Monday, September 30, 2019

Abraham Lincoln: Sectional President as Preserver of the Union Essay

Before Lincoln became president, there was already much sectional tension between the North and the South, mostly over slavery. While slavery was illegal in most Northern states, it was still the basis of the South’s economy. The main issue was over slavery in the new territories gained through compromises and the Mexican war. At first, the Missouri Compromise temporarily solved the problem, by making it so that in every territory slavery would be illegal, and in return the North would enforce a stricter slave fugitive law. However, this was overthrown by the Kansas-Nebraska Act, ruining the temporary peace. These acts made it so that slavery in the areas would be decided by popular sovereignty, which meant that the people living there voted on it. The North was outraged and began to fight for abolition. When the South’s candidate John Bell lost to Lincoln, several states seceded, because he threatened their slavery-based economy. See more: Examples of satire in adventures of huckfinn essay By the time Buchanan’s term ended and Lincoln took office, there were already seven states that had seceded. Lincoln’s leadership during the Civil War led to Union victory. First, he ensured that the Border States, the states that were still on the edge, joined the Union by proclaiming that it was not a war to end slavery, but a war to save the Union. If he would not have gained these states, it is very likely that the Confederacy could have won the war. He also proclaimed war in such a way that he would gain support, not lose it. He sent supplies to Fort Sumter, only to provide for them, not to reinforce them. However, South Carolina troops attacked the fort, allowing Lincoln to declare war on the South and gained support from troops to regain control of military forts. Lincoln also extended his powers, because of the Supreme Court case which ruled that the president had more power during a time of war. He created the draft, forcing much needed soldiers into drafting. He also used that to declare the Emancipation Proclamation, in which he set all Southern slaves free. This was justified by the fact that the South viewed slaves as property and the government had the right to take away property during times of war. Lincoln’s careful leadership and planning led to victory of the Civil War and preserved the Union. Lincoln’s leadership was also vital after the Civil War. He passed the Homestead Act, which gave settlers land in the West. This was one of the most important acts in American history, because it boosted the economy as an influx of people moved to the west. This also led to industrialization, as new railroads and factories arose in the west. He also encouraged industrialization through his protective tariff. During the war he placed a higher protective tariff, which boosted the North’s economy. He supported internal improvements, such as the building of railroads and new technology. Lincoln’s Reconstruction plan would have helped the South. He allowed for easy re-admittance into the Union. All they had to do was receive sworn statements from ten percent of the population, promising to follow new laws against slavery. If he would not have been assassinated, Lincoln would have helped the South a great deal, so his death was actually bad for them. Lincoln was one of the best presidents in American history. His unique qualities of honesty, fairness, and empathy allowed him to lead the country during a time of crisis. His actions during the Civil War saved the Union from completely dividing. He also ensured that slavery was completely abolished through the thirteenth and fourteenth amendments.

Contemporary International Problems Essay

The United States of America experienced various disputes and wars in its history. Some of these armed conflicts do not only take place within their boundaries because there are also some battles that they have to fight in another country’s territory. The reasons for engaging in such warfare may either directly or indirectly involve the U. S. However, one thing is sure, that in the country’s every participation there is a certain interest that its officials want to fulfill. This kind of situation is what exactly took place in the U. S. ntervention in the Vietnam War. The U. S. government wants to achieve a certain national interest that will work for their benefits. The Vietnam War started in 1954 when the Communist-led parties of the Vietnamese Nationalist and the Vietminh army defeated the French forces. France was forced to recognize North Vietnam as communist while leaving the Southern part of the country as non-communist. Nevertheless, the U. S. did not approve this situation especially the establishment of communist leadership in North Korea. President Dwight D.  Eisenhower ordered the establishment of political machinery in South Vietnam. This includes creating a government that replaced the French leadership as well as deploying military advisers that will train the South Vietnam army. The Central Intelligence Agency of the U. S. also employed psychological warfare in order to weaken North Vietnam. The United States government explicitly expressed its participation and commitment in the Vietnam War when they ordered continuous air bombing in North Vietnam by means of the Tonkin Golf Resolution. The war ended in January 1973 through a diplomatic agreement that resulted in the U. S. withdrawal from Vietnam in exchange for the release of U. S. prisoners (Rotter, 1999). The intervention of the U. S. in the Vietnam War is part of their national interest of establishing democracy in different countries and controls the spread of communism. During the Cold War two conflicting forces are involved namely: the Communist bloc and the Democratic bloc. The U. S. leads the Democratic group, which is why they are doing all the necessary means to combat communism. Their intervention in the Vietnam War is an effort to stop other Asian countries from following the principles of communism especially since Ho Chi Minh is the one leading the Northern part of the country (Rotter, 1999). The American government believes that communism is an enemy because it defies every value and principle that the U. S. upholds such as: free trade and democracy. In relation to this the operations of the U. S. against the Communist bloc is largely dependent upon their belief in the Domino Theory. The Domino Theory is similar to a set of dominoes wherein toppling one of it will result for the others to follow suit. In the same manner, Vietnam represents the first domino that toppled down. The U. S. deemed that if they will not intervene in the Vietnam War other countries in the Southeast Asian region would also adhere to communism (Rotter, 1999). Another reason for U. S. involvement in the Vietnam War is their goal of influencing other countries to follow the path of democracy and adhere to the values and principles that the U. S. stands for. By doing so, the U. S. ould be able to win their battle with the soviet bloc and at the same time establish their position as the world’s superpower. The U. S. government encouraged other countries to follow their ideals by giving military and economic aid to them. This is observable when they helped France in maintaining its Indochina colonies. The U. S. also applied the Domino Theory in acquiring more countries in their side. They think that by showing other countries the development of France, they would choose democracy over communism, as this would entail more benefits for them (Rotter, 1999). The U. S. intervention in the Vietnam War clearly shows that the country tend to intervene in others’ affairs in order to accomplish their national interests. The U. S. government used the resources that they have in order to pursue their objectives. They took advantage of the conflicts that is happening in the other parts of the world so that they could defeat the soviet bloc and control the spread of communism. In doing so, they were able to emerge as one of the most powerful countries in the world.

Sunday, September 29, 2019

Romeo and Juliet Are Failed by Their Parental Figures, Discuss

Within the story of Romeo and Juliet the parental figures with responsibility over the children are not just the biological parents, however in the time when the play was written, this would have been normal for the rich, upper class families that the Montague’s and Capulet’s were. The parental figures over the two children change as their relationship between the two lovers develops and other events occur within their family lives.Juliet is the main focus of the changing in parental figures and this may be down to the failing of her by her nurse, at the start of the play the nurse is a vital role in her life, and Shakespeare shows this though Juliet confiding in the nurse. However, this is how the change occurs as we see Juliet feeling as she has been failed by nurse in these secretive chats. However Romeo remains with one strong figure in his life thought the play, Friar Lawrence, and although the outcomes of dramatic events this appears to remain the same thought out .Juliet and nurse have a strong bond at the beginning of the play, due to the relationship nurse agrees to help Juliet marry Romeo as nurse feels it is what Juliet really wants. However when lady Capulet wants Juliet to marry another man, late on in the play, the nurse advices Juliet to forget about Romeo and this is where the main start of Juliet feeling failed occurs.Juliet confides in her nurse for advice about Paris’ marriage proposal, but the trust between them breaks down when nurse says ‘I think you are happy in this second match, for it excels your first’ Juliet is angry at nurse for saying this as she wants the nurse to help her continue her love for Romeo. Feeling failed by Nurses lack of help she decides to go to Friar Lawrence for help, breaking her relationship with nurse.In this situation the Nurse may not have failed Juliet, as she only did what she thought was best for her, however through Juliet’s eyes, the nurse failed her by helping her with Romeo at the start but stopping when the situation developed. Juliet also feels let down by her father as he forces her to marry Paris even though she begs not to, and when she says ‘he shall not make me there a joyful bride’ meaning she will not marry Paris, he reacts angrily saying ‘Or I will drag thee on a hurdle thither. accusing her of treason for not wanting to do as her father commands of her. He thinks she should be proud and thankful that he has found her such a worthy husband. He is more concerned with her status, and that of his own, than he is her happiness. Juliet knows that she will get no help from her father in following her heart so she feels forced in to taking the desperate measure of faking her own death. Juliet is clearly let down by her father who should have listened to her and valued her happiness more.Romoe’s parents echo the relationship in the Capulet household between them and their children, as again their relationship is a distant one. So much so that Montague and Lady Montague don’t know what is wrong with Romeo when he is in depression over his unreturned love for Rosaline. However although they aren’t close to Romeo, he isn’t failed by his parents as there are still there for him ‘Could we but learn from whence his sorrows grow, we would as willingly to give cure as know. This is said by Montugue when he is asking Benvolio if he knows what is wrong with Romeo meaning he will put right what is wrong with Romeo if he knows what it is. So Friar Lawrence is a main parental figure though the play for Romeo throughout and for Juliet after her relationship with her nurse breaks down. Friar Lawrence really tries to help the couple. He marries them and helps Juliet develop a plan so that Romeo and Juliet can finally be together.He sends the ill fated message that never gets to Romeo and it is no failing of his that it does not reach him in time. However, despite all of his good i ntentions at the last he does fail Juliet, if he had not run away from the guards he may have been able to convince Juiet not to kill herself when she awakes from her drug induced death and finds Romeo dead beside her.In conclusion, Romeo and Juliet are let down by the parental figures in their lives. From the distant parents who care little for their happiness to the Friar and nurse who despite their love and devotion to the young people are ultimately not there for them when they need them most. Had the parental figures done a better job in supporting this young couple perhaps Romeo and Juliet would not be such a tragic love story.

