How to improve english

Therefore It Is really Important to improve English skills because It Is never too late. People who are not very keen on writing English. even for them it can be a good start. Adrian: It Is very Important to start writing English as much as possible. There are some ways of improving english such as reading. tching movie or even listening to music, This should be included In the dally task and after doing It for a long time It becomes a habit and then the person will realize how he or she is going towards betterment. but each of them has their strength and weaknesses. Actually, learning English Is not as difficult as you think. YouVe got to commit yourself if you want to be successful. Jimmy: I remember what my lecturer told me that If you're lazy or not interested in learning English, you'll never break through yourself.I really want to be able to read, write and speak well in English because English Is uite important as the international language nowadays. Ya. It'll be useful when I would Ilke to geta good job or go overseas to carry on my studies or work. Okay. First of all, you must read more English materials. such as magazines and newspapers. ‘Ofs Not only that, English textbooks, instructions and ingredients on food packages, advertisements are also important. Jazali: When people write, they usually use â€Å"correct† English with a proper grammatical structure. Ya, This is not always true when people speak.That's why. So, by reading, you can learn grammatical English naturally. I Just saw an article, it says that If you choose something to read that you like, it can actually be interesting and enjoyable. Well, this came across my mind. If you like to read about football in your own language, why not read about football in English right? Ya, I agree with you. You will get information about football and improve your English at the same time. But guys, you wont have a direct impact on your speech improvement. written English differs greatly fro m English used in actual live conversations.Sometimes, Written English tends to be more formal and isn't packed with phrasal erbs like everyday English! to make English phrase, word, or word chunk stick in your mind for later use in a conversation, you need to repeat it a good number of times. Don't forget guys, You basically need to repeat the phrase and memorize it doesn't happen when you read an English fiction book! – and it By the way, music is also a fun way to work on your listening. Learn the most effective way to do it and about the challenges you face learning from music.If you love music, Music will teach you useful phrases and collocations, help you to remember new ords and old, improve your pronunciation and sharpen your listening. Hey, Zhen hao what are you doing? Im Finding lyrics. Half of a good song is what the words mean. Songs are about something. But before you can fgure out what a singer means, find out what she or he is saying. Yes, Songs are utterly dif ferent†and usually deeper, cooler and more poetic†when you know what your favourite singers are really saying. So, find the lyrics to your favourite songs, print them out and work to understand what they mean.Not only finding lyrics, u need to sing along too. In the shower, around the house or at your local karaoke box, it will help your English get better and better. You pronunciation will improve, and you will remember more and more new English. However, there are some adverse on listening English song too. Nowadays the songs getting varies through the country. Some lyrics of the songs may contain of verbal words. Yaya! Like the song sang by Akon, ‘l Just had a sexl The music video of the songs also may contain of adult content such as naked and this is not suitable for young people or child to watch.Everyone *laugh* The music video of the songs also may contain of adult content such as naked and this is not suitable for young people or child to watch. On the oth er hand, the lyric's spelling on screen also might not accurate. the true spelling. So, This could be a disadvantage of learning English by music. Hey don't forget, my hobby, watching movies also will improve English. Haha.. Watching movies is a great way for you to improve your English, especially your listening and speaking skills. Films are not usually created for English language learners – they are made for native English speakers.Films are not usually created for English language learners – they are made for native English speakers. It is not a good idea to use this as your only method of learning English; it is much more advisable to study at an English school. However, I would definitely recommend all English language students to watch films in English in their spare time for additional practice that you might not get in a classroom. I agree with u Zhen hao, It helps to take the language away from the artificial classroom norm, which helps us because they get t o see/hear the language in a more natural setting.Other than that, watching movies will not only improve your listening ability, but will help you a lot on your spoken English, espcially our English intonation. Besides, when you watch a movie, you can also learn the culture reflected in the movie. But some of the parents will get mad or angry if their children wasting more time on movies. I don't think so Jimmy, this is my own experience. I like watching movies very much and it's really helpful for my English study. I really recommand you watch some typical movies. And You can watch movies and TV programs with English subtitles as ell.That helps a lot. I really think that it depends on what movies we are watching! If they are watching movies that are grammatically incorrect, I cannot see how that's going to help them with the English language. We can watch movies from the fiftys and sixtys, those movies were make with proper grammar in mind. for conclusion, So far i still strongly r ecommend you to watch more movies because it really helps to improve English. How do you think everyone, Agree with it? Yes, I agree. watching movies can be very beneficial.

