Climate Change Lab Report

I. Introductiona. In this lab, the inquiry being examined is, â€Å"Has atmosphere changed over time?† b. The theory is, â€Å"If CO2 levels influence atmosphere, at that point the atmosphere has changed additional time in view of the expanded nursery impact brought about by more significant levels of CO2 emissions.† c. Variables:1. Free Variable: Amount of CO2 2. Subordinate Variable: Climate changeII. Foundation InformationClimate is the climate design in a zone over extensive stretch of time. Atmosphere is more centered around the long haul as opposed to everyday or week to week changes. Because of lopsided warming of the Earth’s surface, atmosphere changes relying upon where the area is on the planet. Factors, for example, approaching sun oriented vitality, Earth’s pivot, and air and water developments all influence an area’s atmosphere. Various degrees of these variables impact the biomes on the planet.The current environmental change is the wa rming of Earth’s climate. Environmental change has happened normally all since forever, yet never to the extent that it is currently. Normal worldwide temperature and CO2 levels are ascending because of human movement on the planet, for example, expanded agribusiness, raising domesticated animals, and consuming non-renewable energy sources. Presently it is realized that environmental change is going on for a numerous reasons. Researchers contemplating ice centers, ocean bottom silt, and tree rings are on the whole perceiving how the environmental change is influencing the planet.Even if prompt move is made, there would even now be enduring ramifications on the whole planet. Things, for example, rising ocean levels, wellbeing suggestions, and extreme dry seasons could all happen due to an expansion climate temperature. While a few regions would be exposed to searing temperatures, other would be plunged submerged. Hotter atmosphere would take into consideration a more drawn out reproducing season for organisms and parasites. Activity to stop atmosphere changeâ needs to occur at the earliest opportunity before it could get worse.III. Information AnalysisAfter taking a gander at the information, plainly the degrees of CO2 in the environment legitimately influence the temperature of Earth’s atmosphere. As the charts appear, the higher the degrees of CO2 in the climate, the higher the normal worldwide air temperature is.Graph 1 shows how the ascent in carbon dioxide has made the normal worldwide air temperature rise. For instance, in 1965 the CO2 part for every million (ppm) was generally at 318ppm, and later in 2005 the CO2 levels were at about 374ppm. This unmistakably shows how the CO2 ppm levels have ascended after some time because of different human action on the planet.In Graph 2, the normal worldwide temperature over the long run is appeared. This chart shows how the normal worldwide temperature abnormality has risen significantly through the span of around 120 years. In 1900 the normal worldwide temperature oddity was - 0.1, while in 2000 is was nearly at 0.6.In Graph 3, the connection among temperature and carbon dioxide is appeared over significant stretches of time on Earth. From 400,000 years prior until present, the lines mapping out the temperature and CO2 levels in the climate have remained nearly covering each other the whole time. It is likewise indicated how the CO2 levels have influenced the temperature. The CO2 levels have consistently changed first, falling or ascending, with the temperature following that equivalent pattern very quickly after.In Chart 1, tree center information over the long haul is appeared. The development of trees is extraordinarily affected by the atmosphere that they develop in, and with hotter temperatures because of a hotter atmosphere they will have a more drawn out developing season taking into account thicker rings. For instance, in 1600-1649 the normal ring thickness on a tree h as 0.24cm. Afterward, in 1900-1960 the normal ring thickness from a similar tree was 0.37cm.IV. ConclusionThe unique speculation expressed that on the off chance that CO2 levels influence atmosphere, at that point the atmosphere has changed extra time due to the expanded nursery impact brought about by more elevated levels of CO2 outflows. The information accumulated backings and acknowledges this theory. It is appeared by numerous examinations how both the CO2 parts per million and the normal worldwide temperature has ascended after some time. As the diagrams appear, the degree of CO2 in the environment directly affects the normal worldwide temperature, making the temperature rise and fall as the degrees of CO2 rise and fall.This lab is essential to the planet, and the regular day to day existences of everybody on the planet. Environmental change affects all life on Earth, and even only a one degree change in normal worldwide temperature could end with disastrous outcomes. Indeed, even with prompt activity, there will in any case be enduring ramifications on the planet. Individuals can no longer disregard the evolving atmosphere, or imagine that it’s not going to influence them. People have had a colossal adverse effect on the atmosphere, and to support themselves as well as for life as we probably am aware it, such effects should be switched.

