified the problem of Microsoft. The primary problem is the functioning process where the employees had to vote forcefully in order to measure the certain mass of employees’ performance as top, good, average, and poor performers. Furthermore, the team of Microsoft that introduced a new idea of screen touch e-reader model was told by the Microsoft officials not to come up again with this kind of ideas but rather to work on the software development dimension which will bring more profit for the company. This has been a bane for the company in terms of behavior and practice of Microsoft official s, which discourage employees to introduce new innovative ideas further in future. The organizational structure can be defined as the schedule made by the top management for running the operational processes smoothly and systematically in order to achieve the fundamental objectives.

Pursasive essay on buying versus renting Example | Topics and Well Written Essays - 750 words

Pursasive on buying versus renting - Essay Example This is done to take the most appropriate decision according to current financial situation of the world. Economic decisions are extremely important owing to the inflation that has taken place in the world. This results in the want for wise financial choices to prevent the losses that may result. The issue of buying versus renting is an important economic matter. It is a decision that affects the economic condition of an individual for a long time and hence a very careful decision on this subject is required. Renting and buying have their own positive as well as negative points and the final choice needs to be made according to the needs of the individual considering both the present and the future benefits. Buying is basically the purchasing of property where the individual tends to enjoy all rights over his property. The maintenance and every important decision regarding the property are taken by the buyer. The buying may be done by the payment of full amount or it may be done on m ortgage where installments are paid every month. On the other hand, renting is basically a deal with a landlord to use their property on fixed terms and conditions and vital matters lie in the hands of the landlord. A fixed payment is paid every month in the form of rent. According to the analysis performed by the New York Times and which was updated on the eleventh of May 2011, the current global financial situation is better for the option of buying rather than renting. This is particularly true for people who wish to use their property for periods of greater than half a year. The overall financial benefit would be that of $10460 over the six month period (Conner 2010; Quealy et al 2011). Buying makes a person the legal owner of his property. It brings with it a sense of satisfaction that the house that the person is residing in truly belongs to him. He cannot be asked to leave by the landlord as is the case with renting. A person can make any alterations and changes in his proper ty as per his will, without any interference by other people. Buying provides other financial benefits as well. A person receives relaxations in the federal tax payments owing to the reductions of the property taxes as well as the interest of mortgage. With the rising inflation, the cost of living keeps on increasing. The amount of rent also keeps on rising. On the other hand, the installments of mortgage stay fixed and do not increase according to this rule. Therefore, the stability in the cost of living is advantageous for the buyers. During the time period that the person pays the lease, he can also use his property for living and utilize it for any other purpose. This is a benefit as a person basically invests for his own comfort and his monthly payment is not wasted but is rather utilized towards the payment of his property. Furthermore, the property values keep on rising with increasing time. Thus, the lease that the person is paying is basically a form of investment and he wo uld not go in loss. This is because sale of the property after a few years would yield more financial benefit (Conner 2010). According to an economic analyst, Andres Carbacho-Burgos, â€Å"A year ago, it was a better deal to rent. Now you have a significant number of areas, especially those hit the hardest by the correction, where, when you compare prices to rents, you'd be led to believe it's a good time to buy." He provided this analysis in the year 2009 by considering the economic balance between the price of renting and buying in the United States. Renting is an option that may be considered for people who wi

Analysis of three directors Essay Example | Topics and Well Written Essays - 4000 words

