European Colonization of the Caribbean Essay Example for Free

European Colonization of the Caribbean Essay The Spanish triumphs in the Americas urged other European nations to extend their areas in the New World. In the last 50% of the sixteenth century, Portugal vanquished Brazil in the desire for upsetting Spain in South America. Somewhere in the range of 1690 and 1650, the French, Dutch, and English made ineffective endeavors to involve the northern banks of Brazil and the neighboring islands of St. Kitts and the Leeward Islands. In any case, with the beginning of the Thirty Years War, Spain started to debilitate. His pilgrim assets in the Caribbean were involved by the English, French, and the Dutch. Spanish and Portugal Conquests Checked For the most part, the appearance of other European nations in the New World (with the idea of triumph) constrained Spain and Portugal to confine their success. For instance, in 1621, the Dutch assaulted a few Spanish provinces in the Caribbean and prevailing with regards to involving the islands of Curacao, St. Martin, and Araya. The procurement of tremendous mount of gold by the Spaniards in the New World pulled in the consideration of different forces. To their brains, God doesn't want the world to be isolated distinctly among Spain and Portugal (Treaty of Tordesillas). They needed a huge offer in the abundance of the Americas. The Political and Economic System in Europe The Thirty Years War (to which Spain was intensely included) constrained Spain to cut consumptions at home and raise charges and portions in the Caribbean (Cuba, Puerto Rico). What's more, the Spaniards started to execute the manor framework to expand incomes (to fund her wars in Europe). Exchange was constrained to Spain and he American settlements. The explanation is clear: if exchange was opened to other European nations, the possibility of a unidirectional success would be forestalled (different countries would profit by the exchange). This framework is known as the ‘mercantilist framework. ’ Impact of Mercantilism in the Caribbean and the Outcome Valuable metals (gold, silver) turned into the premise of the mercantilist framework. It filled in as the mode of trade between the states and the homeland. Mines were built up all through the Caribbean so as to keep up the progression of metals to the motherland. To attach the acquirement of valuable metals, the Spaniards (and different Europeans) use slave work (African slaves). In some sense, Spanish riches (in light of valuable metals and item amounts) was basically made by slave work (which was exceptionally abusive and unchristian). The riches Spain collected from the New World likewise pulled in the consideration of privateers. They were of two kinds: pirate and marooner. Marauder is a gathering of privateers that had bases in the Caribbean (it could be said, they were viewed as the most remarkable sort of privateer). Marooner is a nonexclusive term applied to Spaniards who abandoned the Spanish Navy to irritate Spanish delivery lines in the Caribbean. The Caribbean Society and European Influences Caribbean culture was designed according to European culture. A portion of the impacts are as per the following: 1) appropriation of Catholicism as the fundamental religion (on account of Spain), 2) Baroque and Gothic design, 3) European city arranging, and 4) the ranch framework. At the highest point of the ranch framework was the landowner. The director (generally a relative of the proprietor) was in the center position. At the base were the slaves and the serfs (nearby populace serving in the ranch). The slaves were regularly rewarded brutally by the Europeans. They saw them as individuals from a substandard race bound to serve white men’s avarice. A similar case (however not as abusive as that of slaves) could be said about ladies. Ladies were restricted to families, serving their lords with much devotion (forcibly) as that of serfs. Racial Hierarchy in the Caribbean Race assumed a significant job in Caribbean culture. Race filled in as the deciding element of organization; a type of cultural control. The Europeans were at the highest point of the racial chain of command. At the base were the slaves, the nearby populace, and Chinese brokers (which were seen with disdain by the Europeans). The European themselves were racially arranged. The peninsulares were Europeans conceived in their homelands. The insulares were unadulterated Europeans conceived in the states. The mestizos were of European and Indian plunge. Ladies assumed a minor job in Caribbean culture. They were limited to family unit tasks (like cooking and youngster raising). Maroonage stressed Spain’s assets in the New World. The incomes got by Spain from manors (a similar case with different Europeans) were taken by the maroons (while in transit to Spain). The abusive approaches of the Spaniards in Cuba prompted the Ten Years War. The slaves and the nearby populace rose in arms contrary to Spanish standard. Reference Toynbee, Arnold. 1989. History of the World. New York: Macmillan Publishing Company.

USEC Capital Budgeting Case Questions

In one section (max 5 sentences), depict the general circumstance looked by USEC: USEC is the lead provider of advanced uranium, which is utilized to fuel atomic reactors. Because of a lapsing contract with a force provider, the creation of Uranium fuel turned out to be over the top expensive at the present Paducah plant. USEC made another plant called APC trying to propel innovation and become the minimal effort makers in the Uranium business. Mackovjak is a money related examiner entrusted with the assessment of USEC. So as to appropriately esteem USEC, Mackovjak needs to assess APC and their commitments to USEC.2) What is the Weighted Average Cost of Capital for USEC in July 2006? (Accept the normal profit for the market is around 11%)WACC= .10703We determined a = .134 which we determined utilizing the normal return condition: . Our condition seemed to be like this: For the value we accepted the quantity of offers exceptional for 2006 which was 86.1 million *10.8 (cost per share) 930 million The obligation was given in the capital economic situations at 475 million (making D+E equivalent 1405 million) For we utilized the respect development, which was given at 0.0904 The expense rate was assessed dependent on the 2005 information to be about 40 percent.3) After deciding the pertinent Cash Flows for the task, what is the NPV? *FCF were determined in the exceed expectations spreadsheetWe were utilizing a $20 fixed cost because of an understanding for the Uranium anyway this changed as the understanding lapsed and we were required to purchase Uranium at showcase cost. Sales= (Production *SWU price)Cash Costs= (Production of APC* Market cost )+ (Production of APC* Enrichment costs) *When APC got useful, improvement costs were decreased considerably Non Cash Costs= DepreciationCurrent assets= production* stock (this was just utilized in 2012) Market price* creation (was utilized for 2013 and after) Current liabilities= 1 % of DOE for starting exploration of axis innovation Net working capital= current resources †current liabilities (we found the change in Networking capital) Operating money flow= S-C(1-T)+TDChanged in fixed asset= capital expenditureWe utilized these qualities to compute a future income utilizing the condition: FCF= working income - increment in systems administration capital - increment in fixed assets.In request to discover the NPV of the venture we took the FCF from ACP alone. We needed to perceive that the rent on Paducah was not related with ACP, anyway a one percent sovereignty was included to current liabilities the ACP anticipating. So as to check our underlying estimation we looked at the systems administration capital of the APC undertaking to 5% of deals that was suggested by another expert Craig Weise. Consistently the worth was certain or more 5% strengthening our choice that USEC will take on the task. In view of our determined NPV of the venture we confirmed that APC would return 2,020,167,627 dollars.Th e cost of the task is 1.7 billion so the distinction consequently and cost is a positive 320,167,627 dollars. Hence USEC will take on the undertaking and accordingly the organization is underestimated. Mackovjak, the money related expert, seeing that the organization is underestimated should pitch to upper administration they should take a long situation in USEC.From the prospectus: â€Å"Write-ups ought to act naturally contained Word records, running 2-3 pages or less, including shows. Separate spreadsheets containing unique computations ought to be joined to the email, however displays ought to be set inside the Word record, not left to be discovered some place in the spreadsheet.† Please adjust to these presentation desires in future reviews. Regarding your spreadsheet:For Paducah, the CFs indicated would be insignificant, as â€Å"with ACP, Paducah works in 2006-2010, and without ACP, Paducah works in 2006-2010†, so Paducah CFs unimportant to ACP valuation in 2006 -2010. In any case, important to gauge from 2006-2010, with the goal that when lost 2011-2025, Paducah CFs areâ already raised and effectively admirable. In such manner, all CFs to the NPV calc are excessively high as you have included insignificant 2006-2010 CFs for Paducah, however more critically, have overlooked all Paducah CFs lost from 2011-2025 as proposed by the case remarks given in class the earlier day to case discussion.Further, your Paducah OCF organization of (S-C)(1-T)+TD should just contain money costs in â€Å"C† and your spreadsheet shows that â€Å"C† contains Capital Expenditures. Capital Expenditures is ALWAYS outside of OCF, with (S-C)(1-T)+TD †ChgNWC †Yearly CapEx., which you do, along these lines successfully twofold deducting for CapEx. You didn't return NWC toward the finish of the project.For ACP, Uranium Costs are essentially ZERO in your valuation after 2012. This mistake SEVERELY thinks little of expenses, and overestimates FCF and along these lines NPV. Further, in your â€Å"double 2011† strategy, a Uranium cost of $21? Where is this from? For Depreciation in ACP, you are utilizing Depreciation for Paducah (Old), not the Capitalized Plant Bldg costs. Further, your investigation doesn't appear to incorporate the $1.7b cost anyplace, other than in the content of this report where you obviously take a t=0 PVCF and take away sums that whole to $1.7b, yet happen across 5 years (accordingly overlooking limiting of the capital expenses, and remembering 100m of a sunk expense for your NPV). At long last, your technique of PV’g doesn't utilize the spreadsheet successfully. Similarly as with any hard number section, on the off chance that you needed to change this, you would have a noteworthy undertaking in front of you.Please consider utilizing capacities, or in any event utilizing conditions that allude to a solitary cell containing WACC, and successive cells containing 1,2,3, and so forth for â₠¬Å"T†. By and large, an accommodation with numerous blunders; some not out of the ordinary, and some that give off an impression of being unexplained or work conceivably done too rapidly without survey. I would especially recommend that you use FAR less hard numbers in the spreadsheet figurings, and design a greater amount of the expected qualities as isolated cell sections (the assessment rate, the UrRawMatls amount, the SunkCost, the WACC). On the off chance that you at any point needed to return and change a portion of these things, it is far simpler to transform one cell than attempt to recollect ALL cells that contained the hard number section.