Human memory appears to consist of a number of systems. Outline ways Essay

Beauty, xkcd, and my classes

Beauty, xkcd, and my classes This post is about the classes Im taking and is a case in xkcds point. Without further ado, allow me to introduce you to 8.03: Physics III (Waves and Oscillations) Professor van Oudennarden (pronounced “ow*-duh-nar-done”) kicked off our first lecture with a demonstration. He placed a glass next to some speakers, and turned up the volume (I covered my ears) until it shattered with a bang. *In contrast to ood, an alien species from Doctor Who characterized by baldness and tentacles sprouting from the face. Contrast:                 Ood                                               Oudenaarden The pre-8.03 reaction: my level of awe and wonder is inversely proportional to how much my ears hurt. Also, because I didn’t expect the glass to break, the BANG almost gave me a heart attack. The post-8.03 reaction: if we struck the glass, it would ring with a frequency identical to that produced within the speakers. The speakers produced this frequency with two magnets, whose alternating polarities drove a coil, which pulled a membrane back and forth, which in turn pushed air out in the form of sound waves. These sound waves travelled to the glass and caused the molecules to vibrate. As we turned up the volume, the molecules in the glass vibrated more and more violently, until they finally broke free from their crystal structure. Awe and wonder: the vibrations that caused the molecules in the glass to fall apart from each other are the same vibrations of a fluttering diaphragm in the heart of a speaker. Speaking of molecules, Im also taking 5.13: Organic Chemistry II Our first unit is on “amines”, a class of organic compounds that contain nitrogen. The pre-5.13 reaction: who cares? How do you even pronounce “amines”, anyway?” The post-5.13 reaction: you pronounce ‘amines’ uh-means, and they have exciting properties that your human existence depends on.  Do you recognize this guy? This is dopamine. Dopamine is a neurotransmitter, which means that it helps the cells in your brain talk to each other. In other words: it allows you to function. Have you heard of Parkinson’s Disease? The condition is associated with particularly low levels of dopamine in the brain. Neuroscience nerd that I am, I freaked out and ran upstairs when I saw this in the textbook. Daniel L. ‘12 was the first poor soul I encountered. Me: DANIEL Daniel: Yes? Me: DOPAMINE. Daniel: What about it? Me: Dopamine. Dope. Amine. DOPE AMINE! DOPAMINE IS AN AMINE!!!!!! Daniel: Yes! YES indeed! Molecules are cool. Brains are cool. Speaking of brains, Im also taking 9.01: Introduction to Neuroscience Right now, you’re reading this post. The pre-9.01 reaction: Um…yes I am. Cool story, bro. The post-9.01 reaction: Woah. That’s extraordinary. You’re a blob of cells, and not only are you reading and understanding this, but you are thinking about the fact that you are reading and understanding this. Yay brains! Yay neurons! You have them to thank for all those things you take for granted â€" consciousness, your ability to store memories of the past while imagining the future. A neuron! Isnt it cute?   You have about 100 billion neurons, busy sending electrical signals and converting the signals they receive into chemicals. I would like to thank my neurons for permitting me to learn about 8.286: The Early Universe Look around you. The pre-8.286 reaction: I wonder what the carpet smells like. The post-8.286 reaction: For every particle I see, a precursor existed in the Big Bang, in a patch of material about 10^-28 cm across. All the particles in my left pinky toe. All the particles of a star about to go supernova. All the particles in my computer, in that tree outside, in the river, in the moon. Inside this patch of material, gravity acted in reverse: as a repulsive force. This caused the patch to double in size every 10^-27 seconds, which means, in technical terms, that the universe expanded in what is known as “an outrageously, mind-bogglingly fast rate.” This is more related than you would think to 21L.301: Doing Right This is a seminar-style course on ethics in literature. It’s co-taught by my literature professor from last semester (Ruth Perry shes wonderful) and the head of the philosophy department. We haven’t had our first class yet, so I don’t have much to say about it, but expect to hear plenty more as the semester progresses. What I CAN say is that every particle in every printed letter of each book we’re going to read is descended from the same patch of repulsive material as the particles in my fingertips. And that I can attribute my enjoyment of the text to the dopamine in my brain, and the neurons that contain it. And that this act of saying and your act of hearing rely on vibrations in vocal cords and air and eardrums. Doesn’t that make you happy?

A Morsel Of Chocolate Through American History - 1679 Words

A Morsel of Chocolate Through American History Specific Purpose: To inform my audience how chocolate has been a part of American History. Central Idea: Chocolate has been a part of the United States’ history from the country’s earliest begins, through its expansion and growth, to the modern day America. Introduction: In 2013, the US chocolate sales topped $17 billion dollars. It should not be a surprise that chocolate is a snack that is consumed by a majority of Americans. Chocolate has been a part of our history since America’s birth. From the early settlers of America to the space traveling US astronauts, chocolate has been a part of American history. Tonight we will trace how chocolate has been with our country from the earliest beginnings, during the great times for growth and prospering to the difficult times of war and the Great Depression, to the 21st century. (Transition: Looking back to early America, chocolate was a staple.) Early America Colonial Times 1620 After explorers Columbus and Cortez traveled to the Americas in the late 1400s, they returned to Europe with ships full of a variety of trade goods, including some cacao beans. A 1000 years later, when European settlers returned to America to set up colonies they brought chocolate with them. At this time the drink was made with chocolate solids, some sugar and warm water. In Europe this somewhat bitter drink was expensive and just for the upper class and royalty. In colonial America,thisShow MoreRelated Cultural Identity and the Language of Food Essay4274 Words   |  18 Pagesgarnish. â€Å"Gastronomy,† refers to the art or science of good eating. It comes from Greek French gastronomie, from Greek gastronomi, gastro-, + -nomi, -nomy. Its Indo-European root word, gras, (Shipley, 133) simply means to devour. According to the American Heritage Dictionary (AHD), the word banquet has been fluctuating for a long time. The Old French word banquet, the likely source of our word, is derived from Old French banc, â€Å"bench,† ultimately of Germanic origin and originally from the Indo-EuropeanRead MoreA Descriptive Study of Food Tourism in the Philippines4413 Words   |  18 Pageshow it will help to attract tourists and how food shows or describe the culture of the place where it is originated. Filipino food may not be as famous as that of its Thai and Vietnamese neighbors. But with more than 7,000 islands and a colorful history, this archipelago has some delicious dishes of its own. Also, we discussed some of the Philippine’s best culinary. Of course, food tourism in the Philippines will not be completed if we will not discuss at least a little about the exotic food hereRead MoreLogical Reasoning189930 Words   |  760 PagesLogical Consequences and Counterexamples ..................................................... 361 3-Valued Logic................................................................................................................................ 362 History of Sentential Logic ........................................................................................................... 367 Review of Major Points ..........................................................................................Read MoreThe Ballad of the Sad Cafe46714 Words   |  187 Pagesmurdered that man for something in that suitcase. He said this in a calm voice, as a statement of fact. And within an hour the news had swept through the town. It was a fierce and sickly tale the town built up that day. In it were all the things which cause the heart to shiver -- a hunchback, a midnight burial in the swamp, the dragging of Miss Amelia through the streets of the town on the way to prison, the squabbles over what would happen to her property -- all told in hushed voices and repeated