Phonetics and Phonology

REPUBLICA BOLIVARIANA DE VENEZUELA UNIVERSIDAD PEDAGOGICA EXPERIMENTAL LIBERTADOR INSTITUTO PEDAGOGICO DE CARACAS CATEDRA DE FONETICA Y FONOLOGIA ASIGNATURA: FONETICA Y FONOLOGIA II AN ANALYSIS OF A SPEECH SAMPLE IN WHICH UNDERLIE A VARIETY OF ENGLISH VOWEL SOUNDS Authors: Aymara Villasmil Daniel Rodriguez CARACAS, FEBRERO DE 2011 INTRODUCTION Throughout the years, a variety of famous linguists have made an attempt to define the difficult question of what language is. For instance, Halliday (1973) affirms that language is an instrument of communication among members of a social group.In relation to this, Gimson (1962) states that a language is a system of conventional signals used for a communication by a whole community. On the other hand, Whitman (1975) when trying to describe the concept of language establishes a particular connection between the use of language and the mental processes speaker experiences. He states that language, far from being independent of the mind, was so in extricably tied to the mind that the study of language was virtually the study of human mind.These different assumptions of what language is impel us, as future EFL teachers, to recognize the enormous responsibility teaching English as a foreign language involves. Due to the fact that we will necessarily have to handle several definitions of what language is and its components (syntax, grammar, phonetics and phonology, semantics,†¦) in order to help students realize the variety of elements they use when communicating with others.For instance, when teaching our students a language level such as phonetics and phonology, which primary involves pronunciation we have to make them aware that it is not only a matter of pronouncing sounds in isolation, but that these sounds are part of a communicative system the use in daily life. In relation to this, Strickland ( U. D ) states that learning a language, whether it is the mother tongue or a foreign one, is learning a system of sounds an d their arrangements in words and patterns of organization together with the concepts the words and patterns represent.The following written work has as a primary proposal, the analysis of a speech sample recorded from a beginner speaker of English language who read a four – paragraph newspaper article in which the following vocalic sounds were immersed: mid – low back /? /, low front /? / , mid -high back / /, mid – high front /? / . Through the record we will be analyzing the substitution the speaker made or not of any of the four vocalic sounds mentioned before.We will be explaining why the speaker made that substitution, which factors influenced in the substitution and finally, we will be giving a variety of suggestions / recommendations for the appropriated production of vowel sounds of English and the rest of the inventory sounds. General Objective ? To explain the transference the speaker makes when pronouncing the English vowels which do not belong / exi st to Spanish inventory sounds. Specific Objectives ? To demonstrate the articulatory features that influence the speaker when pronouncing English vowel sounds. To establish different factors that affect the Speaker when pronouncing English vowels. ? To provide students accurate and useful pronunciation techniques that will make them improve their pronunciation of English. ONE of the few surprises at the Golden Globes two weeks ago — you’ll be forgiven if you’ve already forgotten about that odd little broadcast — was the award given to â€Å"Carlos,† the French director Olivier Assayas’s five-hour-plus reconstruction of the life and career of the notorious terrorist of the 1970s and ’80s Carlos the Jackal.The award represented a high point of cosmopolitanism at a predictably parochial event: 11 languages spoken on screen; dozens of locations across Europe and the Middle East; a polyglot cast led by a Venezuelan star, Edgar Ramirez, wh o has the potential to become an international sex symbol. What more could you want from a foreign film? /w? n ? v fju s? rprajz? z ? t gold? n globz tu wiks ? go ju ll bi f? rg? v? n ? f ju vealready f? rg? t? n ? bawt t ? d l? t? l br? dk? st w? z ?w? rd g? v? n tu k? rlos, fr? nt? d? r? kt? r ol? vie assayas sfive- aw? r- pl? s rik? nstr? k n ? lajf ? nd k? r? r ? v not? ri? s t? r? r? st ? v 1970s ? nd 80s k? rlos d k? l. ?w? rd r? pr? z? nt? d ? haj p? jnt ? v cosmopolitanism ? t ? pr? d? kt? bli p? roki? l ? v? nt: 11 l gw? d z spok? n ? n skrin; d? z? nz ? v loke nz ? kr? s j? r? p ? nd m? d? l ist; ? p? liglat k? st l? d baj ? v? n? zwel? n st? r, dgar r? m, rezwho h? z p? t? n l tu b? k? m ? n ? nt? rn n? l s? ks s? mb? l. w? t m? r k? d ju w? nt fr? m ? f? r? n f? lm/ |Phonetic Transcription |Well pronounced |mispronounced |Segment used for substitution | |/? / | | | | |/? f/ | | |Substitution of the mid-high front | | | | |vowel /I/ for the Spanish /i/ | |/ t/ | | | | |/l? t? l/ | | | | |/br? k? st/ | | |Back closing diphthong /ou/ instead of | | | | |the mid low back /? / in the first | | | | |syllable. | |/br? dk? st/ | | |Substitution of the low front vowel /? /| | | | |for the central schwa /? in the second| | | | |syllable. | |/g? v? n/ | | | | |/ol? vie/ | | | | |/? nd/ | | |Substitution of the low front vowel /? /| | | | |for the central schwa /? in the second| | | | |syllable. | |/k? r? r/ | | | | |/t? r? r? st/ | | |Substitution of the Mid- high front | | | | |vowel /I/ for the Spanish /i/ | |/sev? nt? / | | |Deletion of the mid-high back vowel. |/? nd/ | | | | |/e? t? / | | |Deletion of the mid-high back vowel. | |/d k? l/ | | | | |/? t/ | | | | | | | | | |/pr? ? kt? b? l/ | | |Substitution o the Mid- high front | | | | |vowel /I/ for the mid front in the | | | | |first syllable and substitution of Mid-| | | | |high front vowel /I/ for the Spanish | | | | |/i/ in the second syllable. |/? v? nt | | | | |/l gw? d z/ | | |Substitut ion of the low front vowel /? /| | | | |for the central /? / in the first | | | | |syllable. | |/? kr? s/ | | |Substitution of the mid-low back /? , | | | | |for the Spanish /o/ | |/? nd/ | | |Substitution of the low front vowel /? /| | | | |for the central schwa /? / in the second| | | | |syllable. | |/m? d? / | | |Substitution of the Mid- high front | | | | |vowel /I/ for the Spanish /i/ | |/k? st/ | | |Substitution of the low front vowel /? /| | | | |for the Mid-low back /? / | |/r? mirez/ | | |Substitution of the low front vowel /? | | | | |for the central Schwa /? / | |/h? z/ | | |Substitution of the low front vowel /? /| | | | |for the Mid-low back /? / | |/b? k? m/ | | | | |/? n/ | | |Substitution of the low front vowel /? | | | | |for the central Schwa /? / | |/? nt? rn n? l/ | | |Substitution of the low front vowel /? /| | | | |for the central Schwa /? / | |/? nt? rn n? l/ | | | | |/s? mb? l/ | | | | |/k? / | | | | |/f? lm/ | | | | Except that â€Å"Carlos† was not n ominated for the Golden Globe in that category (the winner was â€Å"In a Better World,† from Denmark): it was made for, and first shown on, French television, a fact that also rendered it ineligible for consideration — as a foreign-language or any other kind of film — by the Academy of Motion Picture Arts and Sciences, which announced its nominees last Tuesday.Mr. Assayas’s dark-horse victory at the Globes was for best miniseries or motion picture made for television. Fair enough, given its origins. Then again, â€Å"Carlos† has encountered its American audience in the way more and more foreign films do these days: on a handful of movie screens in big cities, and on cable and video-on-demand. So its exclusion from the Oscars seems somewhat arbitrary. /? ks? pt t k? rlos w? z n? t n? m? net? d f? r gold? n glob ? n t k? t? g? ri ( w? n? r w? z ? n ? b? t? r w? rld, fr? m d? nm? rk): ? t w? z med f? r, ? nd f? rst ? on ? n, fr? nt? t? l? v n, ? f? kt t ? so r? nd? rd ? t ? n? l? d b? l f? r k? ns? d? re n ? z ? f? r? n- l gw? d? ?r ? ni r kajnd ? v f? lm baj ?k? d? mi ? v mo n p? kt r ? rts ? nd saj? ns? z, w? t? ?nawnst ? ts n? m? niz l? st tuzdi. m? st? r. assayas sdark- h? rs v? kt? ri ? t globz w? z f? r b? st m? nisiriz ? r mo n p? kt r med f? r t? l? v n. f? r ? n? f, g? v? n ? ts ? r? d nz. n ? g? n, k? rlos h? z ? nkawnt? rd ? ts ? m? r? k? n ? di? ns ? n we m? r ? nd m? r f? r? n f? lmz du ? iz dez: ? n ? h? ndf? l ? v muvi skrinz ? n b? g s? tiz, ? nd ? n keb? l ? nd v? dio- ? n- d? m? nd. so ? ts ? ksklu n fr? m sk? rz simz s? mw? t ? rb? tr? ri/ |Phonetic Transcription |Well pronounced |mispronounced |Segment used for substitution | |/? ks? pt/ | | |Substitution of the mid high front /I/ for | | | | |the mid front /e/ | |/ t/ | | |Substitution of the low front vowel /? / for| | | | |the Mid-low back /? | |/? n/ | | | | |/ t/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/k? t? g? ri/ | | |Substitution of the low front vowel /? / for| | | | |the Mid-low back /? | |/w? n? r/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/? n/ | | | | |/? t/ | | | | |/? nd/ | | |Substitution of the low front vowel /? for| | | | |the central Schwa /? / | |/t? l? v n/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/f? kt/ | | | | |/ t/ | | |Substitution of the low front vowel /? for| | | | |the central Schwa /? / | |/? t/ | | | | |/? n? l? d b? l/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ in the second | | | | |syllable. | |/k? ns? d? re / | | | | |/? z/ | | | | |/l gw? d? / | | |Substitution of the low front vowel /? / for| | | | |the mid-front /e/ | |/en? / | | | | |/f? m/ | | | | |/? k? d? mi/ | | | | |/p? kt r/ | | | | |/? nd/ | | | | |/w? t? / | | | | |/? s/ | | | | |/l? st/ | | |Substitution of the low front vowel /? / for| | | | |the Mid-low back /? / | |/m? st? r/ | | | | |/v? kt? ri/ | | |Substitution of the mid high front /I/ for | | | |the highest front /i/ | |/? t/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/m? st? r? z/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/p? kt / | | | | |/t? l? v n/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/g? v? n/ | | | | |/? ts/ | | | | |/? ? d nz/ | | |Substitution of schwa /? / for the highest | | | | |front vowel /i/ in the second syllable, | | | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ in the third | | | | |syllable. | |/h? / | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/? ts/ | | | | |/? n/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/? d/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/f? lmz/ | | | | |/h? ndf? l/ | | | | |/ h? ndf? l/ | | | | |/? / | | | | |/b? g/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/s? tiz/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/? d/ | | | | |/v? dio/ | | | | |/d? m? nd/ | | | | |/d? m? nd/ | | | | |? s | | | | |? ksklu n | | | | |? sk? rz | | |Substitution of the mid low back /? /, for | | | | |the Spanish /o/ |But so does everything else about