How Many Neurons Are in the Brain

How Many Neurons Are in the Brain Theories Biological Psychology Print How Many Neurons Are in the Brain? By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Medically reviewed by Medically reviewed by Claudia Chaves, MD on March 11, 2016 Claudia Chaves, MD, is board-certified in cerebrovascular disease and neurology with a subspecialty certification in vascular neurology. Learn about our Medical Review Board Claudia Chaves, MD Updated on February 09, 2020 Science Photo Library - KTSDESIGN / Getty Images More in Theories Biological Psychology Behavioral Psychology Cognitive Psychology Developmental Psychology Personality Psychology Social Psychology Psychosocial Psychology Older estimates have long suggested that 100 billion neurons in the human brain was the magic number, but some more recent research suggests that the brain actually contains fewer neurons than previously believed.?? The human brain is made up of a complex network of neurons. These neurons serve as the building blocks of the nervous system, transmitting information to and from the brain and throughout the body. You probably expect that a large number of neurons are required for such a complex process, but just how many neurons are there in the human brain? Neurons in the Human Brain According to many estimates, the human brain contains around 100 billion neurons (give or take a few billion). This estimate has often been reported for many years in neuroscience and psychology textbooks and for many years was simply accepted as a relatively close approximation.?? Recently, however, Brazilian researcher Dr. Suzana Herculano-Houzel discovered that these estimates might not be entirely accurate. While the number is widely cited, she found that no one seemed to know where or when this number originated.?? She then decided to investigate in order to determine if the number is accurate. Estimating the number of neurons in the brain seems fairly simple on the surface. Simply take a sample of the brain, count the number of neurons in that sample and then extrapolate that information to account for the remaining brain volume. Do Humans All Have the Same Brain Size? While this seems like a fairly straightforward approach, neuron density differs in different regions of the brain. Counting neurons in a high-density part of the brain might lead to a high estimate while counting those in a lower density region might lead to an excessively low estimate. To overcome this problem, the researchers utilized a method that involved dissolving the cell membranes in order to create a sort of brain soup so that they could then count the number of cell nuclei in a sample.?? The nuclei of the cells were also stained to differentiate between neurons and glia, allowing researchers to then count the cell nuclei that belong to neurons.   It took me a couple of months to make peace with this idea that I was going to take somebodys brain or an animals brain and turn it into soup, Herculano-Houzel  explained to  Nature. But the thing is we have been learning so much by this method weve been getting numbers that people had not been able to get … Its really just one more method thats not any worse than just chopping your brain into little pieces. How many neurons did the researchers find in the brains they analyzed? We found that on average the human brain has 86 billion neurons. And not one that we looked at so far has 100 billion. Even though it may sound like a small difference the 14 billion neurons amount to pretty much the number of neurons that a baboon brain has or almost half the number of neurons in the gorilla brain. So thats a pretty large difference actually, explained Herculano-Houzel. So, according to this new research, the human brain likely has somewhere around 86 billion neurons.?? Neurons in Other Animals According to Herculano-Houzel, human brains are remarkably similar to primate brains with one important distinction: we have far more brain cells that require a tremendous amount of energy to fuel and maintain.?? Experts suggest that an estimated 25% of humans energy expenditure goes toward fueling all of these brain cells. The sheer number of neurons present in the human brain becomes more apparent when compared to other species. So how many neurons are in the brains of other animals? Fruit fly: 100 thousand neurons??Mouse: 75 million neurons??Cat: 250 million neurons??Chimpanzee: 7 billion neurons??Elephant: 257 billion neurons?? While the human brain might not have the mythic 100 billion neurons as long suspected, 86 billion is still nothing to sneeze at.