Overview of the US Department of Homeland Security

Department of Homeland Security: The U.S. Department of Homeland Security was formed more than a decade ago with a very significant mission of safeguarding Americas homeland from hazards, threats, and national disasters. This department conducts its mission through securing the countrys borders, preventing terror attacks, and responding to incidents or threats to its citizens (Miller, n.d.). Generally, the most important roles of the Department of Homeland Security are to lead a concerted national effort in securing the United States and preserving the American way of life. The department was established in 2002 in reaction to the 9/11 terror attacks and has since developed a nationwide strategic plan for evaluating and updating its mission statement and effectiveness of operations. These plans can be updated and transformed to accomplish the needs of the Department for Homeland Security and the American people. Purpose and Role of Department of Homeland Security: As previously mentioned, the purpose of the Department of Homeland Security is to promote concerted nationwide efforts in securing the American homeland and way of life. This purpose is achieved through securing the nations borders, thwarting terrorist attacks, and responding to threats effectively. The department also works to thwart, contain, and counter threats from international criminal activities and national disasters. As part of accomplishing its objectives, the Department of Homeland Security hasShow MoreRelatedThe Department Of Homeland Security1602 Words   |  7 PagesThe Department of Homeland Security The Department of Homeland Security is an agency made up of 22 different federal agencies which were combined in an effort to streamline the United States effectiveness in defending our nation. 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Barack Obama Greatest Moral Failure Free Essays