the way the Academy deals with movies from the rest of the world. An elaborate and mysterious winnowing process pares down the thousands of potential nominees to five. This year they are â€Å"Dogtooth† from Greece, â€Å"Incendies† from Canada, â€Å"Biutiful† from Mexico, â€Å"Outside the Law† from Algeria and â€Å"In a Better World,† which might be considered the front-runner if you take the Globes as an omen. /b? t so d? z ? vri ?ls ? bawt we ?k? d? mi dilz w muviz fr? m r? st ? v w? rld. ?n ? l? br? t ? nd m? st? ri? w? no pr? s? s p? rz dawn ?awz? ndz ? v p? t? n l n? m? niz tu fajv. s j? r ? e ? r dogtooth fr? m gris, incendies fr? m k? n? d? , biutiful fr? m m? ks? ko, awtsajd l? fr? m ? ld ri? ?nd ? n ? b? t? r w? rld, w? t? majt bi k? ns? d? rd fr? nt- r? n? r ? f ju tek globz ? z ? n om? n/ |Phonetic Transcription |Well pronounced |mispronounced |Segment used for substitution | |/? vri / | | | | |/? k? d? i/ | | | | |/w / | | | | |/? n/ | | | | |/? l? br? t/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? | |/? nd/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/m? st? r? z/ | | |Substitution of mid high front /I/ for the | | | | |mid-front /e/ in the second syllable. | |/w? no | | | | |/ s/ | | |Replacement of the mid high front /I/ for | | | | |the highest front /i/ | |/j? r/ | | | | |/k? n? d? / | | |The speaker did not produce de vowel sound. |/? ld ri? / | | |Substitution of mid high front /I/ for the | | | | |mid-front /e/ in the second syllable. | |/? ld ri? / | | |Substitution of the low front vowel /? / for| | | | |the Mid-low back /? / in the first syllable | |/? n/ | | | | |/w? ? / | | | | |/k? ns? d? rd/ | | | | |/? f/ | | | | |/? z/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? | |/? n/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | â€Å"Dogtooth† came and went on a few American screens last spring, and â€Å"Outside the Law† had a brief run in December (and may return shortly); only â€Å"Biutiful,† whose globally famous star, Javier Bardem, was nominated for best actor, is likely to be playing now at a theater near you.The others will be released in the late winter or early spring, in the hopes of realizing some kind of box office bounce. The usual pre-nomination handicapping — the canvassing of critical opinion and the weighing of popular sentiment — does not apply to these movies, which might in principle make the choices less compromised, but in practice only serves to make them more confusing. dogtooth kem ? nd w? nt ? n ? fju ? m? r? k? n skrinz l? st spr , ? nd awtsajd l? h? d ? brif r? n ? n d? s? mb? r ( ? nd me r? t? rn rtli); onli biutiful, huz glob? i fem? s st? r, h? vi? r bardem, w? z n? m? net? d f? r b? st ? kt? r, ? z lajkli tu bi ple naw ? t ? ?i? t? r n? r ju. rz w? l bi rilist ? n let w? nt? r ? r ? rli spr , ? n hops ? v ril? jz s? m kajnd ? v b? ks ? f? s bawns. ju w? l pri- n? m? ne n h? ndik? p k? nv? s ?v kr? t? k? l ? p? nj? n ? nd we ?v p? pj? l? r s? nt? m? nt d? z n? t ? plaj tu ? iz muviz, w? t? majt ? n pr? ns? p? l mek t js? z l? s k? mpr? m? jzd, b? t ? n pr? kt? s onli s? rvz tu mek m m? r k? nfjuz / Phonetic Transcription |Well pronounced |mispronounced |Segment used for substitution | |/? nd/ | | |Substitution of the low front vowel| | | | |/? / for the central Schwa /? / | |/l? st/ | | |Substitution o f the low front vowel| | | | |/? for the low-back. | |/spr / | | | | |/? nd/ | | | | |/h? d/ | | | | |/? n/ | | | | |/? d/ | | | | |/? kt? r/ | | | | |/? z/ | | | | |/ple / | | | | |/? t/ | | | | |/n? / | | |Substitution of the mid-high back | | | | |vowel /I/ for the central diphthong| | | | |/I? / | |/w? l/ | | |Substitution of the mid-high back | | | | |vowel /I/ for the Spanish /i/ | |/? / | | | | |/w? nt? r/ | | | | |/spr / | | | | |/? n/ | | | | |/ril? jz / | | | | |/? ? s/ | | |Substitution of the mid low back | | | | |/? /, for the Spanish /o/ | |/h? ndik? p / | | |Substitution of the mid-high back | | | | |vowel /I/ for the Spanish /i/ | |/h? ndik? p | | | | |/k? nv? s / | | | | |/k? nv? s / | | |Substitution of the mid-high back | | | | |vowel /I/ for the Spanish /i/ | |/kr? t? k? l/ | | | | |/? p? j? n/ | | | | |/? nd/ | | | | |/we / | | | | |/w? t? / | | | | |/? n/ | | | | |/pr? s? p? l/ | | | | |/? n/ | | | | |/pr? kt? s/ | | | | |/k? nfjuz / | | | | METHODOLOGYAn IPC s tudent from the Second semester was selected for the recording of the speech sample which was one of the main concerns of this investigation. The recording was made on February 9th in a classroom of the IPC. The electronic device used was a low quality cell phone whose recording application allowed us to record the student’s speech and then, through USB connection, transferred the audio to the PC and copied the data in a CD-ROM. ANALYSIS OF THE RESULTS †¢ CHART N? 1 Production of the vowel sound mid – low back /? / in a text read by a student of the second semester at the IPC. | |Pronunciation | | |Sound | | | | | |Substitution | | |Well – Pronounced | | | | | |Mispronounced | | | | | |Substitution of the mid | |/? |0 |4 |low back /? /, for the | | |0% |100 % |Spanish /o/ in most of | | | | |the cases. | †¢ For the vowel sound low front /? / (fifty – three times). †¢ For the vowel sound mid -high back /? / (two – times). †¢ Fo r the vowel sound mid – high front /? / (eighty – two times). †¢ For the vowel sound mid-low back /? / ( four times) Sound |Right |Wrong |Substitution | | |2 |0 | | |/? / |100% |0% |None | |Sound |Right |Wrong |Substitution | | |57 |24 | | |/? |70% |30% |In most of the cases, | | | | |replacement of the mid high | | | | |front /I/ for the highest | | | | |front /i/ | Sound |Right |Wrong |Substitution | | |22 |31 | | |/? / |42% |58% |In most of the cases, | | | | |Substitution of the low front| | | | |vowel /? for the central | | | | |Schwa /? / | 1- The speaker’s most troublesome sound was the mid – low back vowel of English /? /, although its incidence in the whole article was very low, only four times. Nevertheless, the student substituted the English sound /? / whose lip- position is similar to the one of Spanish / o /, that is, slightly rounded. 2- After the mid-low back vowel, the most troublesome sound was the low front vowel /? /, due to the f act that the speaker substituted this sound /? / in most of the cases for schwa /? or Mid-low back /? /, in which the lips are slightly spread and the vowels for the substitution are lax (/? /) and tense (/? /) respectively. Some aspects that may cause trouble for the speaker is the word spelling, because sometimes they tend to get confused or doubtful when pronouncing a word, in the moment they see a difficult or uncommon spelling. RECOMMENDATIONS In order to facilitate our labor as future English teachers and to encourage our students to learn the language while developing effective skills, being speaking our main concern, the researchers selected a series of educational techniques: ? ReadingsAs future EFL teachers we have to expose our students to English language through â€Å"readings† in which students will find a visual stage (graphemes) and an auditory one (phonemes). Students will read aloud pieces of writings made by them or any selected reading material made by the teacher such as, short stories A Christmas Carol by Charles Dickens, To Build a fire by Jack London, or any play such as: Romeo and Juliet by William Shakespeare. Students will read or hear structures like: pot – stop, tip – sleep, car – bad and the will also be aware of the likenesses or differences among vocalic sounds immersed in the readings. Dictation EFL teachers must develop listening skill, so as a speaking one, in their students and this can be done through the appropriate use of dictation as a useful and realistic technique that will allow students to receive a phonic background and then to analyze the spelling data involved, that is, graphemes. The most important part of this method is that students will be able to create the pieces of writings that will be read by the teacher or among the classmates and whose content will be according to their interests and experiences, so student? creative expression will also be taken into account as essential par t of the learning process. ? Poetry According to Stuckland (1962) students like poetry first for its singing quality, for its rhyme, rhythm and all that goes into the melody of verse. That is, the enjoyable environment poetry creates when students interpret its content. Suggested poems will be: Hickory, Dickory, Dock by William Wallace Denslow in whose content are presented a variety of vowel sounds. CONCLUSIONSIn order to make our students aware of the different vowels in English, we as English teachers, have to clarify and exemplify several exercises for them, to make a distinction in pronunciation patterns of the sounds they can find more troublesome in English. We can write similar words in the board and provide a distinction of sounds to differentiate them, so students could see the pronunciation if we would practice with them the distinction and very essential, the spelling patterns for the English vowel productions and examples with these.Furthermore, if we teach these spelli ng patterns criteria and we practice the pronunciation of these difficult vowels for our students, they will assimilate and acquire a better understanding, specifically if we focus our attention on these vowels /? / and /? /. As another useful activity, we can encourage our students to produce the different vowels of English by different techniques, and be aware of common mistakes in the utterance of the mid-low back and /? / and the low front /? /.Regarding this, we can explain our students different techniques to practice in the classroom, such as reading activities, dictations, spelling patterns, pronunciation differences and others. Finally, we as EFL teachers have to be more sensible while listening to our student? s vowel production and when they find it difficult to make a distinction between the vowel systems of English and Spanish, and we can provide them with a comparison and contrast pattern, in order to provide them with the comprehension and accurate distinction between these systems, making their pronunciation more accurate. BIBLIOGRAPHICAL REFERENCESSAPIR, EDWARD  (1921)  Language: An Introduction to the Study of Speech. Harcourt Brace and Company, Orlando, Florida. STRICKLAND, RUTH (1969) The language arts. D. C Health and Company. Lexington, Massachusetts. A. C,GIMSON (1962) An introduction to the pronunciation of English. Reader in Phonetics, University College, London. A. C,GIMSON (1975) A practical Course of English Pronunciation, a perceptual approach. Edward Arnold Publishers, 25 Hill Street, London. ———————– Professor: Viktor Carrasquero Hickory, dickory, dock The mouse ran up the clock The clock struck one, The mouse ran down, Hickory, dickory, dock