Essay about The Authors to Their Poems - 1951 Words

nbsp;nbsp;nbsp;nbsp;nbsp;Anne Bradstreet and Emily Dickinson are both respected women poets in their own rights. Although in different manners, both poets discuss their poetry within their poetry. Bradstreet and Dickinson, as poets, were able to break free of male oppression and literary traditions of the period, to portray their emotions and imagination through their works, expressing their freedom and the construction of being a poet within the works. Dickinson and Bradstreet, however, wrote during different periods, where their styles greatly differed. nbsp;nbsp;nbsp;nbsp;nbsp;During the period in which Bradstreet published her works, males were the driving force in literature. For a woman to be publishing in the 1600s was†¦show more content†¦Ã¢â‚¬Å"This is my letter to the World That never wrote to Me-- The simple News that Nature told-- With tender Majesty/ Her Message is committed To Hands I cannot see— For love of Her—Sweet—countrymen— Judge tenderly—of Me† (Dickinson 2503, ln 1-8). Dickinson’s letter is to the world, which ignores her, tells of Nature’s message about her works, and asks the world to judge them kindly. However, since this most likely was not actually written for people to read, it is Emily’s own acceptance of her work, written only for herself. This emotional plea with herself helps the readers see her dedication and passion for her writing. This letter can also be seen as Dickinson’s acceptance of rejection, when a few of her poems were submitted for publishing, and denied. She was confident enough to know that her poetry was incredible, and that men involved in publishing were too closed minded to allow her work to be printed. Dickinson is creatively able to place two different meanings into one poem, depending on how the reader choices to perceive it. By intertwining the idea of nature into her poem, while refereeing to it as something else, her abstract meanings can be taken at different levels. nbsp;nbsp;nbsp;nbsp;nbsp;Bradstreet’s poems â€Å"The Author to Her Book† (p270) and â€Å"The Prologue† (p 247-8) express her use of emotions within her work, while stillShow MoreRelatedEssay on Collection of Poems by Various Authors3882 Words   |  16 PagesCollection of Poems by Various Authors Poet Biography, Edgar Allan Poe The Raven by Edgar Allan Poe Mamie by Carl Sandburg Explication, Mamie by Carl Sandburg Two Strangers Breakfast by Carl Sandburg Mag by Carl Sandburg Explications of Two Strangers Breakfast and Mag by Carl Sandburg Reasons Why by Langston Hughes Explication of Reasons Why by Langston Hughes The Faces of Our Youth by Franklin Delano Roosevelt Enjoyment, Explication, The Faces of Our Youth by FranklinRead MorePoems of Puritan Authors: Themes of Religious Beliefs in a God-Centric Life646 Words   |  3 Pagesunique identity, which was at least in the beginning, ruled by the religious beliefs of the population. Part of the structure of this identity, as with the cultural identity of any developing nation, has been created through the literature of American authors. When the Puritans came to the New World, they led a life that was focused on their religious beliefs. The church, prayer, and devotion to God were what dictated the behaviors of all people and the cultural development of those people. They left EnglandRead MoreThe Poetry Of Harlem And Women Have Loved Before As I Love Now925 Words   |  4 Pagesgrabs the attention of everyone who is reading this phenomenal poem. Of the two poems listed in this essay, this opening statement is more attention-grabbing and is a fantastic hook to being with. Harlem and Women Have Loved Before As I Love Now, are ideally comparable and contrastable. The meanings of the poems and the authors of the poems are some topics that are different in these poems. The style of the poems and length of the poems are the other topics that are the same and are comparable to thisRead MoreAnalysis Of The Poem Murder By David Baker1168 Words   |  5 PagesIn the poem ‘Murder’ by David Baker, the author tells of how he survived a heartbreak that was so painful, that he compared it to murder itself. The poet had described the woman as a woman whose beauty was beyond compare. He had loved this woman with all his heart, and when she ended their relationship, it was like the murder of his heart, which was now shattered and aching. Towards the end of the poem, the author comes to a realization with his heart ache. He realizes that he loved her so much,Read MoreMarge Piercy’s Barbie Doll Essay1424 Words   |  6 PagesThe Poem â€Å"Barbie Doll (1969)† by Marge Pie rcy describes the life of a young girl who fell victim to society’s idea of beauty. Marge Piercy was a known social activist and uses this poem to bring attention to serious issues facing young females in society. â€Å"Barbie Doll† by Marge Piercy is a narrative poem; the poem is written in free verse. The author selects a free form of poetry and other devices to help get her point across. The central message of this work is that society is obsessed withRead MoreAnalysis Of Mid Term Break By Seamus Heaney975 Words   |  4 PagesThe poem â€Å"Mid-Term Break† by Seamus Heaney give us some of the same unexpectedness. The title infers a poem about a student on their seasonal break, while the poem itself takes a sharp turn down a dark path. Dread builds as the reader continues, finally culminating in heartbreak when it is found out that it was the authors younger brother who has passed. The author elicits these emotions by his use of imagery, the breakup of the stanzas, and the tone of the poem. The use of words in this poem givesRead MoreA Critical Analysis of The Parting by Michael Drayton879 Words   |  4 PagesBy looking at a poem which has a specific form, for example the sonnet, consider to what extent its particular techniques enhance its meaning. The parting by Michael Drayton is a sonnet. It is a poem about the break up of the relationship between the author and his partner. I feel that the meaning of the poem is greatly enhanced by its form, and for a variety of reasons. Firstly, because the sonnet is a very strict form, the author has to be very careful in constructing his poem, to ensure thatRead MoreThe Road Not Taken Analysis1280 Words   |  6 PagesThe Road Not Taken As I read and analyzed this poem I became aware that it is indeed a great poem and that the reader must dig deep in order to find the true message of the poem. Careful readers shall not be tricked. The Basic Subject of the Poem The poem starts off with the title â€Å"The Road Not Taken.† At first sight this title could be used as foreshadow that the following poem will be about making a mistake, not making the right choice (not taking the right road) therefore establishing aRead MoreWilliam Browning And Elizabeth Barrett Browning Essay1197 Words   |  5 PagesThe Two Authors’ Different Perspective Literatures in the Victorian Era Many authors are influenced by the society, culture, politic and economy during their period. Therefore, their literary works usually describe the condition of their period directly or indirectly. The two authors, Roberts Browning and Elizabeth Barrett Browning, also expose the culture and the condition of the society of the Victorian era through their works. The authors are married couple authors of the Victorian era. RobertsRead MorePoem Analysis : Ride Bus By Ruth Foreman And Making It935 Words   |  4 Pagespeople s lives is vital. This study will briefly discuss six poems before analyzing the poems titled introduction to poetry by Billy Collins, Poetry should ride a bus by Ruth Foreman and Making it in Poetry by Bob Hicok. The six poems written by different authors are similar yet different in some ways. The first similarity is the fact that the poems use different poetic devices to bring out the intended messages. Secondly, the poems are relatively short, and all of them seem to have a positive

The Adventures Of Huckleberry Finn By Mark Twain - 2073 Words

There are many stories of archetypal heroes and their hero’s journey throughout the history of literature. However, few of those stories tell as critical and powerful of a story as The Adventures of Huckleberry Finn. In the narrative The Adventures of Huckleberry Finn by Mark Twain, the character Huckleberry (â€Å"Huck†) Finn goes on a hero’s journey, starting with his leave from home, to his learnings of the world with his mentor, to his figuring out of what is right and wrong, and finally to his final journey before normalcy, showing the theme of how friendship transcends superficial differences in the process. Huck grew up uncomfortable in his environment, gets the call to adventure, and met his mentor early on, like archetypal heroes. Huck’s uncomfortableness in his environment is similar to what archetypal heroes face and helps lead to the call to adventure. Huck did not like living in decent homes and with the requirements of society, as shown by wh en he mentions how â€Å"it was rough living in the house all the time, considering how dismal regular and decent the widow was† (Twain 1). The clean and stable life Huck lives with Widow Douglas did not satisfy him, similar to how archetypal heroes often start off unhappy about their environment. Thus, Huck often went on adventures with Tom Sawyer and the Gang to satisfy his unhappiness with the stable life. Those adventures also encourage Huck to go on a real adventure that should give him the life of freedom he wants. HuckShow MoreRelatedThe Adventures of Huckleberry Finn by Mark Twain830 Words   |  3 PagesThe Adventures of Huckleberry Finn by Mark Twain is â€Å"A Great American Novel†, because of its complexity and richness. Twain writes dialogue that brings his characters to life. He creates characters with unique voice and helps the reader connect to the book. Anyone who reads it is forced to develop feelings for each character. Even though there is a great amount of controversy over the use of some choices, such as the â€Å"n word†, it makes the book more realistic. In the beginning of the novel Huck,Read MoreThe Adventures Of Huckleberry Finn By Mark Twain1103 Words   |  5 PagesDmitri Van Duine Jr English Mr. Nelson November 27th The Adventures of Huckleberry Finn: Huck Finn and Tom Sawyer The Adventures of Huckleberry Finn, Written by Mark Twain filled his stories with many examples of satire as to convey a message while also writing an interesting story. The Adventures of Huckleberry Finn revolves around the adventures of a young boy called Huckleberry Finn, who is about thirteen years old. Tom Sawyer is Huck’s best friend and around the same age as Huck. He is onlyRead MoreThe Adventures Of Huckleberry Finn By Mark Twain Essay1055 Words   |  5 PagesZambrano Mrs. Patmor AP Lit-Period 5 28 September 2016 Adventures of Huckleberry Finn 1835 Mark Twain embodies realism in almost every aspect of his writing not excluding The Adventures of Huckleberry Finn, which in he portrays such a lifelike setting that it almost gives you this sense of reality through the point of view of a young man that has an urge for freedom yet struggles to conform to society s norms due to his adolescence. Twain s ability to unmask the true identities of the charactersRead MoreThe Adventures Of Huckleberry Finn By Mark Twain931 Words   |  4 PagesWolski Mrs. Goska English 2H Period 3 22 October 2014 The Adventures of Huckleberry Finn Mob mentality is the way an individual’s decisions become influenced by the often unprincipled actions of a crowd. Mark Twain penned The Adventures of Huckleberry Finn. Twain grew up in America’s southern states during the early 1800’s, a time in which moral confusion erupted within the minds of humans. The Adventures of Huckleberry Finn s protagonist is a young boy named Huck who freely travels alongRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1375 Words   |  6 Pagesmention the years spent growing and maturing physically. Teenagers are stuck in an inbetween state where they must learn who they want to become and what they want to be when they grow older. The same is true for Huckleberry Finn, from the book â€Å"The Adventures of Huckleberry Finn† by Mark Twain. This is a book that was written in a time of great confusion over moral codes and standards. It was a world split in half by two different worlds of people; those who opposed, a nd those who promoted slavery.Read MoreThe Adventures Of Huckleberry Finn By Mark Twain2083 Words   |  9 PagesSatire in Huckleberry Finn In the novel â€Å"The Adventures of Huckleberry Finn† by Mark Twain, we are told a story about a young boy and his slave companion’s journey down the Mississippi River and all of their encounters with other characters. Twain constructed a beautiful narrative on how young Huck Finn, the protagonist in the story, learns about the world and from other adult characters, how he is shaped into his own person. At the time this book was made however, this novel provided serious socialRead MoreMark Twain and The Adventures of Huckleberry Finn1575 Words   |  6 Pages Mark Twain and The Adventures of Huckleberry Finn Controversy Mark Twain, born Samuel Langhorne Clemens, is a highly recognizable figure in American literature. Born in Florida, Missouri Mark Twain and his family moved to Hannibal, Missouri where Twain discovered and fell in love with the mighty Mississippi River. The river and his life in Hannibal became his inspiration and guiding light in most of his writing. Although Twain loved the river and did a great deal of traveling, he eventuallyRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1005 Words   |  5 Pages In the Adventures of Huckleberry Finn written by Mark Twain in the 19th century is about a young boy named Huck Finn and Jim, a runaway slave who go on an adventure. The two travel on a raft along the Mississippi river creating a bond and making memories. Mark Twain presents Huckleberry Finn as a dynamic character who at first views Jim as property and eventually considers Jim as a friend, showing a change in maturity. In the beginning of the book, Huck Finn clearly sees Jim as nothing more thanRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1335 Words   |  6 Pagesyear The Adventures of Huckleberry Finn is placed in the top ten banned books in America. People find the novel to be oppressing and racially insensitive due to its frequent use of the n-word and the portrayal of blacks as a Sambo caricature. However, this goes against Mark Twain’s intent of bringing awareness to the racism in America. The Adventures of Huckleberry Finn by Mark Twain is classified under the genre of satire and is narrated by a fictional character named Huckleberry Finn. The novelRead MoreThe Adventures Of Huckleberry Finn By Mark Twain810 Words   |  4 PagesBefore Mark Twain started to write two of his most famous novels, The Adventures of Tom Sawyer and Adventures of Huckleberry Finn, Mark was known to use his characters to display his own thoughts and opinions. â€Å"This device allowed him to s ay just about anything he wanted, provided he could convincingly claim he was simply reporting what others had said.† (Twain, 1283). Mark Twain used this process to be a foundation of his lectures, by manipulating his popularly with his readers. During the story