Analysis of three directors - Essay Example Their work represents a gradual development of storytelling, starting with the deliberately shocking cut scenes of Rohmer’s new wave, which refuses to construct neat plot development from scene to scene, and moving on to a complex interplay of images in Antonioni and finally leading to a new kind of realism with Kieslowski. It would be wrong to see a direct linear relationship between these three directors, but each of them in their own way absorbed developments from the past in their own particular development of cinema. Eric Rohmer’s set of six films known as his Contes Moraux (Moral Tales), based on a set of short stories grouped together into novel form, mark a distinct point in the history of the cinema because they begin to assert a particular approach which is designed and delivered purely with cinema in mind. It departs from earlier theatrical types of presentation, in which directors used techniques borrowed from the stage, and from the literary tradition, based on the narrative and characterization techniques of novels, which aimed to turn famous literature into films. Theatre is a relatively artificial and static art form, bound by artificial unities of time and place, while film has the potential to explore more natural rhythms of real life. Techniques such as voice-overs to give underpin and fill out action were already well developed in film, but Rohmer used juxtaposition of different characters, for example the rather odd relationship between Adrien, Haydee and Daniel in la Coll ectionneuse, along with ironic commentary by the lead character to explore how the voiceover can introduce tension and irony into the film. Rohmer ventures into a mature and truly cinematic treatment of major moral issues through the lives of very ordinary middle class men and women. James Monaco notes that the first two films in the series, La Boulangà ¨re de Monceau and La Carrià ¨re de Suzanne are shorter, of poorer technical quality than the

Learning Methods Essay Example | Topics and Well Written Essays - 2000 words - 1

Learning Methods - Essay Example Consequence of this is we sometimes tag learners who use less preferred methods as â€Å"bright’ while those who apply most like techniques as dumb. These kinds of perceptions can cause and create negative and positive twists that emphasize the conviction that a person is bright or dumb. A research on student Learning methods indicates that interesting lecture is not essentially good teaching. Even though students are entertained they might not have grasp anything. Better methods of learning are most probably been improved through an integration in the lecture of illustrative skill and other communicative approaches. Lectures are delivered by a teacher to great number f students. In most cases in person but sometimes conducted through a film or video broad cast. The advantages of applying lecturing as a learning method are; students acquire an overview of the topic quickly, continent of a subject can be controlled, allows for use of recognized, it is cost effective, it’s a common method of delivery, expert in the subject of study and students can be motivated by the lecturer. Drawbacks of lecturing are it doesn’t permit for various learning capabilities or speed of learners, it mostly viewed as boring by students, location and time are mostly directed by the lecturer. Student learning is also hard to gauge. Communication in a lecture is monologue. Audience is always passive. One needs a concise introduction and summary of the intended topic of discussion. Preparation requires time and content in order to be successful .Presentations pursue a similar approach to lecture however they are more likely to be conducted beyond formal education surroundings such as the workplace. Presentations are sometimes brief and often integrate high tech visual aids. Advantages of presentations are it can be done simultaneously. Before preparing for a presentation always keep in mind that the human brain has a typical

Analysis of three directors Essay Example | Topics and Well Written Essays - 4000 words

Analysis of three directors - Essay Example Their work represents a gradual development of storytelling, starting with the deliberately shocking cut scenes of Rohmer’s new wave, which refuses to construct neat plot development from scene to scene, and moving on to a complex interplay of images in Antonioni and finally leading to a new kind of realism with Kieslowski. It would be wrong to see a direct linear relationship between these three directors, but each of them in their own way absorbed developments from the past in their own particular development of cinema. Eric Rohmer’s set of six films known as his Contes Moraux (Moral Tales), based on a set of short stories grouped together into novel form, mark a distinct point in the history of the cinema because they begin to assert a particular approach which is designed and delivered purely with cinema in mind. It departs from earlier theatrical types of presentation, in which directors used techniques borrowed from the stage, and from the literary tradition, based on the narrative and characterization techniques of novels, which aimed to turn famous literature into films. Theatre is a relatively artificial and static art form, bound by artificial unities of time and place, while film has the potential to explore more natural rhythms of real life. Techniques such as voice-overs to give underpin and fill out action were already well developed in film, but Rohmer used juxtaposition of different characters, for example the rather odd relationship between Adrien, Haydee and Daniel in la Coll ectionneuse, along with ironic commentary by the lead character to explore how the voiceover can introduce tension and irony into the film. Rohmer ventures into a mature and truly cinematic treatment of major moral issues through the lives of very ordinary middle class men and women. James Monaco notes that the first two films in the series, La Boulangà ¨re de Monceau and La Carrià ¨re de Suzanne are shorter, of poorer technical quality than the