Of his early childhood, Obama recalled, â€Å"That my father looked nothing like the people around me—that he was black as pitch, my mother white as milk—barely registered in my mind. â€Å"[20] He described his struggles as a young adult to reconcile social perceptions of his multiracial heritage. [21] Reflecting later on his formative years in Honolulu, Obama wrote: â€Å"The opportunity that Hawaii offered—to experience a variety of cultures in a climate of mutual respect—became an integral part of my world view, and a basis for the values that I hold most dear. We will write a custom essay sample on Barack Obama: Greatest Moral Failure or any similar topic only for you Order Now [22] Obama has also written and talked about using alcohol, marijuana and cocaine during his teenage years to â€Å"push questions of who I was out of my mind†. [23] At the 2008 Civil Forum on the Presidency, Obama identified his high-school drug use as his â€Å"greatest moral failure. â€Å"[24] Following high school, Obama moved to Los Angeles in 1979 to attend Occidental College. [25] After two years he transferred in 1981 to Columbia University in New York City, where he majored in political science with a specialization in international relations[26] and graduated with a B. A. in 1983. He worked for a year at the Business International Corporation,[27][28] then at the New York Public Interest Research Group. [29][30] Chicago community organizer and Harvard Law School After four years in New York City, Obama moved to Chicago, where he was hired as director of the Developing Communities Project (DCP), a church-based community organization originally comprising eight Catholic parishes in Greater Roseland (Roseland, West Pullman and Riverdale) on Chicago’s far South Side. He worked there as a community organizer from June 1985 to May 1988. 29][31] During his three years as the DCP’s director, its staff grew from one to thirteen and its annual budget grew from $70,000 to $400,000. He helped set up a job training program, a college preparatory tutoring program, and a tenants’ rights organization in Altgeld Gardens. [32] Obama also worked as a consultant and instructor for the Gamaliel Foundation, a community organizing institute. [33] In mid-1988, he traveled for the first time in Europe for three weeks and then for five weeks in Kenya, where he met many of his paternal relatives for the first time. 34] He returned in August 2006 in a visit to his father’s birthplace, a village near Kisumu in rural western Kenya. [35] In late 1988, Obama entered Harvard Law School. He was selected as an editor of the Harvard Law Review at the end of his first year,[36] and president of the journal in his second year. [37] During his summers, he returned to Chicago, where he worked as a summer associate at the law firms of Sidley Austin in 1989 and Hopkins Sutter in 1990. [38] After graduating with a Juris Doctor (J. D. magna cum laude[39] from Harvard in 1991, he returned to Chicago. [36] Obama’s election as the first black president of the Harvard Law Review gained national media attention[37] and led to a publishing contract and advance for a book about race relations,[40] which evolved into a personal memoir. The m anuscript was published in mid-1995 as Dreams from My Father. [40] University of Chicago Law School and civil rights attorney In 1991, Obama accepted a two-year position as Visiting Law and Government Fellow at the University of Chicago Law School to work on his first book. 41] He then served as a professor at the University of Chicago Law School for twelve years; as a Lecturer from 1992 to 1996, and as a Senior Lecturer from 1996 to 2004 teaching constitutional law. [42] From April to October 1992, Obama directed Illinois’s Project Vote, a voter registration drive with ten staffers and seven hundred volunteer registrars; it achieved its goal of registering 150,000 of 400,000 unregistered African Americans in the state, and led to Crain’s Chicago Business naming Obama to its 1993 list of â€Å"40 under Forty† powers to be. 43] In 1993 he joined Davis, Miner, Barnhill Galland, a 13-attorney law firm specializing in civil rights litigation and neighborhood econom ic development, where he was an associate for three years from 1993 to 1996, then of counsel from 1996 to 2004, with his law license becoming inactive in 2002. [44] From 1994 to 2002, Obama served on the boards of directors of the Woods Fund of Chicago, which in 1985 had been the first foundation to fund the Developing Communities Project, and of the Joyce Foundation. 29] He served on the board of directors of the Chicago Annenberg Challenge from 1995 to 2002, as founding president and chairman of the board of directors from 1995 to 1999. [29] Political career: 1996–2008 State Senator: 1997–2004 Main article: Illinois Senate career of Barack Obama Obama was elected to the Illinois Senate in 1996, succeeding State Senator Alice Palmer as Senator from Illinois’s 13th District, which at that time spanned Chicago South Side neighborhoods from Hyde Park – Kenwood south to South Shore and west to Chicago Lawn. 45] Once elected, Obama gained bipartisan support f or legislation reforming ethics and health care laws. [46] He sponsored a law increasing tax credits for low-income workers, negotiated welfare reform, and promoted increased subsidies for childcare. [47] In 2001, as co-chairman of the bipartisan Joint Committee on Administrative Rules, Obama supported Republican Governor Ryan’s payday loan regulations and predatory mortgage lending regulations aimed at averting home foreclosures. [48] Obama was reelected to the Illinois Senate in 1998, defeating Republican Yesse Yehudah in the general election, and was reelected again in 2002. 49] In 2000, he lost a Democratic primary run for the U. S. House of Representatives to four-term incumbent Bobby Rush by a margin of two to one. [50] In January 2003, Obama became chairman of the Illinois Senate’s Health and Human Services Committee when Democrats, after a decade in the minority, regained a majority. [51] He sponsored and led unanimous, bipartisan passage of legislation to moni tor racial profiling by requiring police to record the race of drivers they detained, and legislation making Illinois the first state to mandate videotaping of homicide interrogations. [47][52] During his 2004 general election campaign for U. S. Senate, police representatives credited Obama for his active engagement with police organizations in enacting death penalty reforms. [53] Obama resigned from the Illinois Senate in November 2004 following his election to the U. S. Senate. [54] 2004 U. S. Senate campaign See also: United States Senate election in Illinois, 2004 In May 2002, Obama commissioned a poll to assess his prospects in a 2004 U. S. Senate race; he created a campaign committee, began raising funds and lined up political media consultant David Axelrod by August 2002, and formally announced his candidacy in January 2003. 55] Decisions by Republican incumbent Peter Fitzgerald and his Democratic predecessor Carol Moseley Braun not to contest the race launched wide-open Democratic and Republican primary contests involving fifteen candidates. [56] In the March 2004 primary election, Obama won in an unexpected landslide—which overnight made him a rising star within the national Democratic Party, started specu lation about a presidential future, and led to the reissue of his memoir, Dreams from My Father. [57] In July 2004, Obama delivered the keynote address at the 2004 Democratic National Convention in Boston, Massachusetts,[58] and it was seen by 9. million viewers. His speech was well received and elevated his status within the Democratic Party. [59] Obama’s expected opponent in the general election, Republican primary winner Jack Ryan, withdrew from the race in June 2004. [60] Six weeks later, Alan Keyes accepted the Illinois Republican Party’s nomination to replace Ryan. [61] In the November 2004 general election, Obama won with 70% of the vote. [62] U. S. Senator: 2005–2008 Main article: United States Senate career of Barack Obama Obama was sworn in as a senator on January 4, 2005,[63] at which time he became the only Senate member of the Congressional Black Caucus. [64] CQ Weekly characterized him as a â€Å"loyal Democrat† based on analysis of all Senate votes in 2005–2007. The National Journal ranked him among the â€Å"most liberal† senators during 2005 through 2007. [65] He enjoyed high popularity as senator with a 72% approval in Illinois. [66] Obama announced on November 13, 2008 that he would resign his Senate seat on November 16, 2008, before the start of the lame-duck session, to focus on his transition period for the presidency. [67] How to cite Barack Obama: Greatest Moral Failure, Papers