The Aeneid of Greece by Virgil The Aeneid Free Essays

The Aeneid of Greece by Virgil The Aeneid, tells the story of Aeneas’s journey in search of the land where he is destined to build the city that will one day become the great Roman Empire. Largely influenced by Homer’s Odyssey and Iliad, the Aeneid begins halfway through Aeneas’s journey, as he nears the city of Carthage, ruled over by Dido, who built the city after fleeing from her murderous brother. King Arthur of Britain, by Howard PyleThe character of King Arthur is larger than life. We will write a custom essay sample on The Aeneid of Greece by Virgil The Aeneid or any similar topic only for you Order Now He is rarely presented as truly human; he is either the idealized symbol of Camelot and the virtues of the Round Table, or he is a peripheral character sometimes virtuous but rarely with a penetrating intelligence capable of seeing long-term effects and making sound decisions. Whether a historical Arthur actually existed, what we are left with today is a mythological character, memorable and tantalizing in his virtues and foibles. Beowulf was written in England, but is set in Scandinavia. The author is unknown. This epic poem describes the hero Beowulf marching with his fourteen warriors and arrive at the place of Heorot where he finds that he king of Heorot Hrothgar terrified by a monster called Grendel. Beowulf manages to kill Grendel and his monster-mother at his abode beneath a lake. After that he returns to his country and becomes the king there and rules his kingdom for fifty years. He dies of the wounds he got once during the combat fought with a dragon. Gilgamesh Is the Priest-King of the city of Uruk. He is a tyrannical king who works his people to death and takes what he wants from them. He kills the young men at will and uses the women as he pleases. The people of Uruk cry out to the gods for help so that they can have peace. | Ramayana – is the immortal tale of Shri Rama that teaches us the values of ideology, devotion, duty, relationships, dharma and karma. Biag ni Lam-ang (Tagalog: â€Å"Buhay ni Lam-ang†) ay isang epikong tula ng mga Ilokano mula sa rehiyon ng Ilokos sa Pilipinas. Sinalaysay at sinulat sa orihinal na wikang Ilokano, pinapaniwalaang na pinaghalong gawa ito ng iba’t ibang mga lumilikha ng tula na pinasa sa pamamagitan ng mga salinlahi, at unang sinulat noong 1640 ng isang bulag na manunula na si Pedro Bucaneg. Ibalon – Author Fr. Jose Castano May tatlong mga bayani sa epiking ito: Baltog, Handyong, at Bantong. Unang bayaning dumating sa lupang ibalong ay si Baltog at sya ang nagpayaman ng bukid. Ang pangalawang bayani na dumating sa ibalon ay si Handyong, nakipaglaban siya kasama ng kanyang mga tao sa libu-libong mga giyera at digma. At si bantong ang namuno sa pag patay sa kalahating tao, at kalahating halimaw na c Rabot. | Analysis: The difference between western and eastern epic, the eastern epic involves the story about Indians and Philippines but in western epic they start from the medieval ages and it involve the story about the gods and the goddess. How to cite The Aeneid of Greece by Virgil The Aeneid, Papers

My Cousins Wedding Essay Example

My Cousins Wedding Paper Cousin Feet Story This past summer, I was invited to my wedding in India. I was very excited and happy for her that she was getting married during the time I was visiting my parents. She was twenty-seven years old and her future husband was 28 years old. The wedding was 2 days long. The first day was the wedding ceremony and the last day was the wedding reception. Today I will be telling you a story of a traditional Indian Wedding. My mom was screaming at the top of her lungs, like always, ask UT]o, shady pee Joana hail?C,-. ?0, which means she was telling us all to wake up, and that e all have a wedding to got to! I scrammed out of my bed and ran to get my outfit and hurried into the shower. My outfit was a sky, blue gown (a. K. A length) that ran past my feet, and with a veil that was taller than I was; 5 foot 3 and ?,?%. I finished getting ready, hoping that I have to wait in the 1 50 degree weather! But guess what? I DID! I yelled off of my lungs, tine garage (which means that It Is very hot here) out loud. My mother yelled at me and I was told to shut up. So we all got ready and ran Into my Safari and cranked up the alarm conditioner. Of course, my dad loves being green, so he shut off the alarm intentioned and turned down window. We will write a custom essay sample on My Cousins Wedding specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on My Cousins Wedding specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on My Cousins Wedding specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He fresh alarm of said my dad laughing as my my and my hair got ruined from the breeze. Yeah dad we just love the hot air and the sand being thrown in our yelled my sister. So we reached the wedding. It had a very long name but since I read Indian language I gave up in trying to figure out what the heck the plaza was called. I saw my cousin from afar waving to me in her beautiful red, burgundy, wedding dress which was similar to mine but since It was red that meant she was getting married. (If you have a red gown on, that means that you are either already married or you are getting aired. Another color represent anything special. ) She was tall and beautiful and looked so nervous, it was funny! Her husband was very tall; Just Like her. He was walling for her In the a holy place where you give your vows. He was not allowed to see the bride until they were facing each other; which happen until the end The priest read some holy stories that took, for me, forever. He told the couple to go around the ring of the fire 4 times. After that, the husband put a pure gold necklace with black beads around the bride and they were now known as husband and wife. It was so exciting that my other ND I started clapping so hard that our hands started to ache. After the ceremony was over, the (when the bride is leaving her family; going into a whole deferent family which waits for her arrival) was leaving. All of us started to cry from the fact that my cousin was leaving to her new home. Out of everyone the one who cried the most was the mother; surprisingly! Now, I will be telling you a little bit of the wedding reception. The couple was slating at their seats on the stage. My family started walking In and everyone was told that whoever wants to take a picture with the couple can go an take It now. I ran across ten anal Ana went to get my picture taken TLS so I have to wait in the crazy line! This time my cousin (the bride) was wearing a dark pink gown (a. K. A length) and looked so beautiful! We all danced and had a merry time. Everyone danced next to the wide stereos so the music would be blasting at their ears so they have to hear again in there whole life. After all it was a great wedding. This is my story about my wedding. This was the first time that I have ever been to a traditional Indian Wedding in India! Shari (This means Thank You)

Nuclear Weapons essays

Nuclear Weapons essays A group of junior high students assembled outside of their school early one morning. The teachers instructed the students to form lines facing towards the school when something caught one of the students eyes. Soon the other students noticed what appeared to be an airplane in the sky. They all pointed and jumped as they saw the aircraft fly overhead. The teachers then ordered the students to stop watching the plane and face the front. While the students looked away a bright blue flash appeared in the corner of their eyes. Then the whiteness came. The students were thrown from their positions, some for ten meters. The childrens clothes had been torn to rags from the intense heat and their skin hung from their bodies like their clothing. The children stumbled around, many of them intensely burned. One child began to wander off from the playground in search of his house. He approached a river where he jumped in to squelch the burning he felt throughout his body. He saw a ma n whose entire upper body was peeled of its skin, it hung from him like a half-peeled banana. There was a woman there whose eyes protruded from her sockets as if they were forcing themselves from her head. Fires burned all around, four to five meters high and more and more people came out of their houses (Takahasi). This event is a true story that took place on August 6th, 1945 during World War II. At 8:15 am an American B-29 named the Enola Gay dropped a three-meter long 20,000-ton atomic bomb named Little Boy on the city of Hiroshima, Japan. At the point of impact the temperature of the bomb was estimated at several millions of degrees Celsius and a fireball was created with a fifteen-meter radius. The bomb threw air and earth into the sky created a giant mushroom cloud. The top of the mushroom cloud itself reached to 17,000 meters. The bomb caused a huge shock wave, which demolished anything within its path. Th...