Identify Some of the Factors That Make People Help Others.

Identify some of the factors that make people help others. Who helps the most, and in what cases (whom) are they especially likely to help? Illustrate your answer with examples. Giedrius Statkus Department of Psychology, Keynes College, CT2 7NP Identify some of the factors that make people help others. Who helps the most, and in what cases (whom) are they especially likely to help? Illustrate your answer with examples. Many different factors have been shown to influence people’s willingness to help others. The motive behind certain type of help can be certain rewards for helping however other types of help do not always appear to have a clear motive. This was noted by Comte (1875 as cited in Batson & Shaw 1991, Baumaister & Bushman, 2011) who studied the question of helping others, philosophically and suggests that there are two key types of help displayed by people. He describes these as either Egoistic Helping (EH) or Altruistic Helping (AH). The former refers to the type of help where an individual is clearly aware of a reward for performing the help, such as can be seen in some volunteers workers, whose clear reward is experience and recommendations. The latter however refers to situations where an individual’s willingness to help is unaided by any conscious reward. AH behaviour can be seen in such examples as helping a broken down stranger fix a car tyre on a road (Pomzal & Clore, 1973 as cited in Baumaister & Bushman, 2011). The factors influencing the latter type of help are the ones mainly considered throughout this essay. However these factors have a varied effect on different people, this variation can be based on gender, age and other individual differences. It has been suggested that one major factor influencing the willingness of people to perform AH is empathy (Batson, Batson, Slingsby, Harrell, Peekna & Todd, 1991). The theory suggests that individuals witnessing someone in need of help, as they are displaying distress or pain, will experience similar feelings themselves. This is supported by many studies (Baumaister & Bushman, 2011) however of key importance are studies conducted via observing the process of empathy in the brain using Functioning Magnetic Resonance Imaging (fMRI) (Singer, Seymour, O’Doherty, Kaube, Dolan & Firth, 2004). In their study participants were subjected to electric shocks while undergoing an fMRI scan, after that they had to watch as their spouses undergo the electric shocks. The scans showed that the brain’s responses were similar, for both conditions, and that witnessing the shocks and receiving them affected the same areas of the brain. Other studies have also found empathy between emotional states such as happiness or sadness and other situations (Singer, Seymour, O’Doherty, Kaube, Dolan & Firth, 2004). Therefore this confirms Batson’s et al. (1991) suggestion that if an individual is witnessing someone in distress, he also experiences some distress and therefore helping that person would be the fastest way to relieve it. There are many other factors playing roles in influencing willingness to help, however many of them may also be explained via empathy. As these other factors may increase or decrease empathy which could result in increased willingness to help. The fact that reward in AH is not obvious is not to say that it does not exist. As mentioned previously the relieving of distress may be one form of reward experienced through AH. Other rewards to be considered may be the need for praise or some sort of award (Batson, et al. 1988 as cited in Baumaister & Bushman, 2011). Another motivation may be fear of punishment, often in the form of social disproval, the fear of people knowing you could of helped, but did not. This can aid understanding of AH on an evolutionary and survival basis. As in some cases AH may mean less resources or putting oneself in danger (Dawkins 1988 as cited in Baumaister & Bushman, 2011) it can be said that such behaviour is counterproductive to survival. Except in clear cases of close family AH, where the help would favour the survival of the helping individual’s genes either way. However modern human survival, and therefore chance of reproduction, is highly dependent on social acceptance (Coie, Dodge & Coppotelli, 1982). Therefore avoidance of punishment, in the form of social disproval is often a sufficient reward for AH. Empathy can be seen as a major aspect of other factors influencing willingness to help too, for example it has been shown that people feel more empathy for people similar (Frans, 2008) and are more willing to help based on similarity between them and the person needing help, such as similar clothes (Eimswiller, Deux & Willts, 1971 as cited in Baumaister & Bushman, 