Homeric poems Essay Example For Students

Homeric poems Essay To what extent do the archaeological discoveries made at Troy, Mycenae and other sites support the view that the places, people, material objects and values depicted in the Homeric poems are those of a society that actually existed?  In order to justify this statement, we must investigate into the evidences of the places, people, material objects and values mentioned in the Homeric poems and compare them with the archaeological discoveries. Firstly, we will look into some of the places mentioned in the Homeric poems. According to Homer, Mycenae is where Agamemnon comes from (Il. 2.269). Comparing that with the current artefacts found in Mycenae which suggest a society or societies of wealth and power associated with war, it seems to tally with Homers epithet rich in gold (VCD 1 01.17.23-23.02). However, the archaeological remains neither yield names of individuals nor evidence of who the wealth belongs to. Even the owner of the golden death masks found in the grave is unknown (LG 2, p. 10). Thus, there is insufficient evidence to confirm that the Mycenae seen in the video is the real Mycenae. With regards to Troy, many scholars in the sixteenth century, who believed that there is some historical basis to the Homeric texts, went in search for Priams Troy. Their efforts were in vain. Unlike Mycenae, Troys location was, until the late nineteenth century, uncertain (LG 2, p. 23). By placing the archaeological site of Troy in its geographical and topographical context using aerial shots, maps and site plans, recognizable features on are identified. The massive curved walls at the site entrance, stone-built theatre, large paved ramp and Troys first excavator, Schliemanns north/south excavation trench demonstrates the sites complexity (LG 2, p. 25). Unfortunately, major problems arose in interpreting Troy. The long period of habitation resulted in numerous different archaeological layers. Another problem is related to the way in which later settlements used earlier material. Thirdly, there is a lost of valuable material and evidence with the effect of the drastic methods of Troys first excavator, Schliemann. Nevertheless, Donald Easton suggests three connections with Homer. Troy VI may have been destroyed by the Mycenaean Greeks and if it is true, it may tell us about the Trojan War and the basis for Homers poem. He also believes that Troy VII is an Aeolic Greek settlement contemporaneous with the final composition of the Illiad and Odyssey. The large Troy VI walls would have been visible and influenced the development of the Iliad (LG 2, p. 29). J.M. Cook, an archaeologist who specializes in the topography of the area around Troy, tries to identify the tombs of Ajax and Achilleus. Unfortunately, they lack archaeological evidence that dates them to the Mycenaean period (LG 2, p. 33). On the other hand, Sturt Manning believes that there is more than one Trojan War since Troys position is vulnerable (LG 2, p. 35). He also states the chronological limits of both archaeological background and the history of the archaeological search for Homer and Troy. Manning finds it unnecessary to depend on Homers account of events to interpret the Mycenaean past. He argues that archaeological sites and texts cannot so easily relate to each other, unless found in similar places. With such unclear information, whether there was really a Troy war remains a mystery. Next, the search on people will reveal about their social groups, status and authority as well as economic basis. In the Mycenaean period, women are treated like gifts, comparable to artefacts and livestock e.g. daughter of Briseus (LG 3, p. 19). There is insufficient evidence to support if this is still true in Mycenae. Iliad and Odyssey present us with the notion of a heroic society. Their active self-definition, through heroic poetry, ostentatious burial and representational art, have greatest importance in periods of social and political fluidity and change when new family or social groups emerge, fighting for power and keen to establish their credentials (Essay 10, p. 156). Similarly, we gather evidence of a hierarchical society, emphasized by centralized, palace organization and the architectural display of tombs in Mycenae from the video sequence (VCD 1 01.23.03-37.13). .uf0561016e09627219db29233076d126a , .uf0561016e09627219db29233076d126a .postImageUrl , .uf0561016e09627219db29233076d126a .centered-text-area { min-height: 80px; position: relative; } .uf0561016e09627219db29233076d126a , .uf0561016e09627219db29233076d126a:hover , .uf0561016e09627219db29233076d126a:visited , .uf0561016e09627219db29233076d126a:active { border:0!important; } .uf0561016e09627219db29233076d126a .clearfix:after { content: ""; display: table; clear: both; } .uf0561016e09627219db29233076d126a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf0561016e09627219db29233076d126a:active , .uf0561016e09627219db29233076d126a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf0561016e09627219db29233076d126a .centered-text-area { width: 100%; position: relative ; } .uf0561016e09627219db29233076d126a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf0561016e09627219db29233076d126a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf0561016e09627219db29233076d126a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf0561016e09627219db29233076d126a:hover .ctaButton { background-color: #34495E!important; } .uf0561016e09627219db29233076d126a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf0561016e09627219db29233076d126a .uf0561016e09627219db29233076d126a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf0561016e09627219db29233076d126a:after { content: ""; display: block; clear: both; } READ: Merchant of Venice EssayHowever, the compatibility between the poem and this context poses another problem. There is a crucial absence of writing, apart from Linear B tablets. The tablets do not have names of Homeric heroes inscribed (LG 2, p. 11). Likewise, the identity of the Achaians remains a mystery. They could have come from Asia, Aegean or Greek mainland (Essay 8, p. 110). The archaeology is inconsistent since it is only in Troy VIIb that novel architectural features and the Knobbed Ware are found. There is uncertainty if this implies that the foreign population enters Troy only after then. Perhaps some variations of the new pottery style belong to newcomers. If the Philistines could make Mycenaean IIIC pots, so could new occupants of Troy, especially of potters who survived the attack and continued working (Essay 8, p. 111).