The Islam Faiths Views on Life Support and Euthanasia

The Islam Faith's Views on Life Support and Euthanasia Islam teaches that the control of life and death is in Allahs hands, and cannot be manipulated by human beings. Life itself is sacred, and it is therefore forbidden to end life deliberately, either through homicide or suicide. To do so would be to reject  faith in Allahs divine decree. Allah determines  how long each person will live. The Quran says: Nor kill (or destroy) yourselves: for verily Allah hath been to you Most Merciful! (Quran 4:29) ...if any one slew a person - unless it be for murder or for spreading mischief in the land - it would be as if he slew the whole people: and if any one saved a life, it would be as if he saved the life of the whole people. (Quran 5:23) ...take not life, which Allah has  made sacred, except by way of justice and law. Thus He does command you, that you  may learn wisdom. (Quran  6:151) Medical Intervention Muslims do believe in medical treatment. In fact, many scholars consider it  mandatory in Islam to seek medical help for illness, according to two sayings of the Prophet Muhammad: Seek treatment, believers of Allah, for Allah has made a cure to every illness.   and Your body has a right over  you. Muslims are encouraged to search the natural world for remedies  and use scientific knowledge to develop new medicines.  However, when a patient has reached the terminal stage (when  treatment holds no promise of a cure) it is not required to sustain excessive life-saving remedies.   Life Support When it is clear that there is no treatment left available to cure a terminal  patient, Islam advises only the continuation of basic  care such as food and drink.  It is not considered homicide to withdraw other  treatments in order to allow the patient to die naturally. If a patient is declared brain-dead by doctors, including situations in which there is no activity in the brain stem, the patient is considered dead and no artificial  support functions need to be provided. Ceasing such care is not considered homicide if the patient is already clinically dead. Euthanasia All Islamic scholars, in all schools of Islamic jurisprudence,  regard active euthanasia as forbidden (haram). Allah determines the timing of death, and we should not seek or attempt to hasten it. Euthanasia is meant to relieve the  pain and suffering of a terminally-ill patient. But as Muslims, we are never to fall into despair about Allahs mercy and wisdom.  The Prophet Muhammad once told this story: Among the nations before you there was a man who got wounded, and growing impatient (with pain), he took a knife and cut his hand with it. The blood did not stop until he died. Allah (Exalted be He) said, My slave hastened to bring about his demise; I have forbidden Paradise to him (Bukhari and Muslim). Patience When a person is suffering from unbearable  pain, a Muslim is advised to remember that Allah tests us with pain and suffering in this life, and we must patiently persevere. The Prophet Muhammad advised us to make this dua  on such occasions: Oh Allah, make me live as long as life is better for me, and make me die if death is better for me (Bukhari and Muslim). Wishing for death simply to alleviate suffering is against the teachings of Islam, as it challenges Allahs wisdom and we must be patient with what Allah has written for us. The Quran says: ...bear with patient constancy whatever befalls you (Quran 31:17). ...those who patiently persevere will truly receive a reward without measure! (Quran  39:10). That said, Muslims are advised to comfort those who are suffering and  make use of palliative care.

English Tort Law Essay Example | Topics and Well Written Essays - 17000 words

English Tort Law - Essay Example The Lister case involves a warden who sexually abused children under his ward whilst he was serving as the supervising head of a boarding house for troubled children in the Wilsic Hall School in Doncaster. His duties included the imposing order in the boarding house, ensuring that children went to school and participated in evening activities, were in bed on time and supervising members of the staff. It was held that the warden’s acts of sexually abusing children were done within the course of his employment because they were closely connected with his official duties. Applying the aforementioned to Gracie’s case, it would seem that the activities by Gracie outside of her actual working hours and during break hours cannot be contemplated as work within the course of her employment at the Call Centre because the employer has no control on what she does during her breaks. Therefore, only Gracie can be made liable for the tort, which in this case is the battery. The tort of trespass of battery has three elements: force; direct application of that force, and; intent to directly apply that force to another. Any touching of another person’s body can amount to the battery if done without the consent of that other party unless the touching was done as a socially acceptable act like the usual jostling that goes on during sales or a hearty slap at the back commonly done by men to congratulate each other (Harpwood 2005 267). Intent does not necessarily refer to intent to harm but intent to apply direct force to another and neither is harm necessary to prove battery.

Omeprazole Research Paper Example | Topics and Well Written Essays - 500 words

Omeprazole - Research Paper Example They inhibit this pump and hence lead to a reduction in the production of the acid. The drug has many indications which include the ulcers of the stomach which are the primary indication. Other indications include disturbances caused by the acid in the stomach and heartburn. It may also be given to relive chronic cough. Certain medications like non-steroidal anit-inflammatory drugs cause damage to the lining of the stomach and the proximal part of the intestine. It is also considered to assist in reducing the risk of cancer of the esophagus. Omeprazole can be given to avoid this damage. It is also indicated as a pre anesthetic drug before the administration of general anesthesia. Omeprazole can be taken orally and it is also available in the form of injections. The oral form of the drug is coated to prevent damage to it in the stomach by the acid. The action of the drug lasts for approximately 24 hours and it is extremely important to be understood that for complete results, the drug needs to be taken for at least 3 to 4 days. The drug may have a few adverse effects which include headache and pain in the abdomen. It may result in other gastrointestinal problems which include nausea, vomiting, diarrhea or constipation. It is also seen that treatment with this drug for prolonged periods of time may result in increased levels of gastrin in the blood. The drug is also associated with reduction in the absorption of the vitamin B12. Also as the drug leads to reduction of acidity in the stomach, it may hinder the absorption of drugs like digoxin which require an acid medium for their absorption. The susceptibility of infections of the gastrointestinal tract and the respiratory system also increase with this drug.