Saturday, September 28, 2019

Principles

Airdrop is the act of extracting cargo out of the back of the airplane while the airplane is flying. The loaders section consists of 30 session ready airman. In order to accomplish this mission every member of the airlift squadron must remain current on all training items. Every six months there are a number of training events that must take place for every member. Without accomplishing each event, the member becomes â€Å"not mission ready† and this, in turn effects the entire squadron.In order to keep everyone mission ready, the chief loaders, Scams Ballard, schedules weekly flying for everyone in the unit. Each member can accomplish a limited number of tasks per flight, so in order to accomplish the entire list of acquirement, a member must fly nearly once every two weeks. This unit, being an Air National Guard unit has its limitations as most members have outside full-time jobs and have limited availability. This makes scheduling difficult for Scams Ballard because it is h is job to ensure everyone is mission ready.Managers abilities (Planning, Organizing, Directing, Controlling) â€Å"Planning is the logical thinking through goals and making the decision as to what needs to be accomplished in order to reach the section's, department's or organization's objectives. Organization is a matter of appointing individuals to assignments or responsibilities that blend together to develop one purpose, to accomplish the goals. It is supervising, or leading workers to accomplish the goals of the organization. The process that guarantees plans are being implemented properly is the controlling process (Trident University, n,d). Scams Ballard is a great manager and leader. He oversees 30 members of our unit in every aspect of the workplace. He delegates certain areas to other supervisors in the unit; like medical readiness, the seasoning training program, safety, and other areas. Scams Ballard plans the schedule for our nit so that everyone remains mission ready a nd readily deployable. Deploying overseas to help other forces is the most important aspect of our job. Scams Ballard also ensures that members who have been flying for a while help out the newest members.The squadron has yearly flight evaluations that must be planned and scheduled so that our unit can ensure everyone knows how to do their job the right way. Scams Ballard and 2 other high ranking members of our unit act as flight evaluators. If during a flight they feel that a member isn't being safe or doing their job correctly, he can immediately disqualify that member from flying. If a member fails his/her evaluation they must fly with an instructor and start the process of becoming re-qualified over a long period.Scams Ballard is also in charge of assigning annual training days for each member. In the Air National Guard, each member is required to have 15 days of active duty training (part of the one weekend a month and two weeks a year slogan). He notifies everyone that they ca n schedule those annual training days and everyone submits their requested days. He is in charge of ensuring everyone shows up on time and is available to accomplish squadron tasks. Department Issues There are a few issues in the department but the biggest area of concern is keeping everyone mission ready.Performing in-flight tasks is at the discretion of the member, as they are required to submit availability sheets to Scams Ballard, so that he knows when people are available. For example, if airdrops are only performed on Tuesdays and Thursdays and the member is only available on Wednesdays, it will be difficult to keep that person up to date. There are other areas, like computer based training, that everyone in the Air Force has to accomplish, but these are additional items on top of our light requirements that Scams Ballard must keep track of.A second issue is the availability of aircraft to perform required tasks. The airplanes at the squadron are nearly 20 years Old, and are s tarting to wear down. This means more time in the maintenance shop being fixed and repaired. The more time an airplane spends in the hangar, the less time members of the unit get to fly it. Principles This work was made in order to explain the principles of economics that is handled in society or a country. People, companies, the government and society must face a common problem: managing scarce resources. Scarcity means that society has limited resources and therefore can not produce all the goods and services that people want to have (unlimited wants). To address the shortage must choose between different alternatives available (go to the stadium or a party, buy a coat or a suit) . The economy is the social science that studies the choices that individuals, genuineness, government and society made to face shortages.It is based on ten principles grouped as follows. Objectives What kind of questions about the economy? How individuals make decisions? How do the Individuals? How does the economy as a whole? ECONOMIC PRINCIPLES The principles of economics are based on ten principles grouped as follows: Group 1: Principles that govern how Individuals make decisions. Else they want. M aking decisions is choosing between two objectives. If a student studies, it is leaving a few hours of sleep. If a parent buys food, you are not buying someone else's reduce.When they decide to spend an additional weight in a well, are having a weight less to spend on other goods or services. Individuals are grouped to form companies which also face these dilemmas. Example, buy more weapons for national defense or increase public spending to improve wages or offer better education. In developing an economic policy, society is faced with the dilemma between efficiency and equity, ‘e, thinning the most of scarce resources and the equitable sharing of the benefits of these resources among its members. 2 The cost of something is what is forgone to obtain it.As individuals face tradeoffs, making decisions should compare the costs and benefits of different alternatives. While determining a benefit is relatively obvious, appears equal to the event cost. Consider for example the decis ion to study (in college or high school). The benefits of this decision can be summarized as intellectual enrichment and a better employment opportunities after graduation. Among the costs have the monetary cost of tuition, fees, food, transportation, photocopying, books and materials that will address over the years of study, but in addition we must consider the use of time devoted to study.The valuation of this time corresponds to the higher salary that would have earned by working instead of studying. This is what is known as opportunity cost alternative higher value that is left to do to get something (in other words, what you give up is the cost of what we get). 3 Rational people think at the margin. Manama describes the desire for a rational person to buy a good as if it were based on the marginal surplus that person would bring an extra element. Manama points out the difference in value between water and diamonds.A marginal increase in the water supply of a person rarely invo lves a significant cost to that person. On the Usually the decisions that individuals make are not only two aspects, there is a range of possibilities. So a student does not choose between studying for a contest O hours or 24 hours a day, choose an intermediate time. These small additional adjustments to a plan of action are known as marginal changes. Individuals and companies can make better decisions thinking at the margin. A decision is rational only if the marginal benefit involved is greater than the marginal cost.Suppose that an airline must decide how much to charge passengers for a flight between Santiago and Miami. Suppose the round trip on a plane with a capacity of 200 seats is $ 900,000. In this case, the average cost per seat is $ 4,500. One might be tempted in this case to conclude that the airline should not sell tickets at prices below $ 4. 500. Sin But the airline can increase profits marginally thinking. Suppose the flight is about to leave with 20 empty seats, and suppose there is a passenger waiting to take the plane and is willing to pay $ 3,000 for it.Should the airline sell you a ticket? Of course you do. If the plane has empty seats, the cost of adding a passenger is negligible: although the average cost is $ 4,500, the marginal cost is simply the food that the extra passenger will consume. So, while the passenger was willing to pay more than the marginal cost, selling a ticket is profitable. 4 People respond to incentives. Individuals decide comparing costs and benefits, but their behavior may change if the costs and benefits change.Example, if you raise the price of a kilo of apples this becomes an incentive to buy pears. If the government maintains the fuel tax is an incentive to increase purchases of cheap cars. Group 2: Principles relating to the way in which individuals interact. Trade can improve the welfare of each individual. This is because there specialization. A family may decide to move in the field and build your home, gro w food, raise cattle, produce wool and leather to make clothing, etc. But not everyone has the skills to perform all those tasks which makes the action is inefficient.That's why there is trade (between individuals, businesses, countries) where each actor specializes in what it does best and this eventually leads to there being a greater quantity and variety of goods and services at lower cost as their production is efficient (so there Fats) 6. Arrests are a good way to organize economic activity. Currently the market economy has shifted to centralized economies, IEEE those in which the central government planning models determined what occurred, who did it, how much and who consumed him.The market economy involves the decisions of millions of individuals and businesses. People decide what to buy with their incomes and firms decide what to produce. These individuals and firms interacting in markets for goods and services where prices and self-interest guide their decisions. As stated in the above principle, the markets are good regulators of economic activity, over at times the state should intervene to promote efficiency and equity. This happens when â€Å"market failures† which are situations in which the market alone does not efficiently allocate resources are presented.Externalities and market power are two examples of market failures. Externalities are consequences that the action of an individual or company has on the welfare of another individual or company. Example is pollution; a company in the production process pollutes not try to decrease unless the State applies fines for polluting. Market power, meanwhile, is defined as the ability of an agent or a small group of them to significantly influence market prices. This is the case of monopolies, oligopolies, monopoly (ANSI, Arafat) and oligopolies (supermarkets who buy vegetables to farmers).Group 3: principles of how the economy works as a whole. 8 The standard of living of a country depends on its ability to produce goods and services. Productivity levels, IEEE, the amount of goods and services produced for each hour of work are key determinant of living standards of the countries. Thus, a country with high productivity will have more products and its people have more clothes, more DOD, more cars, etc. , which makes your standard of living is high compared to countries with low productivity where the supply of products is lower.This leads us to note that the growth rate of productivity of a country determines the growth rate of its average income. Obviously that productivity is not the only determinant of quality of life, but the most important. Others are public policies that foster education, technology acquisition, training of employees, etc. 9 Prices rise when the government prints too much money. A government decides to increase the amount of money when it is not able to solve TTS spending to revenues (taxes, patents, etc. , the problem is that this leads to inflati on, IEEE the increase in the general level of prices in the economy . A high and prolonged inflation imposes some costs on society, so keep at a low level is a goal of those responsible for the economic policy of a government (and worldwide). 10 Society faces a short-run tradeoff between inflation and unemployment. The inflation problem could be solved if the government reduces the amount of money in the economy, but the solution is not really as simple as closely (inversely) with inflation is unemployment.This is reflected in the Phillips curve: If the overspent decides to actually decrease the amount of money in order to reduce inflation, a general fall in prices (more lengthen the short term), resulting in a drop in occurs corporate income, if this happens, companies will seek to decrease their costs financial management conclusion In conclusion this work we did with the learning or understanding of economic principles which are governed in a country that are 10 principles to con sider in a given economy, we will see a summary of each of them, to know . People face tradeoffs. To have something, we usually sacrifice something else, either time, money or other sources. 2 The Cost of Something is what you give up to get. Everything has a cost and a benefit. Our decisions will compare these costs and benefits between the alternatives. Here comes the issue of opportunity cost, which basically refers to what you give up to get something else. 3 Rational People Think at the Margin. People make decisions by comparing costs and benefits in terms of margin.This involves knowing the benefits and costs of each decision alternative. 4 The People Respond to Incentives. Marginal changes in costs or benefits motivate people to respond. Then decisions will sake an alternative when the marginal benefit is greater than marginal cost. 5 The Exchange can make everyone better. People earn for their ability to exchange something for something else. This exchange allows people can specialize in what it does best. Markets are Usually a Good Way To Organize Economic Activity. In a market economy there is a relationship between the families and businesses. On the one hand families decide what they will buy and who will work for this and on the other hand businesses decide what will be produced and who will hire for this. 7 Governments sometimes can improve economic performance. When markets fail, the government can intervene to promote efficiency and equity.

Importance of Command Essay

The chain of command is an important structure in the military. First it allows problem to be handled at the lowest level possible in the command. If a military personnel has a problem he would go to his NCO first before going to their SCNOs or Commander; this way he isn’t stepping on people’s feet and everyone is aware of the situation so they can get it fixed. You also have to think of it in a war situation. If there was no chain of command then everyone would think they are in charge. If an NCO tells a private to go do this, then the private knows to just go do it. If there was no chain of command then the private would probably try and tell the NCO off and then he will probably end up getting shot by the enemy. You work your way through the chain of command by rank and experience. This is why no one is going to question an order coming from someone higher ranking with more experience. As well as if the person believes that their situation needs to be addressed and executes the wrong decision then what more can that person do? Everyone learns through their mistakes and no one is perfect in this world, but with a bad situation comes with bad judgment and lack of decision making. In the civilian world they also use Chain of Command as well for example, most organizations have an established chain of command that is essential for effective management, accountability, and a strong means of operation. Whether it’s because individuals now have higher expectations or perhaps it is simply out of force of habit, many of us want to go right to the top with our complaints. In terms of fairness and efficiency, this is not appropriate for their athlete programs as it creates the necessity for an established chain of command. As a leader, you must start by educating everyone on the significance of your chain of command. You can do this in a variety of ways to give the person in need of dire help ready for anything. We initially cover the chain of command in boot camp when a recruit needs to use the head or needs to go to medical for any apparent reason. Because of the strong support from our Chain of Command and our efforts to educate and communicate and have high expectations, most new military personnel observe the neglect as if no one cares for them. For this they need to be supportive to them and give them that security that everything is getting handled as fast as they can, as a result this will significantly decrease the number of complaints and any further problems that may occur or rise. In any situation the NCOs will tell the lower rank have you mentioned this to anyone or how long has this problem been going on. In any form of situation regardless if they brought it up or not, the chain of command needs to be properly used in order for the personnel not to get in any trouble. Back to summarizing boot camp; while the recruits were in the depot they aren’t used to being yelled at or being bossed around like if they weren’t anything but as the days went on they grew accustomed to the new procedures that they were doing. Whatever the reason they needed to talk to the Drill Instructor, they went and knocked at the hatch of their doors and said the correct phrase and correct greeting of the day. After being heard they would ask the Drill Instructor if they could use the head or go to medical or go to dental or if they have any financial issues back home or had to go the bank or post office for any reason. It not only starts while you’re in boot camp but as being back home when you were still a civilian. When you need something you were still using your chain of command with your parents, depending which one was more soft or tough on you that’s the person you would go talk to about whatever you needed or wanted. For example, if you needed gas money or a ride to the movies you would ask your parents, could have been your mother you ask because she could be the soft one that would allow you to go or give you money of any kind. As a result not only do we use chain of command in the military but we used it back home and never realized it until you enlist in the military and experience it yourself. Leadership, accountability, efficiency, morale, and a sense of order all depend upon your chain of command. Why it is important to follow proper instruction procedures in the military is for many reasons. As military personnel, it is our responsibility to not only follow instruction/orders, but to execute the command. Not following orders can result into consequences not only for the personnel whom committed not following instructions, but also it can put others at risk too. Like your NCO in charge of you, to your Team Leader, to your Platoon Sergeant, to your 1st Sergeant, to your Company Commander, to your Brigade Commander, and so on. Not only can your NCO in charge of you, your Team Leader, your Platoon Sergeant, your 1st Sergeant, your Company Commander, and your Brigade Commander could all get into trouble for your actions of not following direct instructions/orders. But some may lose rank in the process including the personnel whom didn’t follow the specific instructions/orders giving by a personnel higher rank than those individual personnel. Also when you are down range deployed to Iraq, Afghanistan, North Korea, and other combat places we have our units fighting the war at, not only can a personnel lose rank but in fact not following directions/orders you could get a personnel fighting alongside of you in the war killed in combat but you as well. Try to explain to a spouse, or a mother and father, better yet the personnel kids that the reason why your parent, father or mother isn’t coming home to see you is because you failed to follow proper instructions/ orders giving to you and that is why your parent father or mother isn’t coming home to you. Not only is it important to follow instructions/orders, but you as the military personnel could lose rank. The purpose of the Chain of Command is to install structure, discipline and respect into newer enlisted military personnel. Each branch has its own secretary that assigns forces under their jurisdictions to unify and specific commanders they perform missions and report back to their chain of command. The chain of command starts with the Commander-in-Chief (the U. S. President) and works its way down to the lowest ranking private in the Army, Navy or Marine Corps. Within the military, the chain of command is a method for leading and communicating. In addition to being a chain of command within the officer ranks, one of the main purposes of the chain of command is to be the back bone of the NCO support channel. The discipline and order that the every branch maintains is what makes their branch the strongest in the world. From the moment you raise your hand and join the military you do as you are instructed at any time to complete any mission during the time allotted, once completed whoever at the time has to report back to the Chain of Command. The chain of command is extremely important. The importance of the chain of command is that it provides stability inside the work place for when incidents come about that need to be dealt with it sets up the structure for which you report all good and bad thing accidents, mistakes, tardiness, and anything that can allow the mission of the day to be slowed down. All incidents in essence are intended to be dealt with on the lowest level before it is brought up to highest personnel as well as other reason’s such as it helps build leadership, responsibility and common knowledge of how to run a stable work place. Such as the leadership aspect it helps people who are or would not normally be able to take control of situations and control how things are ran they can take control and help whoever it is with the problem When it works well. When it doesn’t work right, leadership is ineffective and some personnel end up doing other people’s jobs for them.