5 Ways to Create a Successful Scholarship Essay and Reach Your Goal

Every student knows that paying for your college is super tough, especially in the US. What can save the situation is applying for a scholarship. However, it’s an incredibly competitive procedure, as only a small part of the applicants get the desired incentive. Apart from filling in various applications, you need to write a truly outstanding essay. The latter must show that you are motivated, qualified, and exceptionally worthy of the financial support. Below is our how to scholarship essay guide that you can refer to when crafting a powerful paper. What Is Scholarship Essay? Before starting our tutorial, let us try to understand, what a scholarship essay is and what aims it pursues. So, this type of an essay is a narrative that you create in order to show that you are qualified for college financial support. This can be an official federal program or state aid, community aid, or college grants. Apart from proving your financial need, you will have to submit an essay —  while this is not an obligation, it will significantly improve your chances for getting a scholarship. Often, one of the first questions one might ask is â€Å"Who to write a scholarship essay about?† Fortunately, some scholarship programs offer a set of questions, from which you can choose the one that appeals to you, and answer it. Let’s see below how to deal with essay questions. âÅ"  How to Answer Scholarship Essay Questions Some scholarship programs might list a number of questions, from which you can choose when writing your essay. These might include your learning goals and career aspirations, your ability to provide for yourself, your input into the community you belong to, your influences, leadership traits, life-changing events, and so on. Be sure to pick the question that particularly relates to you and your experience. When answering essay questions, be specific. Also, always include your own reflections and conclusions — simple statement of facts is not enough. âÅ"  How to Start Scholarship Essay When you find yourself at the initial stages of your essay writing, you will surely want to know how to start scholarship essay about yourself. The answer should be obvious to you — provide an introduction with a hook. Your task is to grab attention of your assessors from the first sentence of your paper. So, think a bit about an effective beginning. Also, don’t forget about the thesis statement — the main message of your essay. âÅ"  How to End Scholarship Essay A conclusion is another important element that affects the general impression of your paper. Don not just summarize your writing in it, but connect the text to your scholarship request. Show your analytical skills here, your ability to learn from your own experience. Answer the committee’s probable question, â€Å"so what?† Provide them a powerful reason to grant you the scholarship. âÅ"  How to Format Scholarship Essay Pay attention to the academic style and format when you are writing your essay. Stay consistent with the requirements, if there are such. Otherwise, choose a format that is most common in your area of expertise, such as MLA, APA, or Chicago/Turabian. You don’t need to provide references in your essay, but make sure to include them if you are citing other sources or quoting someone. Consult the academic writing guides if necessary. 5 Ways to Write a Successful Scholarship Essay #1 Address your readers Consider the people who are going to be your audience. Try walking in their shoes. What are their expectations regarding a perfect applicant? What do they consider most important — grades or community involvement? Do they grant scholarships to potential scholars or active members of society? To find answers, you might also look for essays of those who received the grant previously. #2 Show your personality Now, there is no universal formula for winning scholarship essays for college students. Every paper will be treated as individual. The main rules are to be creative, show your passion and motivation to learn. Show the real you in your writing, make it real and convincing. The committee members who read essays should be able to tell you from the rest of the applicants. #3 Be specific Do not write about generic experiences, but rather pick the one that is uniquely yours. Instead of writing that you volunteered for an NGO, pick just one episode that you remembered the most, and reflect on it. #4 Do not write the essay overnight If you look at the essays of scholarship recipients, you will notice that they are all elegantly crafted and well thought-through. Plan way ahead. Keep in mind that picking up a topic might take some time, not just the writing itself. Neither introductions nor conclusions are a piece of cake. Lastly, you’ll need to dedicate as minimum as a couple of days to editing. #5 Ask someone for revision After writing the scholarship essay, you’ll do well by asking someone to take a look at it. Let them provide an honest feedback. This will help you to see whether the paper grabs your reader’s attention, impresses them. Improve the writing based on the collected information. Don’t underestimate the power of a scholarship essay. Consider it as your chance to stand out among other applicants. If you are struggling with how to write scholarship essay, examples might help you to understand the format and the structure. You can find plenty of them on the Internet or maybe even on the website of the selected scholarship program. But, above all, remember that your essay must be personal, unique, passionate, and attention-grabbing. Now go get your scholarship!

A History of Immigration essays

A History of Immigration essays Bernard A. Weisberg refers in his articles title to the United States as a Nation of Immigrants rather than a unique, ancient grounded nation. As Joe R. Feagin states in his Racial and Ethnic Relations textbook: Immigration in the United States is its foundation, its uniqueness and its great strength. Weisberg particularly emphasizes this idea because some American people, especially of white-dominant ethnicity, have forgotten that. This is the base of a present day controversy that discusses whether the united States should give up its immigration status due to economic and political causes, actually originated since the first immigrant wave set on North American shore. According to our Western Civilization history, the first people to emigrate from Europe and colonized this North American land were the English, the Colonization migration of the XVII century. Some years after the first settlers arrived, the first British mass exodus landed from the Mayflower, approximately 155,000 in number, mostly as indentured servants, contracted for a specific term of years. Some Scottish and Irish-Scottish peoples came along with them, approximately 12,000 a year. The English government instituted later migrations to the British colonies. If not purposely driven out from their country, British people escaped from political and religious persecution towards such groups which included the Quakers, Sabbatarians, Anti-Sabbatarians, some Anabaptists, some independent, some Jews and a few Roman Catholics, as well as the German Mennonites (ancestors of the Amish) and other 225,000 colonists and the French Calvinists called Huguenots. The following biggest wave of migration was the one in which 84,500 chained Africans slaves were sent to the colonies to work on the land. The first joint-stock companies, formed by merchants under the law of James I, settled in Jamestown and this wa...