Importance of Group Work in the ESL Classroom

Importance of Group Work in the ESL Classroom Introduction The field of Teaching English to Speakers of Other Languages (ESOL) is a rapidly expanding area within UK settings, in state-funded and in private educational arenas, and because of the changing nature of immigration, ESOL teachers are challenged with meeting the demands of diverse and complicated ethnic/linguistic groups (Chan, 1998). Learning English is seen as a necessity for immigrants or long term visitors to the UK, although the field is complicated by political debates and social discussions around funding, socialisation, naturalisation and the erosion of traditional cultures and languages. However, it does seem that language fluency in English is key to proper integration into British society, and is supported by the â€Å"UK Government’s policy response to refugees and asylum seekers [as] outlines in the White Paper Secure Borders, Safe Haven: Integration and Diversity in Modern Britain (Home Office, 2002) [which] set out proposals for a curriculum of English languag e, IT and citizenship classes for refugees and asylum seekers† (Morrice (2007) p 156). While the Therefore, it is essential that ESOL provision is not only provided, but is designed in ways which can encourage learners to acquire real proficiency and fluency, without disempowering people or undermining their nationality (Halliday, 2005). The literature on the pedagogies of ESOL teaching is diverse and outlines ways in which second language acquisition can be facilitated effectively, with teachers having their own take on pedagogy and on the ways in which students work, alone or with each other, in learning English (Dagenais et al, 2008; Burns, 2006). While linguistics studies directly address issues of grammar, syntax, construction, coherence and cohesion, the more practical aspects of developing practical fluency in English for speakers of other languages relate to classroom strategies that can support this. This essay will explore two aspects of ESOL teaching, that of group work, in which ESOL students are encouraged to work together on key tasks, with the aim of improving fluency (Haneda, 2005), and the provision of feedback, either peer feedback or tutor feedback, to enhance fluency. Both are contentious issues, because they can spell difficulties in the management of learning experiences (Holliday, 2005), and co uld be seen positively or negatively. This essay will look at some of the literature on this subject, and attempt to discuss the advantages and disadvantages of group or collaborative work, and of different types of feedback. The author will then draw conclusions from the literature to inform ESOL teaching practice. Discussion Group work is a popular means of building on constructivist theories and pedagogies by supporting students to apply new knowledge in given situations. In ESOL teaching, it provides opportunities to practice new words, conversations, sentence constructions, and functional elements of communication, such as making a particular type of telephone call or initiating a conversation. However, group work in this context can be viewed negatively as well, partly because of a fear that groups with the same first language will simply lapse into their own tongue rather than always speaking English, and that as learners they will not recognise each other’s mistakes. The latter point will be dealt with in some more detail below, in the exploration of types of feedback. But in relation to group work, types of collaborative or group learning or practice have been shown to be of great benefit to students of English. Some authors have found that pair work or small group work in this context does help improve language fluency and competence (Long, 1996; Pica et al, 1996), perhaps because these activities provide different opportunities and options for ESOL learners which are not possible during teacher-led activities. These students may find themselves able to become more confident in a setting which is not only smaller, but comprises only peers who are also ESOL students. Johnson 91995) argues that learners who interact and engage with each other in these ways feel more self-efficacy and control over their own learning. However, others argue that small group work in peer-only groups does not necessarily help with issues such as pronunciation (Morley, 1991) and proper grammar (Widodo, 2006; Widdowson, 1978). Another particular issue for group work is that of English intonation, which can be particularly difficult and may represent for some the last hurdle of English fluency and comprehension (Atoy e, 2005; Morgan, 1997). McDonough (2004) carried out a small-scale research study which â€Å"explored instructors and learners perceptions about the use of pair and small group activities in a Thai EFL context, and examined whether the learning opportunities theoretically attributed to pair and small group activities occurred in an intact classroom† (p 207). The study also looked at whether the learners showed improved outcomes (McDonough, 2004). McDonough (2004) found that â€Å"learners who had more participation during the pair and small group activities demonstrated improved production of the target forms, even though they did not perceive the activities as useful for learning language† (p 207). This would suggest that these activities might improve elements of fluency and skill, but this study does not demonstrate how this occurs, nor does it look in detail at language fluency, which is our concern here. Li and Campbell (2008) carried out a study in New Zealand which  examined â€Å"Asian students perceptions of the much-promulgated cooperative learning concepts in the form of group work and group assignments†, and â€Å"found that Asian students valued highly the significance of classroom group discussions where they could interact with students from other cultures and backgrounds, improve their English-language skills, enhance their cultural understanding and provide them with opportunities to make friends† (P 203). Again, this underlines social elements of group working in ESOL learning which may be important in developing true fluency, because the elements of language skills and enhancing cultural understanding can be related to development of deeper-level fluency. Not all the outcomes of this study were positive, however, and LI and Campbell (2008) also found that these Asian students â€Å"held intensely negative views about group assignments that required stud ents to complete a project as a group with shared marks determined by the performance of the group† (p 207). This may have something to do with the learner orientations of these students, or it may have to do with other factors. Li and Campbell (2008) found that â€Å"contributing factors affecting group dynamics included members attitudes and willingness to cooperate and contribute as a team, the composition of the group, students competing demands on students time and attention, heterogeneity from the natural abilities of students, and the varying cultural values and beliefs held by group members† (p 207). Because Li and Campbell (2008) found that group assignments that were assessed seemed to disempower the students in their study, it would suggest that group activities which are collaborative have a different meaning than group activities which are assessed, and this should be taken into account when applying group working to ESOL classrooms. However, the study does suggest the group learning itself enhanced competency level (Li and Campbell, 2008). The negative responses to the group assessment activities may have had something to do with students’ preconceptions or expectations about their ESOL learning (Bordia et al, 2006). Expectations which are not fulfilled might negatively affect responses to and evaluations of these learning activities (Bordia et al, 2006). These expectations, of course, may originate in the background, culture and previous experiences of the learner, which would suggest that teachers need to take into account these kinds of expectations and find ways to address them. Ewal (2004) describes a study which focuses on the student perspective on group work, in which â€Å"21 students and their teachers participated in a collaborative forum in which they explored the use of small group work in their L2 classroom.† (p 163). This study found that by engaging students, in an almost metacognitive way, in learning about how the group work affected their learning and behaviour, the students were able to discover the benefits of group work for themselves, in improving their literacy and fluency, and in supporting peer bonding, confidence and self-efficacy (Ewal, 2004). In this study, small group behaviours changed as the students became aware of these behaviours and of the functions of the group and the class as a whole (Ewal, 2004). This demonstrates that while group work is still viewed along pedagogical lines as a requisite of proper learning, through application and testing of knowledge, the dynamics of group work require some attention, and may act as militating or mediating factors in the effectiveness of group activities. Ewal (2004) concludes that â€Å"teachers should be attentive to opportunities to discuss language learning and classroom-related issues with their students† (p 175). This adds an extra dimension to the concept of group work, as functioning for students on many levels, not simply on a praxis/practice level. Of course, the discussion of group work leads us neatly into the concept of peer feedback, which is connected to the theories on group activities and just as contentious, it seems. Rollinson (2005) shows how although peer feedback has been supported in ESL classrooms, teachers and students are less than convinced of its efficacy and usefulness. Rollinson (2005) argues that proper training and procedures for peer feedback in ESOL classrooms is the key to making such feedback effective. Hu (2005) seems to echo this, that peer feedback can enhance learning, but does acknowledge that these activities need monitoring and that peer review situations can be problematic. Feedback and review of English language proficiency can be formalised into learning activities in the classroom context. Al-Hazmi and Scholfield (2007) describe an action research study which was aimed at improving English language writing proficiency in Saudi Arabian university students. This study involved â€Å"a regime of enforced draft revision, using a checklist† in which two groups were involved, one trained in peer revision, the other doing their own revision (Al-Hazmi and Scholfield, 2007 p 237). These authors found that â€Å"there were clear draft