Friday, September 27, 2019

Interview with a foreign person Essay Example | Topics and Well Written Essays - 1500 words

Interview with a foreign person - Essay Example I had spoken to him on the phone and at my behest he had agreed to be interviewed by me. He is 24 years of age and was working with a management consultancy for the past 2 years in the US. He had come to the US in August 2000 to attend Undergrad courses at Middlebury College. Majoring in economics he graduated with honours in 2004 and was offered a decent job with a respectable American consultancy firm in their Boston Office. After his exemplary performance in the Boston office he was shifted to their Washington D.C Office in late 2005 where he was working till his resignation this February. He will be returning to Pakistan in the first week of March and has been hired by an International Bank with operations in Pakistan. His name is Imran Quershi and he is a Muslim by birth. Being brought up in the port city of Karachi he moved to the United States in 2000. His family is a well educated, upper-middle class family and both his parents are practicing Surgeons and moderate Muslims lik e him. As per the census survey in 2000 the number Pakistanis living in the United States were 0.1 % of the US population. ("Pakistanis" are defined as people who marked their ethnic origin as "Pakistani" on the Census survey).On the other hand as a Muslim he belongs to one of the fastest-growing religions in the United States of America. By the year 2010, America's Muslim population is expected to exceed the Jewish population, making Islam the country's second-largest faith after Christianity. The American Muslim community is a mosaic of cultures, its members having come from all of the five major continents; in fact, a recent survey showed that most Muslims are immigrants-77.6% versus 22.4% U.S. born ("Zogby International"). Section 1: Objective Observations Imran's main reason for coming to the United States of America was to pursue further education at an international college in an academic environment while learning to become independent. It was a combined decision made not only by him but by his parents as well. He wouldn't have been able to afford the education had it not been for the generous scholarship and aid provided by Middlebury College. Although college and university education was available in Pakistan but an American or British education was looked upon very positively in the Pakistani business circle. Not only was it looked upon positively but it would open various opportunities and enable him to earn a higher remuneration as compared to his locally educated peers. It was this combination of reasons that led him to the economic superpower of the world i.e. the United States of America. He came to the US as a teenager with an image of America that was built up by a combination of watching Hollywood blockbusters and CNN. His idea of America before he actually came here was a place where he would have freedom to do what he pleases without the religious norms of the Islamic republic of Pakistan. This is what scared him as in Pakistan he didn't have to make a choice to follow his culture and religion whereas in the U.S it would not be his choice to follow it or to digress from it. Like everyone else he also felt that he was heading to the land of opportunity where he would be bestowed a world class education which would benefit not only him

International organisations in global politics Essay

International organisations in global politics - Essay Example This essay discusses how the UN peacekeeping organisations have prevented conflict in the past and whether these strategies need change or improvement. The paper discusses the social, political and economic contexts with in which a successful UN peace-keeping mission can be carried out to avoid armed conflictUN peacekeeping operations are now increasingly complex and multi-dimensional, going beyond monitoring a ceasefire to actually bringing failed States back to life, often after decades of conflict. The blue helmets and their civilian colleagues work together to organize elections, enact police and judicial reform, promote and protect human rights, conduct mine-clearance, advance gender equality, achieve the voluntary disarmament of former combatants, and support the return of refugees and displaced people to their homes." Peacekeeping, as defined by the United Nations, is "a way to help countries torn by conflict create conditions for sustainable peace."1The functions of such missions are to monitor and maintain peace processes in war torn areas and help promote post war rebuilding and the enforcement of peace agreements.The post Cold war Era has seen an increase within international peace and security operations, to maintain peace within the international system ,restrict armed conflict and promote rehabilitation of war torn countries.The UN Charter empowers the UN Security Council to take collective action and to authorize peacekeeping operations' initiates and maintains most of these operations. Academics have often had been sceptic at effectiveness and success of peacekeeping missions with areas affected by civil war and armed conflict. Today the UN peacekeepers (the blue helmets) are deployed in war torn locations around the world. According to recent statistics; "As of January 1, 2004, 13 "blue helmet" missions still exist. With the full deployment of the 15,000-member Liberian stabilization force, the total number of UN peacekeepers will be just under 50,000, the biggest total since the early 1990s and an increase of some 6,000 from the same period in 2003. Actual deployed strength at the start of the year stands at 45,815 troops, military observers, and civilian police from 91 countries. They are supported by 3,241 international civilians and 6,497 local civilians. The U.S. contribution is 518 spread to seven missions-494 civilian police, 22 military observers, and two "troops" with the new Liberia peacekeeping mission. In addition, there are 12 political and peace building missions. Many observers expect that 2004 will see three new peacekeeping deployments, all in Africa: Sudan, Cote d'Ivoire, and Burundi".2 The chart portrays the number of UN missions at the end of each year since 1989. The table lists the 13 ongoing UN peacekeeping operations as of January 1, 2004. 3 Figure I: UN Peacekeeping Operations (The figure for each year is the number of operations at the end of that year. The numbers on the left indicate the number of missions.) After the end of the Cold War the international community and the UN have moved beyond the notions and practices of "traditional peacekeeping" and their presence is more and more pronounced with in civil conflicts, monitoring .They are also involved in the management and operation of peace. The UN Charter empowers the United Nations Secretary-General to dispatch personal representatives or create "offices" or missions to advise and promote good governance and national or regional stability. The deployment of "blue helmets" can be led by an experienced military commander; 4for one of the following functions

Thursday, September 26, 2019

Issues in High Stakes Testing Programs Article Example | Topics and Well Written Essays - 500 words

Issues in High Stakes Testing Programs - Article Example This issues surround the larger problem, which has to do with whether or not these assessments are appropriate for meeting set standards in a political setting. The purposes of these assessments are to see how schools rank locally, statewide, and nationally, as well as learning and understanding what the standards of students should be. The aforementioned are the types of tests that will be used, and what the tests will be based on and what should be achieved with them. Prior to concerns being voiced, there used to be just one test that was used internationally; after it become clear that not every student or school could meet those standards, multiple tests were created by state. The No Child Left Behind Law allowed this change to come into play. In regards to the motivation and morale of students, the article states that these assessment tests allow students to understand what the level of their knowledge is. This can be considered to be both a positive and a negative thing - the students can realize that they knew a little more than they expected, or that they knew less. The downside is that students may feel frustrated if they do not perform well, which will only negatively alter how they perform in a general sense. They can become discouraged and feel more negative towards themselves, lowering their expectations. One of the biggest controversies surrounding these assessment tests concerns how the tests relate to the curriculum. The students cannot be expected to take an assessment if they have not covered everything within the test. Schools need to stick to the curriculum, so that when it is time for students to take the assessments, they are ready and knowledgeable in what the test contains. A high-stakes test can be defined as a test that shows a student how they are failing. These tests not only show them where their weaknesses and strengths are, but they also allow the student to learn and understand what more there is for

Gynecomastia Essay Example | Topics and Well Written Essays - 500 words

Gynecomastia - Essay Example Although this condition worries those a lot that experience it, yet they are least likely to share what they experience with others because they don’t want to be made fun of. Most people are not aware of this condition and hence tend to make fun of the individuals that carry gynecomastia. As I read more, I came to know that people tend to go for expensive surgeries in order to get this treated, but most resolve to lie in pain with it because they don’t have the courage to discuss their problem with anyone. Thus, the patient lacks emotional support. I read the readers’ comments at the end of the article and many expressed that they wanted to do something about it but didn’t know how to go about it. This motivated me to interview a surgeon and seek his opinion regarding the treatment of gynecomastia. The first thing I did about it was get an appointment with the surgeon. He is a famous surgeon in a government hospital and has been performing surgeries for ov er 15 years. I had already prepared a list of questions that I needed his replies to. The questions were; â€Å"How often do you encounter the cases of gynecomastia? What are the possible treatments for gynecomastia? What is the cost of surgery and which is the most cost-effective treatment? How can gynecomastia be prevented?

Gangs & gang behavior - week 8 Essay Example | Topics and Well Written Essays - 500 words

Gangs & gang behavior - week 8 - Essay Example The founder of the gang was a member of Hispanic gang, who was properly oriented and influence by gang warfare. They adhere to the essence of brotherhood, for it is something that could provide them the protection they deserve while they are incarcerated. It is undeniably true that the gang has been largely affected or influenced by Hispanic culture, because of the orientation of its founder. The founder was a Hispanic, adhering to the principles and cultural beliefs of the Hispanic culture. However, as time goes by, the gang has become home to individuals or members coming from diverse culture. However, each member has the chance to tolerate the set culture for the group. As stated, the gang was instituted by Hispanic prisoners. The inception of this group was made possible within the four walls of the correction centre that has become home to thousands of inmates of varying criminal records. As time goes by, the gang has been known as the Mexican Mafia, which split into two groups, the other is adhering to the old philosophy of the gang and the other one considers the group as the New Mexican Mafia. The Mexican Mafia, a Hispanic gang, adheres to the value of alliance, due to the existing rivals with other gangs. This is solely for the purpose of protecting the members from other rivals. The gang has important rules to follow. Homosexuality, snitching, cowardly, fighting among members, disrespecting, stealing and interfering are not acceptable to them. There is no formal constitution within the gang, but for as long as the set rules are met, they are all well with their prevailing system. So far, there is no any hint that the gang are blood in and blood out. In fact, as already stated, there were two prevailing groups for the Mexican Mafia. The new existing gang to separate from the original group has given the chance to choose the

Internaotion business Essay Example | Topics and Well Written Essays - 250 words

Internaotion business - Essay Example Moreover, I am curious and very determined to understand how a business operates at international levels. I have always wanted to understand how companies operate successfully in different countries. It amazes me how international businesses manage efficiently run various foreign branches from one central headquarter. Studying this course will give me an opportunity to have a clear understanding of business operation at international levels. I have studied a bachelor’s degree in this university and hence I have adapted to various systems of the university. This will be beneficial to me since I will settle down quickly and begin my studies. Studying International business matches my personal desire for traveling. I have a dream of operating an international business in future, and thus this course is relevant to my future career and investment ideas. My motivation to study this course stems from the success stories of friends and acquaintances that are in this field. I am hardworking and very cooperative. I believe that this character will enable me sail through the challenges of this very demanding course. ‘ Besides my academic interests, I am active in extracurricular activities. They help me interact with new people and learn new skills from other people. I look forward to continuing with this while studying masters in international business. I will be grateful if enrolled for this course. I am mentally prepared to face the higher learning challenge and am certain that I will come forth as a victor at the end of the

Wednesday, September 25, 2019

The Portfolio Of Journey Essay Example | Topics and Well Written Essays - 500 words

The Portfolio Of Journey - Essay Example Re-reading the paper, I spotted a few sentences which could've used a comma or two, and a few that could've done without it. I realized that using appropriate punctuation would make them much easier to read. Recognizing these flaws reinforced my belief that my writing sensibilities are now more sophisticated than before. In terms of structure, one of my main weaknesses is maintaining a smooth flow of ideas and making transitional sentences so that there is an effortless shift in between paragraphs.Re-reading the paper, I spotted a few sentences which could've used a comma or two, and a few that could've done without it. I realized that using appropriate punctuation would make them much easier to read. Recognizing these flaws reinforced my belief that my writing sensibilities are now more sophisticated than before. In terms of structure, one of my main weaknesses is maintaining a smooth flow of ideas and making transitional sentences so that there is an effortless shift in between par agraphs. In my second portfolio example, â€Å"History of Child Abuse† ideas and issues were raised about the very definition of child abuse for it differs in various sociological and cultural contexts. I can deeply relate to this because, in the country where I'm from, child abuse is not something that is discussed openly. This premise has, in a way, challenged my preconceived beliefs and innate cultural sensibilities. I had to approach this topic without biases, and in the end, I was rather pleased with the results. It also exposed me to this abominable side of humans, something that has only gained attention in recent times. But this sordid view of humanity kindled a spark of fire in me. Learning about the history of child abuse made me more aware, and it established a foundation to the opinions that I proudly hold until now.   I had to look at a considerable body of literature doing the research for this paper, so maintaining organization is an essential aspect. And tho ugh I had some difficulty finding the words.