Information Technology Management transformation Research Paper

Information Technology Management transformation - Research Paper Example This scenario has challenged Alcan’s senior management team to offer greater priority in the field of IT by deciding to create a position of Vice president in the company. This has, therefore, provided me an opportunity to join the Alcan Company as the CIO of the Corporate Information Technologies. As an engineer and IT consultant, I have trained and gained experience, for about forty years, in the Company hence giving me a better position to coordinate the company. According to my 2006 analysis on Alcan Company, I realized that it used IT management model which had a number of strength. For instance, it created and sold a variety of products such bauxite, sheet ingot, smelter grade alumina, wire ingot, beverage can sheet, extrusion billet, aluminum recycling services, automobile iron, flexible and specialist packaging, and fabricated products such as cable and wire. The model was also vertically integrated just like other key players found in its sector. It owed seven alumina refineries and specialist alumina plants, eight mines and deposits, 26 aluminum smelters, 17 laminated product plants, a transport network such as port and rail facilities, 12 electric power plants, 180 packaging material plants, and 49 engineered product plants. Alcan’s IT management model also had five groups with corresponding responsibilities. The first group dealt with development of corporate application which included fourteen resources divided among Paris, Montreal, Zurich, and Singen. The second group dealt with architecture and consisted of 3 resources with highly technical skills that corresponded to those of shared infrastructure and planning groups. The third group was responsible of finding solutions to information system. It was made up of sixty resources distributed among 5 different cities: Paris, Warmley, Issoire, Voreppe, and Neuf Brisach. The

Main Features of Linguistics Essay Example | Topics and Well Written Essays - 1000 words

Main Features of Linguistics - Essay Example The specific nature of the social and stylistic factors of the Trinidadian Creole which prove the "greatness in the written word" of Selvon is manifest in his short story "The Cricket Match." It is particularly notable that "the Creole that Selvon writes it is, in fact, a modified form of dialect that roughly approximates Trinidadian speech, but is not as precise a rendition as the Jamaican Creole... What makes Selvon's writing so distinctive is, therefore, his use of humor to undercut the seriousness of the issues that he is describing in his narrative." (Maceddo 2007). Therefore, it is worth mentioning that "The Cricket Match" has, as in his famous The Lonely Londoners, employed a similarly mild satirical technique and the gentle, ironic form of humor. In this paper, a close study of the passage from the short story is carried out in order to identify and classify the elements of language used which serves the purpose of linguistic analysis. In linguistics, stylistic analysis means the identification of patterns of usage in language whereas, from the literary point of view, it serves in making authoritative observations of the merit and meaning of the literary text. In a well-directed linguistic analysis of "The Cricket Match" on the basis of the underlying social and stylistic factors, it is notable that these linguistic variables have been masterfully implemented by the author to give the story an emphatic tone of his specific writing style. It is, therefore, significant to identify some of the most obvious stylistic features of the story as it will prove the actual worth of the literary text. The stereotyped expressions or the cliches that are cleverly used in the story may be particularly noted as they form part of the variety of the language that the author has chosen for his writing. Thus, we notice expressions like 'singing a calypso,' 'in truth and in fact,' 'take it from me,' ' authority in the factory on cricke t,' etc. to mention a few.  In this way, the writer convinces the readers the specific quality of his language style.

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

Atacama region border dispute between chile and bolivia

Atacama border conflict is one of the longest border conflicts in the world.   It was a border conflict between Chile and Bolivia in the 1800s and ended up with signing of the Peace Treaty between Chile and Bolivia in 1904 and Chile and Bolivia in 1929.At the end of the conflict, Chile annexed all the coastal strip of Bolivia and the southern tip of Peru.   At a point in the course of the conflict, Argentina was drawn into the conflict resulting to its annexation of Bolivian territory which as controlled by Chile.Even after the signing of the peace treaty, the conflict seems to be going on since Bolivia still claim to be granted the sovereign access to Pacific Ocean even after annexation of its costal strip.   Although the area as owned by Bolivia and Peru, Chile continued with mining mineral rights even after the signing of the treaty which as Bolivia list it entire coastal line making it landlocked country.The main cause of the conflict was the abundance of mineral in the Ata cama Desert. Atacama Desert is the driest desert on either with little human inhabitation. However, it is very rich in minerals especially sodium nitrate.This paper will review the Atacama Desert conflict. The paper will first review the geographical background of the Atacama Desert before going into details of the course of the conflict.   The paper will review the main factors that may have fueled the conflict, the course of the conflict and the results of the conflict.Geographical background of the regionThe region of conflict was lying in the Atacama Desert.   Atacama Desert it located in Chile and it covers more than one third of the northern side of Chile stretching for more than 1000 Km. It straddles the Southern border of the country with Peru.The desert is bound on its Westside by dry hills and mounts and on the pacific cost side extending eastward to the Andes Mountains (MundonAndino, 2009).   Atacama is about 13,000 feet high making it the highest and the coldest de sert in the world.The atacama is the direst place on earth.   It is very sterile since it is blocked from the getting moisture by the Andes Mountain and the coastal Chilean Coast Ranges.The center of the  Ã‚   desert has been referred by climatologist as the absolute desert on earth. As long as climatologists have recorded rainfall in the world, there is no rain that has been recorded in the central part of the desert.   However, some areas in the desert have recorded annual average rainfall between 0.6 and 2.1 mm leading to growth of sparsely distributed vegetations.In the area where no rainfall has been recorded, the only moisture in these areas comes from the dense fogs which are called camanchaca formed from the association of cold air and ocean currents which originate from the Antarctic regions.   Life in Atacama is one of the most complexes since this fog is harvested by both plants and animals alike.   The human beings living in Atacama harvest the fog and use the fog nets which capture the fogs and turn it to drinking water (Veblen and Kenneth 2000, p. 26).The landscape is the same as it meteorology.   The landscape consists of plateaus covered by lava flows and basins of salt.   From the image above, the conspicuous white area is a Salt Flat which is located few miles south of one of the small village in San Pedro which is regarded as the epicenter of the desert.Atacama is one of the sparsely population areas on earth.   However, there is an oasis at the middle of the desert which is elevated 200 meters where the village of San Pedro De Atacama lies.   Apparenlty this is a church which was constructed by Spanish conquerors around 1577 (Fernand 1984, p. 59)).Before the conquest by Spanish, the area was mainly inhabited by Atacameno tribe which is credited with the construction of the some fortified towns referred to as pucaras. With the coming of Spanish Empire, there was remarkable growth of cities and tow along the coast  Ã‚   wh ich were mainly due to growth of silver trade mined in Potosi and other mines around the desert.Archeological evidence also shows that San Pedro de Atacama could have been the center for Paleolithic civilizations. Other important mines which are located in the desert include Escondida mine and Chuquicamata mines.Despite the ragged and dry landscape, Atacama is very rich in minerals.   It is a rich source of copper and nitrates which has been the subject of conflict for along time.The whole desert is awash with abandoned nitrate mines. Apart from this, the desert has scientific importance as it is being used by scientists to study the possible survival tactics used by the inhabitants (Absolute Astronomy, 2009). Scientists have showed that the soil at the center of the Atacama Desert is like that in mass and the life in the desert could give important clues to possibility of life in mars.