Theory as a Bridge between the Personal and the Public Essay Example for Free

Theory as a Bridge between the Personal and the Public Essay In his seminal work called â€Å"Sociological Imagination†, C. Wright Mills attempts to shed light on the processes and patterns through which individual troubles and public issues are closely related. For Mill, sociological analysis is the key to understanding the dialectics between personal troubles and public issues. II. What Constitutes the Sociological Analysis? The epistemological premise of sociological enquiry is based on its ability to understand the concrete nature of personal troubles in the abstract nature of public issues. In other words, sociological analysis in its ontological position is an abstraction of the overarching phenomena. According to Mill, sociological imagination is constituted by the ability to see through the core of the social and the soul of the personal and the complex interactions between them, while without being blinded by any. Based on this idea, Mills (2000) points out that â€Å"the most fruitful distinction with which the sociological imagination works is between ‘the personal troubles of the milieu’ and ‘the public issues of social structure†. As an individual, one would experience his/her problems as personal but such problems still may well derived from the general problems from within the society. Therefore, sociological imagination has to give its due to both the larger social forces and the individuals and groups. It is the mutually interactionist nature of both social forces and individuals that matters. Behaviors are not only shaped by the social forces, but also individual actions too influence the course societal dynamics. III. Conclusion Sociological imagination is always interactive. It demands a balance of approach in looking at the specific problems of individuals as they often closely assembled to the wider social context. On the other hand, the social context too is necessarily linked to the actions and behaviors of individuals and groups. Reference Mills, C. W. (2000). The Sociological Imagination. 40th Ed. New York: Oxford.