Foundation Law Assignment Example | Topics and Well Written Essays - 1500 words

Foundation Law - Assignment Example The compensation claimed in major cases are a) road accidents b) accidents at work place c) accidents due to ill equipped / ill planned safety and security measures d) gadget deficient to meet accident eventualities e) accidents at home f) accidents during holidays. In order to broaden the base of personal injury, we may include medical and dental injuries under the purview of personal injury. The chronic diseases found in the work force at industrial work places are termed as industrial diseases2. In case of non-responsible attitude of one party towards another party, if proved, is a ripe case to claim monetary compensation from the party at fault through the competent court of law. In western countries claim of compensation that relates to personal injury is a complex issue. Usually the solicitor charge in terms of percentage according to the volume of compensation claim at the end of the case provided it is awarded. Since the compensation under medical malpractices is rampant in t he western countries, therefore it is necessary for a claimant to engage a counsel of repute to plead his or her case in a competent court of law3. In the given scenario, Matthew, who is the warehouse operator is the claimant while the defendant is the pharmaceutical company, which has to follow certain employment rules and regulations under employment law. English employment law is applicable here as it is the employer’s responsibility to handle situations related to the employees at the workplaces. The English law does not provide an indefinite period of time to the claimant of compensation under personal injury. In the English territorial jurisdiction, an individual can claim compensation within a period of three years from the date of its occurrence. Therefore, under the law in vogue, court proceedings should be commenced within the given time limit. Otherwise the claimant might lose the opportunity to seek relief from the court of competent jurisdiction. The only excepti on is that if a person met with an accident under the age of 18 years, he or she may have the opportunity to claim compensation before the maturity of 21 years through court proceedings. The court has the discretion to waive the time limit if convinced. Another remedy available to ignorant person is that if he or she comes to know that he or she may claim compensation of personal injury under the law. In that situation claimant may file compensation within a period of three years which starts from when he or she comes to know that they are entitled for compensation under personal injury4. The key element is determining the veracity of negligence of the coworker that caused compensation to the claimant. No doubt that the claimant has suffered in both ways a) physically and b) economically. Therefore, both losses (disability of Mathew to perform duty / inability to pay off liabilities) are to be taken into consideration while deciding the case of compensation. It was held by the compe tent court of law in the case of Lunney and Oliphant (2008) that law of tort merits restoration of victim to its original physical status prior to the incident. It is the court to decide the amount of compensation keeping in mind the level of damages that occurred due to incident / accident. In the case of Overseas Tankship (UK) Ltd v Morts Dock and Engineering Co Ltd, it was held that the defendant can be liable for foreseeable consequences. Further,

Tuesday, September 24, 2019

Fiesta and Social Control in Rural Mexico Essay

Fiesta and Social Control in Rural Mexico - Essay Example 'The nature of things' do form the notion of mind. (Bacon 1960, first published in 1620). Stanley Brandes also enters in the field with the pre-conceived notion that fiestas do have the mechanism of social control and mechanism is thrust by power and persuasion. Following the steps of Bricker (1973) and Crumrine (1976) he believes that ceremonial life is also helpful in understanding the Mexican Indian ideas about humanity. The study of hierarchical order and his personal observation of rural Mexico provide him the bases to substantiate his hypotheses. The objective is to explore the paradox of the way the fiestas promote order and social control in Rural Mexico whereas, at the surface level the fiestas are the break from the rut of routine life and mostly are 'formless and chaotic' but in reality it helps to "reinforce the Brandes cites the early efforts of Robert Redfield (1930) and Elsie Clews Parson (1939) who tried to demonstrate the relationship of ideology and social behavior. The writers mentioned above became the victim of the biases of the methodology of qualitative descriptive research and jaundiced their point of view by romanticizing the Mexican folklore, giving the impression that Indians were 'free of psychic and social conflict.' In the later study of Gossen (1974) et al it comes out that ethnic identity is confirmed by the ceremonials, since the person who does not share the rituals and belief of its community is considered an outsider; providing Brandes the base to study fiesta as mechanism of social control. He found that fiestas are the mechanism of controlling process and it is maintained through power and persuasion. Persuasion to Brandes is "the totality of informal pressures and instructive procedures that lead people to conduct their lives with regard to particular standards." Persuasion is concept to bring to light the influence that social equals exercise on one other. Brandes defines power as, "Coercive and manipulative influences of formally constituted organs of church and state." The church and state become the active agents of supernatural to mobilize people for 'collective religious action' and the skills demonstrated in performing rituals and fulfilling the responsibilities on behalf of community is to exert their power over the community. The study is concerned with the 'fiesta cycle' in anthropological domain fiesta cycle is defined as rituals and folklorists call it festivals. The analysis pattern in the book is of 'Cycle's History' and its effect. The analysis tries to resolve two paradoxes. Ethic and aggrandizement of self have replaced the shared values of equality and the concept of 'shared poverty' in Tzintzuntzan. With the disappearance of the old cargo system the responsibility to bear the brunt of funding has been shifted to the community. The cargo system relied on two major principles; first was the individual responsibility and the nobles of the community were to sponsor, for longer or short period of time, fiesta and they also fulfilled the responsibility to take care of the sacred images, churches and chapels. The second was the hierarchal order, wherein, the

Effects of National Culture on Accounting Rule Application Essay

Effects of National Culture on Accounting Rule Application - Essay Example The study will randomly select Certified Public Accountants from eight states to measure contingent liabilities and contingent assets recognition and disclosure decisions. The study will use an analysis of variance to compare the group average to determine if there are any statistically significant differences between the variables. The proposed study has both a theoretical and practical implication. The study will attempt to validate Tsakumis’ survey that applied Gray’s accounting theory with respect to conservatism and secrecy. From a practical application, the study may identify variables that influence an accountant’s disclosure decisions that could lead to improving information reporting between manager and other stakeholders. The cross-border dynamics of the global economy has consistently required businesses to conduct trade across international lines in order to remain or become competitive. In each host country, the authorities require multinational firm s to submit financial statements that adhere to the host nation’s Generally Accepted Accounting Principles (GAAP). However, cultural differences have resulted in accountants exercising a degree of caution relative to adopting new accounting GAAP. The International Accounting Standards Board (IASB) has developed International Accounting Standards (IAS) and, in particular, International Financial Reporting Standards (IFRS). These standards are intended to produce uniformity in financial information reports for all multinational firms globally. In the U.S., the Security and Exchange Commission (SEC) has mandated that all publicly traded firms in the U. S. adopt the IAS by 2016.

Monday, September 23, 2019

Law assignment Example | Topics and Well Written Essays - 1000 words

Law - Assignment Example Owing to this autonomy conferred upon the provincial authorities, many employment laws have been developed and applied within individual provinces. On the basis of this, the arguments made in this paper relate to the employment law, with specific reference to the common law, Ontario Human Rights Code (HRC), Employment Standards Act (ESA) and Pay Equity Act (PEA). In this paper I argue that the employment law, beginning with the Common Law up to the statutes that currently govern it has not always attempted to strike a balance among the rights of employers, employees and society in general. I have made reference to relevant statutes; their foundations in Common Law, and analyzed their overall impact on the welfare of employees, employers and the general society. Cognizant of the fact that not all parties are equally appreciative of the legal provisions of employment, this essay focuses on what implications the above stated legal provisions, statutes and judicial precedents have had on the parties. There are numerous attempts to strike a balance between the needs of employees, employers and expectations by society. However, these attempts have at times been hindered by compelling disparities between different laws that the courts should rely on to make sound decisions. In this respect, judges have at times had to overrule certain legal provisions in order to uphold more acceptable thresholds of determination. These disparities in legal provisions that govern the same aspect of employment form the basis of my argument that the laws have not always attempted to uphold a balance among the parties. To the extent that they difference in content, these laws can be considered as objects of perpetuating inequality in law, as each law with a flawed perspective hurts a party to a case while benefitting the other unnecessarily. For instance, we

Righteous Dopefiend by Philippe Bourgois and Jeffrey Schonberg Essay

Righteous Dopefiend by Philippe Bourgois and Jeffrey Schonberg - Essay Example TIn addition to being homeless, the individuals have to face the structural forces that govern their miserable lives. The book tries to give profiles of various homeless people residing on the encampment. This is crucial in understanding the reasons that lead to homelessness. In addition, there is need to learn and appreciate the problems faced by these homeless individuals. This information is crucial in formulating strategies to reach out and help these people. The gruesome dependence on drugs is highlighted in the paper. The homeless addicts are dirty and some urinate on themselves. They steal, beg and engage in prostitution in exchange for drugs. The book concentrates on approximately 10 people in the Bernal heights a popular area in San Francisco (Elsa 178). It is evident that the majority of the writing assesses the method through which the dynamics of race, gender and class affect the lives of the homeless and drug addicts. The themes that stand out in this book include race, sexuality, suffering, trauma and inequality in the society. The authors writing style includes the use of flashback in the lives of the ten individuals depicted in the book to make the book more realistic. The author writes about the love stories, family trauma and embodied suffering in most situations to highlight the plight of these individuals. The use of pictures and flash back creates an actual scenario as described. This makes an individual to understand the inequality and the facts highlighted in the book effortlessly. This powerful book makes the reader to fully integrate into the world of drug addiction, extreme poverty and homelessness in the most developed country, the United States of America (Bourgois & Schonberg 214). Photographs in this book include the scars brought about by addiction, social closeness among romantic pairs and partners who are on the run because of drugs, and the homeless people covered in the book (Angela 200). They are pictures of homeless people who reside in shacks on the encampment. These shacks are off the street and they comfortably rest on their beddings, and take drugs. The most intriguing pictures are of Tina and Carter (a homeless couple that is deeply in love). One cannot help but admire this couple. They may be poor, but they are happy as they have each other. They are oblivious of their surroundings and happily hug and show affection to each other. Through the pictures, it is evident that most of the homeless people are drug addicts. It seems that the homeless people use the drugs to counteract feelings of desperation, anxiety and fear. The commonly abused drug is heroine and intoxication of the drug elicits feelings of euphoria. The homeless on the encampment derive great solace from drug abuse. This is a true picture also in the society, and individuals should avoid drugs such as heroin and crack. The pictures were ethical since a writer has authority to utilize any style of writing which includes pictures and other literature. A writer should be able to pass the informa tion to the reader effortlessly. This style of including pictures is acceptable and ethical since it gives emphasis on the texts in the book. The pictures are not pornographic in nature neither do they discriminate both gender, and race they are appropriate and relevant to the book (Elsa 178). Substance abuse