Sex/Gender and Personal Care Products

Sex/Gender and Personal Care Products For this application paper, I chose to write about personal care products as they relate to sex and gender. I chose this topic because I think that separate personal care products for men and women are, for the most part, ridiculous, and I also wanted to see what sort of differences there were between the two genders’ answers to the questions. The people I had complete the survey were around the same age, which could have affected the results, but I found that women used about 4-6 more products than the men, on average.However, the women had a significantly higher proportion of products used to maintain appearance. One of the men reported that he did not use any products only to improve appearance, while all of the women listed at least 3 products for appearance purposes only. I found the most interesting responses on the question that asked which 5 products the person would choose if they could only use 5 products for an entire week. All of the men included toothpaste, shampoo, soap/bodywash, and deodorant.One of the three men included hair gel, but he was the only man who included anything in the list of 5 items that was exclusively for appearance purposes. On the contrary, all of the women included body lotion and body soap, but one woman wrote that she would choose mascara and lip balm and not toothpaste. An interesting observation that I made was that the men had trouble understanding the difference between which products were for good health/hygiene and which were for appearance.None of the women asked me questions about those two questions on the survey, but all of the men did. While all of the women assumed that the two categories were mutually exclusive, none of the men did, and answered the two questions with very similar numbers (for example, the health/hygiene proportion would be 9/10, and appearance proportion would be 10/10). The women had more even proportions, with about 1:3 to 1:1 appearance:hygiene ratio. My findings mostly support society’s views on gender differences, that the genders are very different and should be separated distinctly.With personal care products, society is conflating sex and gender. People claim that it’s â€Å"natural† for people to use products designed for their gender. However, sex is biological, but gender is socially constructed. Therefore, the personal care product companies are catering to social constructions. It is obvious that they are more concerned with social constructions than biological differences with a quick glance strolling down the aisles at a pharmacy. Products for men, for example, Dove Men + Care, use colors like gray and blue.Dove products targeted at women feature shades of pink and fruity scents. While gray and blue are associated with masculinity and pink with femininity, these are not inborn, biological differences. They are socially constructed ideas about what should be associated with each gender. With the weak and easily disproved argument that personal care products are rooted in biological differences tossed aside, it is easy to see many issues with gendering personal care products.First of all, women have many more personal care products than men. With the exception of feminine hygiene products like tampons and sanitary pads, women and men, for the sake of hygiene, have very similar personal care product needs. Both use soap, shampoo, toothpaste, deodorant, and maybe lotion and shaving products. However, while men’s products are often streamlined, like 2-in-1, women have a whole array of products targeted specifically toward them that do not have a male equivalent.For example, anti-aging cream, makeup, eye cream, and other products designed to improve appearance are targeted at women, which sends the message that women need to worry about their appearances much more than men. Furthermore, not only are women encouraged to use more products than men, they are often more expensive. I examined the differences between men’s and women’s deodorants on drugstore. com and found that 2. 6 oz of Degree for Women deodorant/antiperspirant is $4. 99, while 2. 7 oz of Degree for Men is $3. 49. Not only do women have more products targeted at them, they are more expensive.Another thing I noticed in the deodorant section was that while most men’s deodorants come in both an antiperspirant and non-antiperspirant variety, almost all of the women’s deodorants contained antiperspirants. This sends a message that sweating, a basic and necessary biological function that all humans do, is okay for men, but not for women. The findings were mostly what I expected. I did expect the women to report using a higher number of personal care products, but I also know that they most likely forgot about some things that they use on a regular basis; however, the men could have also forgotten some things that they use.

The Murder Of The United Colonies Of America - 1019 Words

Hello. I am supposed to be dead, I am not and I have no idea why. I woke up in a hotel room without any memory. Then I looked at a television and almost had a heart attack. I was wanted for murder. The murder of the President of the United Colonies of America(UCA. That also includes The United States). He was giving a speech and was shot by a sniper. Me. Apparently, when they saw where the bullet came from, they rushed to check it out and they saw an M24 on the ground. It had three bullets missing and my fingerprints all over it. They said it could only be a trained hitman or a UCA Marine. They say I was both. I can’t remember anything, not even my name. But I have two memories. One was being thrown from an F2 tornado. It threw me about a mile. I was lucky that I landed on my right arm. I’m left handed. I had been taken to the hospital and they had me drink a serum that healed my bone completely. The other was that I have a twin. We’re both boys. 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