Doctrine of Harmonious Construction

Doctrine of Harmonious Construction HISTORY 1st amendment came in the case of Sankari Prasad before SC. The court unanimously decided to resolve the conflict between Fundamental Rights and Directive Principles by placing the reliance of the line of doctrine of harmonious construction. The court held that the FRs impose limitation over the legislature and executive power. They are not inviolable and parliament can amend them to bring in conformity to directive principles. The result was generally all law providing for the acquisition of state and interest therein and specially certain state including land reform acts of U.P., Bihar and M.P. were immune from the attack based on article 13 read with other provision of part III. DOCRTINE OF HARMONIOUS CONSTRUCTION It is a sound canon of interpretation that courts must try to avoid a conflict between the provisions of Statute. The rule of reconciliation on the Entries was propounded for the first time in the case of in re C.P. and Bare Act. It is the province of the courts to determine the extent of the authority to deal with subjects falling within the legislative purview of each legislature. To avoid conflict, the Courts should read Entries of two Lists together and the language of one Entry can be interpreted, and modified too, with the help of another Entry. Interpreting Entries 24 and 25 of the State List harmoniously, the Supreme Court held that gas and gas works being in Entry 25 would not fall in the general Entry 24Industry and observed: It is also well settled that widest amplitude should be given to the language of Entries but some of the entries in the different Listsà ¢Ã¢â€š ¬Ã‚ ¦may overlap and sometimes may also appear to be in direct conflict with each other, it is then duty of this court to reconcile the entries and bring about harmony between them. In this way it may, in most cases, be found possible to arrive at a reasonable and practical construction of the language of the sections, so as to reconcile the respective powers they contain and to give effect to all of them. In Tika Ramji v. State of Uttar Pradesh, [3] the position of the industries was clarified by Supreme Court. In the instant case the vires of U.P. Sugarcane (Regulation of Supply and Purchase) Act, 1953 was involved. It was contended that sugarcane being controlled industry fall within the jurisdiction of the Union List by virtue of Entry 52 of List I falls within the legislative purview of Parliament. The Supreme Court, therefore, had to e xplain the Inter-relation between Entries 52 of List I, 24 and 27 of List II and 33 of List III. Entry 24 of List II and 52 of List I establish that except controlled industries, the industries generally fells within the State Sphere. Entry 27 of List II gives power to State to regulate the production, supply and distribution of goods subject to provisions of Entry 33 of List III. The sugar industry being controlled industry, the distribution, supply and production of the product of this controlled industry viz. Sugar as a finished product, Principle of Harmonious Construction The principle of harmonious interpretation is similar to the idea of broad or purposive approach. The key to this method of constitutional interpretation is that provisions of the Constitution should be harmoniously interpreted. Constitutional provisions should not be construed in isolation from all other parts of the Constitution, but should be construed as to harmonize with those other parts. A provision of the constitution must be construed and considered as part of the Constitution and it should be given a meaning and an application which does not lead to conflict with other Articles and which confirms with the Constitutions general scheme. When there are two provisions in a statute, which are in apparent conflict with each other, they should be interpreted such that effect can be given to both and that construction which renders either of them inoperative and useless should not be adopted except in the last resort. This principle is illustrated in the case of Raj Krishna vs Bino d AIR 1954. In this case, two provisions of Representation of People Act, 1951, which were in apparent conflict were brought forth. Section 33 (2) says that a Government Servant can nominate or second a person in election but section 123(8) says that a Government Servant cannot assist any candidate in election except by casting his vote. The Supreme Court observed that both these provisions should be harmoniously interpreted and held that a Government Servant was entitled to nominate or second a candidate seeking election in State Legislative assembly. This harmony can only be achieved if Section 123(8) is interpreted as giving the govt. servant the right to vote as well as to nominate or second a candidate and forbidding him to assist the candidate it any other manner. Upon looking at various cases, the following important aspects of this principle are evident The courts must avoid a head on clash of seemingly contradicting provisions and they must construe the contradictory provi sions so as to harmonize them. The provision of one section cannot be used to defeat the provision contained in another unless the court, despite all its effort, is unable to find a way to reconcile their differences. When it is impossible to completely reconcile the differences in contradictory provisions, the courts must interpret them in such as way so that effect is given to both the provisions as much as possible. Courts must also keep in mind that interpretation that reduces one provision to a useless number or a dead lumbar, is not harmonious construction. To harmonize is not to destroy any statutory provision or to render it otiose. Case 1: Unni Krishnan, J.P. and ors., etc. v. State of Andhra Pradesh and ors. The writ petition was filed challenging whether the right to life under Article 21 of the constitution guarantees a fundamental right to education to the citizens of India and right to education includes professional education. This was challenged by certain private professional educational institutions and also in respect of regulating capitation fees charged by such institutions. The Supreme Court held that right to basic education was implied by the fundamental right to life when read with article 41 of directive principle on education. As per article 45 of the constitution, the state is to provide free and compulsory education for all children below the age of 14 years and there is no fundamental right to education for a professional degree that flows from article 21. Several