Sunday, September 22, 2019

Nazis and Woodchucks Essay Example for Free

Nazis and Woodchucks Essay Nazi racial ideology has baffled the cultured mind since the atrocities were first made known to the world with the end of WWII. Though the inconceivable horror Jews and other nationalities endured under Nazi reign is common knowledge in our culture and is found in almost any modern history textbook, the mindset that made such atrocities acceptable to Nazis under Hitler’s regime remains a mystery to many. Maxine Kumin admirably conveys the thought process behind this oppressive outlook through the seemingly simplistic poem â€Å"Woodchucks†. The purpose of the poem is to align the readers with the narrator’s apparently reasonable yet somewhat sociopathic view of the woodchucks as an inferior life form while building an allegory to the Nazi’s justification for mass extermination that will shock the audience when made explicit by the poem’s end. In the first stanza, Maxine introduces the narrator’s problem with the woodchucks and how she justifies attempting to gas them. The narrator states how killing the woodchucks with gas â€Å"didn’t turn out right† (1). This phrase emphasizes how the narrator views killing the woodchucks as a mundane and emotionless task, the same way a batch of cookies or pot of coffee may not â€Å"turn out right†. Gassing has connotations of a slow agonizing death, but the poem continues: â€Å"the knockout bomb from the Feed and Grain Exchange / was featured as merciful, quick at the bone† (2-3). This contrast in connotation and given definition is meant to show how the narrator is striving to justify their deaths. The second stanza begins to make the narrator’s view of the woodchucks as lesser clearer to the audience. Maxine uses alliteration to draw attention to the words cyanide, cigarettes and state-store Scotch when the narrator states the woodchucks are â€Å"No worse / for the cyanide than we for our cigarettes† (7-8). In this comparison, the narrator gives the impression that she considers gassing the woodchucks a favor to them, like giving them scotch or cigarettes. While it is not explicit in the poem by the second stanza, this metaphor hints at the narrator’s unbalanced views of life regarding the woodchucks. Maxine also introduces war imagery in this stanza. The narrator describes how the woodchucks â€Å"took over† the vegetables by â€Å"nipping† and â€Å"beheading† (11-12). These verbs not only personify the vegetables as victims, but turn woodchucks into a force of evil in a war-like manner in the narrator’s mind. It is important to note that the narrator never addresses the woodchucks’ need to eat and survive and only views it as an unjustified invasion. This mindset closely aligns with the anti-Semitism that led to the Holocaust. The narrator treats the woodchucks with no right to the garden the same way that â€Å"Jews still carried the burden of proof that they simply had the right to be there† (Hartmann 636). By the third stanza, the Maxine solidifies the narrator’s hatred and blood thirst towards the woodchucks, using a Nazi related scapegoat excuse to rationalize killing them. â€Å"The food from our mouths† (13) starts the stanza; a sentence fragment most likely muttered bitterly by the narrator that fortifies the idea that woodchucks are not simply invading and eating food, but stealing food from the narrator. To the narrator, the woodchucks become the scapegoat for the garden’s ruin the same way the Jews were used to â€Å"blame for the economic collapse of Germany† (Foster 13). However, Maxine also undertones the narrator’s scapegoat claim as unsubstantial and exaggerated. In a vegetable patch containing numerous vegetable types, a small family of woodchucks is unlikely to be as deadly of a threat as the narrator makes it out to be. Similarly, â€Å"The Nazi claim that Germany was being ‘Judaized’ can hardly be substantiated† as Germany’s Jewish inhabitants in 1933 made up a mere â€Å".80 percent of the total population† (Foster 15). The third stanza also starts to unearth the poem’s greater implications towards Nazi ideology with the line â€Å"puffed with Darwinian pieties for killing† (16). The â€Å"Darwinian† aspect is an outstanding piece of the third stanza because it applies a fairly exclusive human social concept to the killing of woodchucks. This is directly related to the Nazi’s ideology which had â€Å"evolved over the previous 80 years from the related notions of eugenics and Social Darwinism† (Erdos 6), but Maxine has not made this relation entirely explicit yet. With the last two stanzas, the narrator degrades the death of the woodchucks. Rather than describe it in detail, the woodchucks â€Å"died down† (18). The evasive language hides any aspects of horror in the killing and gives the deaths a cartoonish aspect when the mother â€Å"dropped† and â€Å"flip-flopped† (19-20). The narrator even portrays their deaths in an eerie sing-song tone when â€Å"O one-two-three / the murderer inside me rose up hard† (22-23). This is linked to the way Holocaust victims were killed systematically (one-two-three) and their bodies were piled up for disposal. The language describing death in the poem and the way killing was carried out in Nazi concentration camps are connected in the way both were dehumanized. The fourth stanza also has a tone shift when the narrator explains â€Å"the murderer inside me rose up hard. / the hawkeye killer came on stage forthwith† (23-24). This part of the poem shifts the tone from the woodchucks as aggressors to the narrator becoming the aggressor. The indirect yet clear tone change indicates that the poem is now less related to the Nazi’s perspective, but the modern view of Nazis as the invaders. The last stanza in this poem brings an ultimate shock to the audience by directly referencing the Nazis in the ending line: â€Å"If only they’d all consented to die unseen / gassed underground the quiet Nazi way† (29-30). Any slight relations to Nazi ideology throughout the poem are now highlighted by this last line. At this point the readers have been carried through an unsteadily reasonable rant by the narrator of the woodchucks as a lesser life form, and then slammed into the allusion to the Nazi’s killings. The entire poem, even the spread-out rhyme scheme, threads into this central idea accented in the last line. Maxine, through the language and design of the poem â€Å"Woodchucks†, ultimately presented how frightening ideology similar to the Nazis is not as uncommon on a small scale as one may think. Works Cited Erdos, E. G. Regarding German Science and Racismroots of the Nazi Holocaust The FASEB Journal 22.6 (2008): 1623. Print. Foster, C. R. Historical Antecedents: Why the Holocaust? The ANNALS of the American Academy of Political and Social Science 450.1 (1980): 1-19. Print. Hartmann, Dieter D. Anti-Semitism and the Appeal of Nazism. Political Psychology 5.4 (1994): 635-42. Print.

Song Analysis Essay Example for Free

Song Analysis Essay I mean post the scene of the caper, Like a loc, with little Ceas in a choke (uh), Toting smoke, we aint no mother$#@*in joke, Thug Life, %;amp;@! *s better be known, Be approaching, In the wide open, gun smoking, No need for hoping, Its a battle lost, I gottem crossed as soon as the funk is bopping off, $%#^@, I hit em up [Outro 2Pac] Now you tell me who won, I see them, they run (ha ha), They dont wanna see us, Whole Junior Mafia clique, Dressing up trying to be us, How the #$%@ they gonna be the Mob? When we always on out job, We millionaires, Killing aint fair, But somebody got to do it. Oh yah Mobb Deep (uh), You wanna #$%@ with us, You Little young @%$ mother#$! ^ers, Dont one of you ? %#*@s got sickle-cell or something, Youre fucking with me, %^amp;@#? You #%?! around and catch a seizure or a heart-attack, You better back the #$%! Up, Before you get smacked the %amp;^@ up, This is how we do it on our side, Any of you %#! amp;@s from New York that want to bring it, Bring it. But we aint singing, We bringing drama, *;amp;^$ you and your mother %$*@ing mama. Were gonna kill all you mother ^($#ers. Now when I came out, I told you it was just about biggie. Then everybody had to open their mouth with a mother ? #@$ing opinion, Well this is how we gonna do this: ;amp;%#$ Mobb Deep, ;amp;%#$ Biggie, ;amp;%#$ Bad Boy as a staff, record label, and as a mother ;amp;%#$ing crew. And if you want to be down with Bad Boy, Then ;amp;%#$ you too. Chino XL, ;amp;%#$ you too. All you mother ;amp;%#$ers, ;amp;%#$ you too. (take money, take money) All of yall mother amp;%#$ers, amp;%#$ you, die slow motheramp;%#$er. My four four (. 44 magnum) make sure all your kids dont grow. You mother;amp;%#$ers cant be us or see us. We mother amp;%#$in Thug Life riders. West Side till we die. Out here in California, ! amp;%#$, We warned ya, Well bomb on you mother amp;%#$ers. We do our job. You think you the mob, %$? #@, we the motheramp;%#$in mob, Aint nothing but killers, And the real amp;%#! @s, all you motheramp;%#$ers feel us. Our $#! % goes triple and four quadruple, You ! amp;%#$s laugh cause our staff got guns under they mother;amp;%#$in belts, You know how it is and we drop records they felt, You ! amp;%#$s cant feel it, We the realist, ;amp;%#$ em. We Bad Boy killers.