improvements in quality, especially in mechanics, despite only modest amounts of meaning-changing an d multisentential revisions being recorded† Al-Hazmi and Scholfield, 2007 p 237). The most significant finding from this study demonstrated that the students enjoyed and responded positively to peer review (Al-Hazmi and Scholfield, 2007). This may simply underline the fact that language learning is as much a social as an individual process (Dagenais et al, 2008; Roberts and Baynham, 2006; Schellekens, 2007) Formal tutor feedback is also an essential component of developing fluency, although again, the form that this takes can affect its value. Hyland and Hyland (2006), for example, agree that feedback is vital in terms of encouraging learning and consolidating that learning, and demonstrate that it is used in process-based classrooms and in genre-orientated learning environments. It may seem obvious to some that tutor feedback is important, but teachers and learners should be aware that feedback has different purposes, as well as different forms, and while it can be difficult for some students to assimilate feedback and correction, it is through signposting mistakes as well as successes that students can learn how much they have learned. Feedback itself has expanded to encompass not only written comments from the teacher, but language workshops, conferences and even electronic feedback (Hyland and Hyland, 2006). Lyster and Mori (2006) examined the effects of explicit correction, recasts, and prompts on learner uptake and repair, and found that â€Å"instructional activities and interactional feedback that act as a counterbalance to a classrooms predominant communicative orientation are likely to prove more effective than instructional activities and interactional feedback that are congruent with its predominant communicative orientation† (p 269). This suggests that feedback must be specific to the task and to the context, and also that there is a need for a deeper understanding of the pedagogical dimensions of formal tutor feedback, and the purpose that this feedback serves. This also shows that the emergence of the communicative classroom is not necessarily the final evolution of the ESOL context (Campbell an d Duncan, 2007). However, there are those who have argued strongly against written feedback, and the trends in ESOL teaching in recent years has been to avoid this (Bitchener, 2008). However, research by Bitchener (2008) shows that in some cases, written feedback enhances learning: The study found that the accuracy of students who received written corrective feedback in the immediate post-test outperformed those in the control group and that this level of performance was retained 2 months later. Bitchener 2008 p 102. This would seem to suggest that there is value in providing written tutor feedback. Lochtman (2002) also shows the value of oral or verbal feedback, but underlines the need to give different kinds of feedback depending on the language learning context, the task, and the learner, suggesting that while this feedback is beneficial, it is only so if it meets the needs of the individual learner. One of the issues with fluency is also related to currency (Taylor, 2006), and it could be that the provision of both types of feedback is central to understanding the current use of various idiomatic forms as well as of slang and vernacular. While many ESOL teaching contexts shy away from teaching ‘common’ spoken forms and focus on formal, correct English, feedback from a tutor, for example, can help to draw comparisons between the two forms and allow students to develop awareness of when it is appropriate to use the different types of English expression (Taylor, 2006; Wallace, 2006). This ability to speak fluently is much more complex than simply learning linguistic form, it is about attaining a degree of comfort and ease with using the language, and using it appropriately and ‘naturally’. All of these approaches to supporting language learning could be said to be fostering this development, but only if they are properly planned, and managed, and it seems that quality ‘teaching’ and facilitation is still required. Conclusion This essay demonstrates that there is a range of literature to support the development of language fluency in ESOL classrooms through group work and through interactive processes of learning, and through the provision of tutor feedback and peer feedback. There are issues and challenges with ESOL learning in relation to developing verbal skills, because verbal language requires real-time interaction and the ability to respond to different cues and situations. It would seem from the literature cited above that the use of group work in ESOL learning needs to be planned carefully and designed to ensure that learning is not impeded by individual differences or by the negative aspects of group work, including frustration between learners with different levels of competency, and difficulties in group work which is assessed formally. Collaborative learning may be a strength in developing fluency, and this could be incorporated with peer feedback, but it would seem that this is only truly effective if the students are ‘trained’ and supported in giving feedback to ensure it is fair and an constructive, and given in the appropriate spirit. Similarly, it would seem that feedback may assist in developing fluency, but the literature cited does not provide strong or conclusive evidence that formal feedback is good for this, despite its value in developing written and verbal language skills. More research is required in looking at different kinds of feedback in supporting fluency. However, the literature does indicate that feedback must be individualised and meet the needs of the learner. References Al-Hazmi, S.H. and Scholfield, P. (2007) Enforced revision with checklist and peer feedback in EFL writing: the example of Saudi university students. Scientific Journal of King Faisal University (Humanities and Management Sciences 18 (2)237-267. Atoye, R.O. (2005) Non-native perception of English intonation. Nordic Journal of African Studies14 (1) 26-42. Bitchener, J. (2008) Evidence in support of written corrective feedback Journal of Second Language Writing 17 (2) 102-118. Brillinger, K. (2003) From Theory to Practice: Creating Intermediate ESL Reading Materials Based on Current SLA Research and Theories, Newsletter of the Association of Teachers of English as a Second Language of Ontario, 29(3), 1-6 Burns, A. (2006) Surveying landscapes in adult ESOL research, Linguistics and Education, 17, 97–105 Campbell, C. and Duncan, G. (2007) From Theory to Practice: General Trends in Foreign Language Teaching Methodology and Their Influence on Language Assessment. Language and Linguistics Compass 1 (6) 592-611 Chan, M..M. (1998) What We Already Know about Teaching ESL Writers (Research in the Classroom). English Journal 77 (6) 84-85 Chen, R. and Hird, B. (2006) Group Work in the Efl Classroom in China: A Closer Look. RELC Journal, 37 (10) 91-103. Dagenais, D. Beynon, J. and Mathis, N. (2008) Intersections of Social Cohesion, Education, and Identity in Teachers, Discourses, and Practices Pedagogies: An International Journal 3 (2) 85 – 108. Ewald, J.D. (2004) A classroom forum on small group work: L2 learners see, and change, themselves. Language Awareness 13 (3) 163-179. Ferris, D.R. (1994) Lexical and syntactic features of ESL writing by students at different levels of L2 proficiency. TESOL Quarterly 28 (2) 414-420. Haneda,. M. (2005) Some Functions of Triadic Dialogue in the Classroom: Examples from L2 Research Canadian Modern Language Review 62 (2) 313-333 Hyland, K. and Hyland, F (2006). Feedback on second language students writing. Language Teaching, 39 83-101. Holliday, A. (2005) The Struggle to Teach English as an International Language New York: Oxford University Press. Hu, G. (2005) Using peer review with Chinese ESL student writers. Language Teaching Research 9 (3) 321-342. Johnson,K.E. (1995) Understanding communication in second language classrooms New York: Cambridge University Press. Lochtman, K. (2002) Oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching International Journal of Educational Research 37 (3-4) 271-283. Long, M. (1996) The role of the linguistic environment in second language acquisition. In Ritchie, W. and Bhatia, T. (eds) Handbook of Second Language Acquisition (413-468) San Diego, CA: Academic Press. Lyster, R. and Mori, H. (2006). Interactional Feedback And Instructional Counterbalance. Studies in Second Language Acquisition, 28 , 269-300 McDonough, K. (2004) Learner-learner interaction during pair and small group activities in a Thai EFL context System 32 (2) 207-224 Morgan, B. (1997) Identity and intonation: linking dynamic processes in an ESL classroom. TESOL Quarterly 31 (3) 431-450. Morley, J. (1991) The pronunciation component in teaching English to speaker sof other languages. TESOL Quarterly Morrice, L. (2007) Lifelong learning and the social integration of refugees in the UK: the significance of social capital, International Journal of Lifelong Education, 26(2), 155-172 Olivo, W. (2003) Quit Talking and Learn English!: Conflicting Language Ideologies in an ESL Classroom Anthropology Education Quarterly  34 (1) 50-71 Pica, T., Lincoln-Porter, F., Paninos, D. and Linnell, J. (1996) Language learners’ interaction: how does it address the input, output and feedback needs of L2 learners? TESOL Quarterly 30 59-84. Roberts, C. Baynham, M. (2006) Introduction to the special issue: Research in adult ESOL, Linguistics and Education, 17, 1-5 Rollinson, P. (2005) Using peer feedback in the ESL writing class ELT Journal Volume 59/1 ELT Journal 59 (1) . Schellekens, P. (2007) The Oxford ESOL Handbook Oxford: Oxford University Press. Seedhouse, P. (2005) Conversation Analysis and language learning. Language Teaching (2005), 38: 165-187 Cambridge University Press Shin, H. (2006) Rethinking TESOL From a SOLs Perspective: Indigenous Epistemology and Decolonizing Praxis in TESOL Critical Inquiry in Language Studies 3 (23) 147 – 167. Taylor, L. (2006) The changing landscape of English: implications for language assessment ELT Journal 60(1):51-60 Wallace, C. (2006) The text, dead or alive: Expanding textual repertoires in the adult ESOL classroom, Linguistics and Education, 17, 74-90 Widdowson, H.G. (1978) Teaching language as communication Oxford: Oxford University Press. Widodo, H.P. (2006) Approaches and procedures for teaching grammar. English Teaching: Practice and Critique. 5 (1) 122-141. Zamel, V. and Spack, R. (2006) Teaching Multilingual Learners across the Curriculum: Beyond the ESOL Classroom and Back Again. Journal of Basic Writing (CUNY), 25 (2) 126-152.