states have passed legislation making primary education compulsory and there is no central legislation to make elementary education compulsory. In addition, the Court held that, in order to treat a right as fundamental right, it is not necessary that it should be expressly stated as one in Part III of the Constitution: the provisions of Part III and Part IV are supplementary and complementary to each other. The Court rejected that the rights reflected in the provisions of Part III are superior to the moral claims and aspirations reflected in the provisions of Part IV. Case:2 Smt. Rani Kusum vs Smt. Kanchan Devi And Ors on 16 August, 2005 Showing the contexts in which harmonious construction author:A Pasayat appears in the document have to ascertain the object which is required to be served by this provision and its design and context in which it is enacted. The use of the word shall is ordinarily indicative of mandatory nature of the provision but having regard to the context in which it is used or having regard to the intention of the legislation, the same can be construed as directory. The rule in question has to advance the cause of justice and not to defeat it. The rules of procedure are made to advance the cause of justice and not to defeat it. Construction of the rule or procedure which promotes justice and prevents miscarriage has to be preferred. The rules or procedure are handmaid of justice stress. In the present context, the strict interpretation would defeat justice. In construing this provision, support can also be had from Order VIII Rule 10 which provides that where any party from whom a written statement is required under Rule 1 or Rule 9, fails to present the same within the time permitted or fixed by the Court, the Court shall pronounce judgment against him, or make such other order in relation written statement under this provision, the Court has been given the discretion either to pronounce judgment against the defendant or make such other order in relation to suit as it thinks fit. In the context of the provision, despite use of the word shall, the court has been given the discretion to pronounce or not to pronounce the judgment against the defendant even if written statement is not filed and instead pass such order as it may think fit in relation to the suit. In construing the provision of Order VIII Rule 1 and Rule 10, the doctrine of harmonious construction is required to be applied. The effect would be that under Rule 10 of Order VII I, the court in its discretion would have power to allow the defendant to file written statement even after expiry of period of 90 days provided in Order VIII Rule 1. There is no restriction in Order VIII Rule 10 that after expiry of ninety days, further time cannot be granted. The Court has wide power to make such order in relation to the suit as it thinks fit. Clearly, therefore, the provision of Order VIII Rule 1 providing for upper limit State Of Orissa And Ors vs Arakhita Bisoi on 14 April, 1977 Showing the contexts in which harmonious construction appears in the document respondent was allowed by the Orissa High Court by its order dated 15-7-1976 holding that the Additional Magistrate had powers to revise an order of the appellate authority passed u/s 44 by virtue of the powers conferred on him under s. 59of the Act. Dismissing the appeal by certificate, the Court, HELD: (i)The language of S. 59(1) of the Orissa Land Reforms Act is wide enough to enable the Collector to revise any order including an appellate order under S. 44 of the Act.[561B] (ii) In applying the rule of harmonious construction with a view to give effect to the intention of the legislature the court will not be justified in putting a construction which would restrict the revisionary jurisdiction of the Collector and the Board of Revenue. [560E] In the instant case, the Act is of expropratory nature and the determination of the excess lands is done by the Revenue Officer. The legislature intended that any error or irregularity should be rectified by higher authorities like the Collector and the Board of Revenue. [560E] J. K. Cotton Spinning Weaving Mills Co. Ltd. v. State revise such order. Though the amendment to section 44(3) makes it clear that a right to revision is provided for orders passed under section 44(2), we do not think that this could mean that section 44(2) as it originally stood did not provide for power of revision to the Collector under section59. In our opinion, amendment does not make any difference. The learned counsel for the appella nt submitted that section 44(3) is in the nature of a special provision and should be construed as an exception to section 59 on the principle of harmonious construction. In support of this plea the learned counsel referred to the decision in The J.K. Cotton Spinning Weaving Mills Co. Ltd. v. State of U.P. Ors. (1). In construing the provisions of clause 5(a) and clause 23 of the G.O. concerned, this Court held that the rule of harmonious construction should be applied and in applying the rule the court will have to remember that to harmonise is not to destroy and that in interpreting the statutes the court always presumes that the legislature inserted every part thereof for a purpose and the legislative intention is that every part of the statute should have effect, and a construction which defeats the intention of the rule-making authority must be avoided. This decision does not help the appellant for in our view in applying the rule of harmonious construction with a view to giv e effect to the intention o(the legislature the court will not be justified in putting a construction which would restrict the revisionary jurisdiction of the Collector and the Board of Revenue. It may be noted that the Act is of exproprietory nature and the determination of the excess lands is done by the Revenue Officer and on appeal by the Revenue Divisional Officer. In such circumstances, it is only 13roper to presume that the legislature intended that any error or irregularity should be rectified by higher authorities like the Collector and the Board of Revenue. In our view it will be in conformity with the intention of the legislature to hold that section 59 confers a power of revision of an order passed under section 44(2) of the Act. The learned counsel next referred to a decision of this Court in The Bengal Immunity Company Limited rule of construction is stated at p. 791 in the following terms by Venkatarama Ayyar, J. speaking for the Court: It is a cardinal rule of constr uction that when there are in a Statute two provisions which are in conflict