Saturday, September 21, 2019

An Overview Of Meningitis

An Overview Of Meningitis Meningitis is swelling and inflammation of the protective membranes that cover brain and spinal cord. Depending on the duration of symptoms, meningitis may be classified as acute or chronic. Acute meningitis denotes the evolution of symptoms within hours to several days, while chronic meningitis has an onset and duration of weeks to months. Meningitis is mainly caused by infection with viruses, several different types of bacteria, or sometimes by a fungus, and less commonly by certain drugs. Meningitis can be life-threatening because of the inflammations proximity to the brain and spinal cord. All types of meningitis tend to cause symptoms that include fever, headache and stiff neck. Knowing whether meningitis is caused by a virus or bacterium is important because the severity of illness and the treatment differ depending on the cause. Viral meningitis, the most common form of meningitis, is less severe than bacterial meningitis. Bacterial meningitis is usually more serious than vira l meningitis and is sometimes fatal, particularly in infants and the elderly. Bacterial meningitis is a major cause of death and disability world-wide. [1] b. The etiology and risk factors Meningitis is usually caused by infection from viruses or micro-organisms. Most cases are due to infection with viruses, with bacteria, fungi, and parasites being the next most common causes. It may also result from various non-infectious causes. The etiology of bacterial meningitis varies by age group and region of the world. Worldwide, without epidemics one million cases of bacterial meningitis are estimated to occur and 200,000 of these die annually. [1] Before antibiotics were widely used, 70 percent or more of bacterial meningitis cases were fatal; with antibiotic treatment, the fatality rate has dropped to 15 percent or less. Bacterial meningitis is most common in the winter and spring. Beyond the perinatal period, three organisms, transmitted from person to person through the exchange of respiratory secretions, are responsible for most cases of bacterial meningitis: Neisseria meningitidis, Haemophilus influenzae, and Streptococcus pneumoniae. Bacterial meningitis caused by Neisseria meningitidis bacteria (meningococcal disease) can be fatal and should always be viewed as a medical emergency. About 10% of infected people die from the disease. [5] In non-fatal cases, those affected experience long-term disabilities, such as brain damage, loss of limb, or deafness. Preventing the disease through the use of meningococcal vaccine is important. Although anyone can get meningitis, pre-teens and adolescents, college freshmen who live in dormitories and travelers to countries where meningitis is always present are at an increased risk for meningococcal disease. Before the availability of effective vaccines, bacterial meningitis was most commonly diagnosed in young children. Now, as a result of the protection offered by current childhood vaccines, bacterial meningitis is more commonly diagnosed among pre-teens and young adults. As children reach their pre-teen and adolescent years, protection provided by some childhood vaccines can begin to wear off. As a result, pre-teens and adolescents are at a greater risk for catching certain diseases. Introducing vaccinations during the pre-teen years increases the level of protection during adolescence. College freshmen, especially those who live in dormitories, are at a slightly increased risk for bacterial meningitis caused by Neisseria meningitidis bacteria (meningococcal disease) compared with other persons of the same age. vaccination against bacterial meningitis caused by Neisseria meningitidis bacteria (meningococcal disease) is recommended to persons who travel to or reside in countries in which the bacterium Neisseria meningitidis is hyperendemic or epidemic, particularly if contact with the local population will be prolonged. Meningococcal meningitis, caused by Neisseria meningitidis, is primarily a disease of young children, with the incidence of cases declining in those older than 1 year of age. The disease is most common during winter and spring. In some persons, the bacteria can cause a severe blood infection called meningococcemia. N. meningitidis is classified into serogroups based on the immunological reactivity of the capsular polysaccharide. Although 13 serogroups have been identified, the three serogroups A, B and C account for over 90% of meningococcal disease. [1] Meningococcal disease differs from other leading causes of bacterial meningitis because of its potential to cause large-scale epidemics. A region of sub-Saharan Africa extending from Ethiopia in the East to The Gambia in the West and containing fifteen countries and over 260 million people is known as the à ¢Ã¢â€š ¬Ã…“meningitis beltà ¢Ã¢â€š ¬Ã‚  because of its high endemic rate of disease with superimposed, periodic, large epid emics caused by serogroup A, and to a lesser extent, serogroup C. [1] Haemophilus meningitis is most frequently caused by Haemophilus influenzae type b, also known as Hib. Before effective vaccines became available and widely used, Hib was the most frequent cause of bacterial meningitis in children 5 years of age and younger. While most children are colonized with a species of H. influenzae, only 2-15% harbour Hib. [1] The organism is acquired through the respiratory route. It adheres to the upper respiratory tract epithelial cells and colonizes the nasopharynx. Following acquisition of Hib, illness results when the organism is able to penetrate the respiratory mucosa and enters the blood stream. This is the result of a combination of factors, and subsequently the organism gains access to the cerebrospinal fluid (CSF), where infection is established and inflammation occurs. An essential virulence factor which plays a major role in determining the invasive potential of an organism is the polysaccharide capsule of Hib. Pneumococcal meningitis, caused by Streptococcus pneumoniae (pneumococci), generally strikes infants, the elderly and individuals with certain chronic medical conditions. Younger adults with anatomic or functional asplenia, haemoglobinopathies, such as sickle cell disease, or who are otherwise immunocompromised, also have an increased susceptibility to S. pneumoniae infection. S. pneumoniae, like Hib, is acquired through the respiratory route. Following the establishment of nasopharyngeal colonization, illness results once bacteria evade the mucosal defences, thus accessing the bloodstream, and eventually reaching the meninges and CSF. The term aseptic meningitis refers loosely to all cases of meningitis in which no bacterial infection can be demonstrated. This is usually due to viruses, but it may be due to bacterial infection that has already been partially treated, with disappearance of the bacteria from the meninges, or by infection in a space adjacent to the meninges (e.g. sinusitis). Endocarditis (infection of the heart valves with spread of small clusters of bacteria through the bloodstream) may cause aseptic meningitis. Aseptic meningitis may also result from infection with spirochetes, a type of bacteria that includes Treponema pallidum (the cause of syphilis) and Borrelia burgdorferi (known for causing Lyme disease). Meningitis may be encountered in cerebral malaria (malaria infecting the brain). Fungal meningitis, e.g. due to Cryptococcus neoformans, is typically seen in people with immune deficiency such as AIDS. Amoebic meningitis, meningitis due to infection with amoebae such as Naegleria fowleri, is contracted from freshwater sources. [2] Like bacterial meningitis, viral meningitis can affect anyone but infants younger than 1 month old and people whose immune systems are weak are at higher risk for severe infection. People who are around someone with viral meningitis have a chance of becoming infected with the virus that made that person sick, but they are not likely to develop meningitis as a complication of the illness. Viral meningitis is common and often goes unreported. It is a central nervous system (CNS) infection characterized by signs and symptoms of meningeal inflammation in the absence of positive bacterial cultures. The incidence varies with season, and the clinical presentation often includes fever, headache, and stiffness of the neck accompanied by symptoms typical of the specific causal virus. Viral meningitis is usually self-limited and resolves without treatment, although case reports suggest that treatment is indicated and beneficial in certain clinical scenarios. Viruses that can cause meningitis include enteroviruses, herpes simplex virus type 2 (and less commonly type 1), varicella zoster virus (known for causing chickenpox and shingles), mumps virus, HIV, and LCMV. [3] In the absence of a lumbar puncture, viral and bacterial meningitis cannot be differentiated with certainty, and all suspected cases should therefore be referred. Lumbar puncture and analysis of cerebrospinal fluid may be done primarily to exclude bacterial meningitis, but identification of the specific viral cause is itself beneficial. Viral diagnosis informs prognosis , enhances care of the patient, reduces the use of antibiotics, decreases length of stay in hospital, and can help to prevent further spread of infection. Over the past 20 years, vaccination policies, the HIV epidemic, altered sexual behavior, and increasing travel have altered the spectrum of causative agents. [4] A parasitic cause is often assumed when there is a predominance of eosinophils in the CSF. The most common parasites implicated are Angiostrongylus cantonensis and Gnathostoma spinigerum. Tuberculosis, syphilis, cryptococcosis, and coccidiodomycosis are rare causes of eosinophilic meningitis that may need to be considered. Meningitis may occur as the result of several non-infectious causes: spread of cancer to the meninges (malignant meningitis) and certain drugs (mainly non-steroidal anti-inflammatory drugs, antibiotics and intravenous immunoglobulins). It may also be caused by several inflammatory conditions such as sarcoidosis (which is then called neurosarcoidosis), connective tissue disorders such as systemic lupus erythematosus, and certain forms of vasculitis. Epidermoid cysts and dermoid cysts may cause meningitis by releasing irritant matter into the subarachnoid space. Mollarets meningitis is a syndrome of recurring episodes of aseptic meningitis; it is now thought to be caused by herpes simplex virus type 2. Rarely, migraine may cause meningitis, but this diagnosis is usually only made when other causes have been eliminated. [2] c. Pathophisiology d. Clinical signs and symptoms Meningitis infection is characterized by a sudden onset of fever, headache, and stiff neck. It is often accompanied by other symptoms, such as nausea, vomiting, photophobia (sensitivity to light) and altered mental status. The symptoms of bacterial meningitis can appear quickly or over several days. Typically they develop within 3-7 days after exposure. Infants younger than one month old are at a higher risk for severe infection. In newborns and infants, the classic symptoms of fever, headache, and neck stiffness may be absent or difficult to notice. The infant may appear to be slow or inactive, irritable, vomiting or feeding poorly. In young children, doctors may also look at the childà ¢Ã¢â€š ¬Ã¢â€ž ¢s reflexes, which can also be a sign of meningitis. Although the early symptoms of viral meningitis and bacterial meningitis may be similar, later symptoms of bacterial meningitis can be very severe (e.g., seizures, coma). Viral meningitis is an infection of the meninges (the covering of the brain and spinal cord) that is caused by a virus. Enteroviruses, the most common cause of viral meningitis, appear most often during the summer and fall in temperate climates. Viral meningitis can affect babies, children, and adults. It is usually less severe than bacterial meningitis and normally clears up without specific treatment. The symptoms of viral meningitis are similar to those for bacterial meningitis, which can be fatal. Symptoms of viral meningitis in adults may differ from those in children. Common symptoms in infants include fever, irritability, poor eating and hard to awaken. Common symptoms in adults include high fever, severe headache, stiff neck, sensitivity to bright light, sleepiness or trouble waking up, nausea, vomiting and lack of appetite. The symptoms of viral meningitis usually last from 7 to 10 days, and people with normal immune systems usually recover completely. Symptoms of fungal meningitis are similar to symptoms of other forms of meningitis; however, they often appear more gradually. In addition to typical meningitis symptoms, like headache, fever, nausea, and stiffness of the neck, people with fungal meningitis may also experience dislike of bright lights, changes in mental status, confusion, hallucinations and personality changes. [5] e. Diagnosis and laboratory findings If meningitis is suspected, samples of blood or cerebrospinal fluid are collected and sent to the laboratory for testing. It is important to know the specific cause of meningitis because the severity of illness and the treatment will differ depending on the cause. In the case of bacterial meningitis, for example, antibiotics can help prevent severe illness and reduce the spread of infection from person to person. If bacteria are present, they can be grown (cultured). Growing the bacteria in the laboratory is important for confirming the presence of bacteria and for identifying the specific type of bacteria that is causing the infection. For viral meningitis, the specific causes of meningitis may be determined by tests used to identify the virus in samples collected from the patient. To confirm fungal meningitis, specific lab tests is performed, depending on the type of fungus suspected. e. Therapeutic management of disease, medical treatment, pharmacologic, dietary Bacterial meningitis can be treated with a number of effective antibiotics. It is important that treatment be started early in the course of the disease. If bacterial meningitis is suspected, initial treatment with ceftriaxone and vancomycin is recommended. Appropriate antibiotic treatment of the most common types of bacterial meningitis should reduce the risk of dying from meningitis to below 15%, although the risk is higher among the elderly. [5] There is no specific treatment for viral meningitis. Antibiotics do not help viral infections, so they are not useful in the treatment of viral meningitis. Most patients completely recover on their own within 7 to 10 days. A hospital stay may be necessary in more severe cases or for people with weak immune systems. Fungal meningitis is treated with long courses of high dose antifungal medications. This is usually given using an IV line and is done in the hospital. The length of treatment depends on the status of the immune system and the t ype of fungus that caused the infection. For people with immune systems that do not function well because of other conditions, like AIDS, diabetes, or cancer, there is often a need for longer treatment. g. Teaching self care h. Health promotion strategies to prevent Keeping up to date with recommended immunizations is the best defense. Maintaining healthy habits, like getting plenty of rest and not coming into close contact with people who are sick, can also help. There are two kinds of vaccines against Neisseria meningitidis. Meningococcal polysaccharide vaccine (Menomune) has been approved by the Food and Drug Administration (FDA) and available since 1981. Meningococcal conjugate vaccines, Menactra and Menveo, were licensed in 2005 and 2010, respectively. Each vaccine can prevent 2 of the 3 most commonly occurring strains in the US. Meningococcal vaccines cannot prevent all types of the disease, but they do protect many people who might become sick if they didnt get the vaccine. Meningococcal conjugate vaccine is routinely recommended for all 11 through 18 year olds and for certain high-risk children and adults. There are two types of pneumococcal vaccine currently available: a polysaccharide vaccine and a conjugate vaccine. The pneumococcal c onjugate vaccine, PCV7 (Prevnar) was the first pneumococcal vaccine for use in children under the age of 2 years. PCV13 (Prevnar 13), which was licensed in early 2010, replaces PCV7. [5] Pneumococcal vaccines for the prevention of disease among children who are 2 years and older and adults have been in use since 1977. Pneumovax is a 23-valent polysaccharide vaccine (PPSV) that is currently recommended for use in adults who are 65 years of age and older, for persons who are 2 years and older and at high risk for pneumococcal disease (including those with sickle cell disease, HIV infection, or other immunocompromising condition), and for persons 19-64 years of age who smoke or have asthma. The Haemophilus influenzae type b (Hib) vaccine is highly effective against bacterial meningitis caused by a type of bacteria called Haemophilus influenzae type b. The Hib vaccine can prevent pneumonia, epiglottitis, and other serious infections caused by Hib bacteria. It is recommended for all chil dren under 5 years old in the US, and it is usually given to infants starting at age 2 months. Hib vaccine can be combined with other vaccines. People with certain viral infections can sometimes develop meningitis. There are no vaccines for the most common causes of viral meningitis. Thus, the best way to prevent it is to prevent viral infections. However, that can be difficult since sometimes people can be infected with a virus and spread the virus even though they do not appear sick. Following are some steps recommended by CDC [5] to help lower the chances of becoming infected with viruses or of passing one on to someone else: Washing hands thoroughly and often, especially after changing diapers, using the toilet, or coughing or blowing nose. Cleaning contaminated surfaces, such as doorknobs or the TV remote control, with soap and water and then disinfecting them with a dilute solution of chlorine-containing bleach. Avoiding kissing or sharing a drinking glass, eating utensil, lipstick, or other such items with sick people or with others when sick. Making sure of vaccinations. Vaccinations included in the childhood vaccination schedule can protect children against some diseases that can lead to viral meningitis. These include vaccines against measles and mumps (MMR vaccine) and chickenpox (varicella-zoster vaccine). Avoiding bites from mosquitoes and other insects that carry diseases that can infect humans. Controlling mice and rats. There is little evidence that specific activities can lead to developing fungal meningitis, although avoiding exposure to environments likely to contain fungal elements is prudent. People who are immunosuppressed (for example, those with HIV infection) should try to avoid bird droppings and avoid digging and dusty activities, particularly if they live in a geographic region where fungi like Histoplasma, Coccidioides, or Blastomyces species exist. HIV-infected people cannot completely avoid exposure. Some guidelines recommend that HIV-infected people receive antifungal prophylaxis if they live in a geographic area where the incidence of fungal infections is very high.