Requirements for Airline Cadet Program Candidates

For candidates, airlines have few if any requirements on nationality, place of residence, gender, education, work experience, degree, school performance and etc. If you compare the requirements for a management trainee program in a big company, you will find the things airline ask for is just essential. But the number of people airline recruit is a lot more than the number of management trainee†¦ and I don't see the need to compare their starting salaries†¦ But this does not mean it is easy to get into airline. Actually, airline pilot selection is one of the most, if not THE most, rigorous selection procedure you can find. Then what are the criteria airlines use to select their new hires? The answer to this question is, instead of appearance, education or other external factors, airline value more about professional knowledge and people skill. To be specific, the professional knowledge in flying theories, planes and flight environment and stress management under pressure, management and control of multiple tasks and accurate communication. In other words, the airline selection is structured around its professional knowledge and skill needs and the criteria are to test how passionate and committed the candidates are, how much efforts the candidates contributed and how their psychological development is. Concretely speaking, the basic requirements to be an airline pilot include: Age & gender: between 18 to 35. There is NO discrimination in genders. So male and female have the same opportunities; Vision: The current normative on pilots affirms that â€Å"If normal sights can be restored with the help of lenses or glasses, visual defects are not a impediment for becoming a pilot†. This means that you can become a pilot if you suffer from visual defects that can be corrected by glasses or lenses. Astigmatism, Hyperopic (long sightedness), Presbyopia and Myopia are not cause for pilot rejection. LASIK or laser operation: Pay attention though not to do a LASIK or laser operation, because this in most of the cases will stop your career forever. A Lasik or Eye Laser operation, can have slight sight effects that are a deterrent for pilots. A common side effect is night starburst of halos effects. These are typical in low lights situation with bright lights sources, usually the cockpit is low light with bright lights coming from the instruments. These effects can reduce the ability to judge or read an instrument and therefore will impede the pilot to do his own job. Medical conditions: The medical conditions that will impede you to enter will be: serious heart problems or coronary problems, clinical hypertension, color blindness or retina damages, brain damages or reduced motor skills, serious psychological problems like clinical depression, or any serious life threatening problem. For sure you will have known in advance if you have such serious medical conditions. Candidate nationality: For the cadet pilots programs in China, like the one of China Southern, you need to be a Chinese citizen to apply. For most of the other cadet programs, like the one in HK or Singapore, any nationality can be admitted, including Mainland Chinese nationals; Education requirement: A degree or diploma is needed, in any discipline, or a Form 7 equivalent with a pass in Math or Physics will do the fare. There is no preference for any discipline, so even if your degree is in art it will be accepted and will not handicap you; Major: The airline companies do not have any requirement on the major in university. Well, they don't even require a university degree, so†¦ The general belief is that actually, a business major will be good for the long term development if you want to get a management position after; Health conditions: In terms of health, a normal youngster health condition will be more than enough to enter and pass the medical selections. You will need to pass 2 medical checks called ICAO Level 1 and Level 2 Medical, but usually these are no hurdle for entering the cadet. Anybody who satisfies these requirements above is capable for the airline pilot career. Then, let's move to how to change the â€Å"capable† into â€Å"very capable†. In other words, what are the key criteria the airlines value and how to improve these criteria so you can pass the interviews to be an airline pilot.

Construction and Carpentry - 991 Words

Carpentry has been around for quite some time yet has experienced a growth which includes updating the tools and safety of the profession. Working with wood is a skill that has been around since man created his first tool. From carpentry’s beginnings, it has developed enormously, but in its essence, the tools and techniques our modern carpenters use today are the same as those used in the Stone Age. The Bureau of Labor Statistics defines carpenters as â€Å"people who construct, erect, install and repair structures and fixtures made from wood and other materials.† This trade has an extensive history, an expansive modern field, and with it, I plan to build a tree house, thus making a difference in a kid’s life. The term â€Å"carpentry† comes from†¦show more content†¦Sneakers are not counted as safety equipment, but they are only used by roofers. Sneakers, sandals, and dress shoes should not be worn on the job they do not provide enough protection. Only safety shoes should be worn on the job. Gloves are important for carpentry because they can keep your hands safe and sometimes we ne ed, warm. Probably the best gloves for carpentry work are a lightweight type. A suede finish to the leather improves the gripping ability of the gloves, and cloth gloves tend to catch rough materials. Before you go to work on any job, make sure that your entire body is properly protected. Hard hats, flannel clothes, gloves, goggles, and proper shoes should be looked over to make sure you have them, and after you know you have them you are clear to go to work. Carpenters work in unfinished surroundings; this is why it’s all good to make sure your safe. While a house is being built, there are many unsafe places around the building site. When a house is almost finished, there can still be some hazards. Wood left on the roofs could fall and hit you still (â€Å"Everyday Carpentry†5). A safe working site makes the job easier to get done and helps the workers know that they are safe. Ladders are a big hazard in carpentry; you could easily lose your grip or footing. You shou ld never hold on to the rungs of a ladder is very unsafe. You should always hold onto the outside rails of the ladder when climbing. There are holes you can trip in; they canShow MoreRelatedCarpentry Has Had A Great Impact On The Construction Industry1689 Words   |  7 PagesCarpenters are the second largest group with more than 1.3 million carpenters in the workforce in the United States. (Carpenters 481). Carpentry has had a great impact on the construction industry, such as using hand and power tools to cut, shape, and combine wood, metal, and plastics. Carpentry is the technique of working various different types of woods, metals, and plastics, shaping those products into works art. A carpenter constructs and repairs building frameworks and structures. CarpentersRead MoreHow I Become A Carpenter1291 Words   |  6 PagesHOW TO BECOME A CARPENTER I. Developing of Basic Skills Carpentry is a skill that once acquired needs to be developed. As one of the oldest trades, it has been in existence for hundreds of years. Initially, people used logs to develop them into beautiful inspiring structures but nowadays, Working as a carpenter involves laying out projects, cutting and turning timber into desired structures and being able to read blueprints. A carpenter, after assembly of materials ensures his work is accurate andRead MoreTaking a Look at Five Star Carpentry1768 Words   |  7 Pages BUSINESS PLAN Five Star Carpentry Table of Contents 1. Executive Summary 1.1. Product 1.2. Customers 1.3. What Drives Us 2. Company Description 2.1. Mission Statement 2.2. Principal Members 2.3. Legal Structure 3. Product/Service Line 3.1. Services 3.2. Pricing Structure 3.3. Service Life Cycle 3.4. Intellectual Property Rights 3.5. Research Development 4. Market Research 4.1. Industry 4.2. Customers 4.3. Competitors 4.4. Competitive Advantage 4.5. Regulations Read MoreJob Construction Supervisor And Maintenance Management996 Words   |  4 PagesExperienced Construction Supervisor and Maintenance Manager with the skills and leadership qualities needed to drive the development and construction of small, medium and large scale construction projects. Skilled in the planning, mobilisation and deployment of site equipment, plant and personnel. Experienced in setting and managing preventive maintenance strategies in support of multiple properties. Through being able to understand client requirements from planning through to delivery, earned aRead MoreCase Study : Robert Chuckrow Construction Company908 Words   |  4 PagesSummary of Case Robert Chuckrow Construction Company (Chuckrow) was employed as the general contractor to build a Kinney Shoe Store. Chuckrow employed Ralph Gough to perform the carpentry work on the store. The contract with Gough stipulated that he was to provide all labor, materials, tools, equipment, scaffolding, and other items necessary to complete the carpentry work. Gough’s employees erected 38 trusses at the job site. The next day, 32 of the trusses fell off the building. The reasonRead MorePlumbing720 Words   |  3 PagesKevin McPheeters Instructor’ Choice Assignment Fall2012-ECO2023-Princ Economics II-372686 November 3, 2012 Plumbing In my current position, I have the chance to dabble in many of your typical industrial trades such as electrical work, carpentry, welding and plumbing. As much as I enjoy this type of work, my job requirements create limitations to my knowledge and experience. I work in a maintenance capacity; therefore it is helpful to know a little bit about a lot, as opposed to being experiencedRead MoreEssay on The Training and Job Information on Carpenters536 Words   |  3 Pagesexperienced workers. You learn the basics of carpentry, how to use tools and equipment, and first-aid practices. The age requirement is 18 years or older, and you must be physically able to work. Most of the time, you have to pass substance abuse screening. You then take three to four years of training. That is about 144 hours of paid technical training, and 2,000 hours of paid on-the-job training. When you are done, you’ll be a certified construction carpenter. Salary and Pay In Alaska, the payRead Morethe changes in carpentry industry2402 Words   |  10 Pages The Changes in the Carpentry Industry The carpentry industry has changed drastically through time, and this is because of all the developments that have happened. The main change is technology. The carpentry industry is very thankful for all the new technology. Technology has increased the time spent and even the cost of the project. Technology is not the only factor changing the carpentry industry. Different methods of completing projects have played a big role in changes. Carpenters have developedRead MoreThe Occupation of a Carpenter Essay2229 Words   |  9 Pages carpenters may help move or install machinery. How stressful is your job? Carpentry work is sometimes stressful. It often involves standing for a long time, climbing, bending, and kneeling. Carpenters risk getting hurt from slipping or falling, or from working with sharp or rough tools. In relation to that, what are the working conditions like? As in other building trades, carpentry work is sometimes strenuous. Prolonged standing, climbing, bending, and kneeling are oftenRead MorePersonal Narrative : My Life Of Lean1087 Words   |  5 Pagesof building a custom set of stairs, trim, put crown molding up and base down. Needless to say that my father owned his own custom trim carpentry business. My father had and still has a reputation producing high quality, forever lasting works-of-art. No house was the same but the guarantee was. Now I was part of the pack. Learning the in’s and out’s to carpentry is very valuable and my father would pick up different jobs when he wasn’t covered up with trim work. The jobs would range from weed eating