with each other such that both of them cannot stand, they should, if possible be so interpreted that effect can be given to both, and that a construction which renders either of them inoperative and useless should not be adopted except in the last resort. This is what is known as the rule of harmonious construction. One application of this rule is that when there 561 is a law generally dealing with a subject and another dealing particularly with one of the topics comprised therein, the general law is to be construed as yielding to the special in respect of the matters comprised therein. Construing section 59 as conferring a power of revision against an order passed under section 44(2) is not in any way contrary to the principle laid down in the above decision. Jagdish Singh vs Lt. Governor Delhi And Others on 11 March, 1997 Showing the contexts in which harmonious construction appears in the document later. The Registrar, however, committed serious error in interpreting Sub-rule (2) of Rule 25 and directing cessation of membership of the appellant from both the societies. Mr. Bobde also argued that if Sub-rule (2) of Rule 25 is interpreted to mean that on incurring such disqualification by operation of law one ceases to be a member of both societies, then Rule 28 conferring power on the Registrar to give a written requisition to either or both the co-operative societies for cessation of the membership, would become inoperative, and therefore, efforts should be made for harmonious construction where under both the provisions can operate. Mr. Bobde also argued that under Rule 25(1) the embargo upon a person to become a member of a co-operative society is there if the said person or his spouse or any of his dependent children is a member of any other housing society. The disqualification in question is thu s attached to becoming a member of co-operative society if he is already a member of another society. Under Sub-rule (2) of Rule 25 a deemed cessation accrues obviously in relation to a society in respect of which the disqualification is attached question that arises for consideration is: whether a person who is a member of a housing co-operative society having incurred the disqualification under Rule 25(1)(c)(iii) on being a member of a subsequent housing society would cease to be a member of both the societies with effect from the date of the disqualification incurred by him. It is a cardinal principal of construction of a statute or the statutory rule that efforts should be made in construing the different provisions, so that, each provision will have its play and in the event of any conflict a harmonious construction should be given. Further a statute or a rule made there under should be read as a whole and one provision should be construed with reference to the other provision so as to make the rule consistent and any construction which would bring any inconsistency or repugnancy between one provision and the other should be avoided. One rule cannot be used to defeat another rule in the same rules unless it is impossible to effect harmonisation between them. The well-known principle of harmonious construction is that effect should be given to all the provisions, and therefore, this Court held in several cases that a construction that reduces one of the provisions to a dead letter is not a harmonious construction as one part is being destroyed and consequently court should avoid such a construction. Bearing in mind the aforesaid rules of construction if Sub-rule (2) of Rule 25 and Rule 28 are examined the obvious answer would be that under Sub-rule (2) the deemed cessation from membership of the person concerned is in relation to the society pertaining to which disqualifications are incurred. A plain reading of Rule 28 makes it crystal clear that the Regis trar when becomes aware of the fact that an individual has become a member of two co-operative societies of the same class which obviously is a disqualification under Rule 25 then he has the discretion to direct removal of the said individual from the membership of either or both the co-operative societies. If Sub-rule (2) of Rule 25 is interpreted to mean that deemed cessation of the person concerned from membership of both the societies then the question of discretion of the Registrar under Rule 28 will not arise .If the interpretation given by the Registrar incurred. In the case in hand the disqualification which the appellant incurred was in respect of his membership of the Tribal Co-operative Housing Society Ltd. as he could not have become a member of the said society as he was already a member of Dronacharaya Co-operative Group Housing Society, and therefore, by operation of Sub-rule (2) he would deem to have ceased to be a member from the Tribal Co-operative Housing Society right from the inception in November, 1983 and not from the Dronacharaya Co- operative Group Housing Society. 8. Apart from the aforesaid harmonious construction of Sub-rule (2) of Rule 25 and Rule 28, on a plain construction of Rules 25 also the same conclusion has to be arrived at. Sub-rule (1) disqualifies a person for admission as member of a housing society if he or his spouse or any of his dependent children is a member of any other housing society. The disqualification in question obviously attaches to membership of the second society and has no connection with his membership of the first society. In view of the aforesaid embargo contained in Sub-rule (1) to Rule 25, Sub-rule Significance The courts must avoid a head on clash of seemingly contradicting provisions and they must construe the contradictory provisions so as to harmonize them. The provision of one section cannot be used to defeat the provision contained in another unless the court, despite all its effort, is unable to find a way to reconcile their differences. When it is immpossible to completely reconcile the differences in contradictory provisions, the courts must interpret them in such as way so that effect is given to both the provisions as much as possible. Courts must also keep in mind that interpretation that reduces one provision to a useless number or a dead lumbar, is not harmonious construction. To harmonize is not to destroy any statutory provision or to render it otiose. Conclusion As per this doctrine the courts must try to avoid conflicts between the provisions of the statutes. Thus the provisions must be so interpreted that the conflict between the two is avoided and each of them is given effect and, for that purpose the scope and meaning of one may be restricted so as to give meaning to the other also.

Exercise of Authority in Measure for Measure Essay -- Measure for Meas

At the outset, we find the Duke transferring his power and authority to Angelo. He lends to Angelo his own terror and dresses Angelo with his love, â€Å"giving his deputation all the organs of his own power†. He says that from now on â€Å"mortality and mercy† in Vienna would live in Angelo’s tongue and heart. The Duke motive in appointing Angelo to function in his stead is, as he tells Friar Thomas, to rid the country of the evils which have taken strong roots and which, he thinks, he himself cannot eradicate because of his reputation as a very lenient man. Now the question is how far the Duke is justified in appointing a substitute to rule the kingdom and reform the corrupt Vienna society. We do not think that the Duke is justified in taking such a step. We are certainly not convinced by the reason which he gives to Friar Thomas for not undertaking the task of reform himself. Why should the Duke evade his responsibility? He tells Friar Thomas that, if he were now suddenly to become strict and stern, his actions would cause much resentment among the people. But this is no reason why a ruler should himself go into the background and appoint another man to take his place. Besides, we soon afterwards find that the Duke in interested more in observing Angelo at work as his deputy, and less is seeing evil being eradicated. We find that the Duke is concerned more with spying his deputy’ actions than with the process of reform. He becomes more interested in watching and prying into the personal as well as official life of Angelo than in the direction which the public affairs of the country are taking. Angelo’s Exercise of Authority As soon as Angelo is given charge of the kingdom, he begins to exercise his authority in a relentless manner. H... ...e protested against justice being totally pushed into background with mercy holding the field. The Duke compels Angelo to get married to Mariana, the girl whom he had once betrayed and forsaken, and the girl whom he has now seduced. But that is the only punishment which is imposed upon a character who proves to be the worst sinner among all the characters of the play. References [1]Marsh, Nicholas. Shakespeare: Three Problem Plays: New York, Palgrave Macmillan, 2003 [2]Montrose, Louis Adrian. Shaping Fantasies: Figuration of gender and power in Elizabethan cultures: 1983. [3]Rogers, Pat. The Oxford Illustrated History of English Literature: Oxford, Oxford University Press, 1993. [4]Schanzer, Ernest(1963). The problem plays of Shakespeare: London, Routledge&Kegan Paul, 1963. [5]Tillyard, E.M.W. Shakespeare’s problem plays: London, Chatto&Windous, 1964.