2011), personal values (Batson, Duncan, Ackerman, Buckley & Birch, as cited in Batson & Shaw, 1991) and other features. This may be because people are more likely to experience empathy for people who are ore like them instead of someone who is very different. This can be seen in Batson’s et al. (1981 as cited in Batson & Shaw, 1991) study where participants who believed a person undergoing electric shocks held personal values that were very different to the participants’ values, were less likely to take the victim’s place and receive shocks instead of them. This is supported by the green beard theory, a term coined by Dawkins (1976 as cited in West & Gardener, 2010) in reference to a theoretical gene that would encode the information of a green beard and make green bearded people more likely to help others with a green beard. In this theory the green beard is an example of an obvious visual feature. Although just a theoretical principal for which the relevant genes have only been observed in the study of micro-organisms (West & Gardener, 2010) and other far less genetically complex, than humans, life forms (Fostner, Wensler & Ratnier, 2006). It is suggested that a much more complex system may be a viable genetic explanation for the way in which AH is influenced by people with similar features. Although the theory is criticised in its current state as it has been said that one allele would be incapable of encoding and identifying all the relevant information necessary (Henrich 2001). This however led others (Jansen & Baalen, 2006) to suggest that, instead, a number of genes could encode some features of appearance, or a â€Å"visable tag† (West & Gardener, 2010, p. 1344), and a separate, gene would encode the ability to recognise similarity and influence AH when it is recognised. For example it has been shown that people empathise more with close members of their family (Frans, 2007). As well as being more willing to help them (Burnstein, Crandall & Kitayama, 1994). This was especially true for close members of the family such as siblings. The willingness to help was found to decrease as the family ties grew weaker. In all cases people were three times more likely to help close family members such as siblings than nephews and cousins, they were even less likely to help strangers or friends. This was especially true if the sibling in question is a monozygotic twin of the individual (Burnstein, Crandall & Kitayama, 1994). The willingness to help for un-identical twins was considerably lower, by up to half as willing, suggesting that AH is an important behaviour for successful evolution and survival as it favours identical genes. This staggering difference between identical gene siblings and dizygotic twins could also be related to the green beard theory mentioned earlier. As the perfect visual tag for an altruistic gene to identify would, in the case of monozygotic twins, be a completely identical appearance. AH was also found to be dependent on age (Baumaister & Bushman, 2011). For example Burnstein et al. (1994) found that people’s willingness to help young children of age 1 was identical to the amount of willingness seen at age 25. Overall, willingness to help was found to quickly reach a peak at the age of 10 and then steadily decrease as people get older. For the final recorded age, of 75, willingness to help had decreased by a quarter when compared to age 1. People’s health was also noted as an important factor in influencing willingness to help. It was found that people are more willing to help healthy individuals than those suffering from ill-health. This may be due to survival reasons as healthy individuals are much more likely to help the person in return and therefore increase their rate of survival. In cases of AH, it can be said that, the evaluation of ability to reciprocate may be performed unconsciously. The same concept applies to old and very young individuals who are also less able to reciprocate the help they receive. The attractiveness of an individual is also a recognised factor in one’s willingness to help (Harrel, 1978 as cited in Baumaister & Bushman, 2011). This is often hard to explain in regards to evolution and survival theories. One aspect considered is that attractiveness may be evaluated as health, as attractiveness and health evaluations have been shown to positively correlate (Taylor and Brown, 1988). However a study by Juhnke et al. (2001) found that attractiveness does not necessarily rely on physical features. He found people dressed more attractively are also more likely to receive help. A possible critique of this finding could be that in this case the more attractive people were seen as richer, and therefore their ability to reciprocate would be higher. This would however contradict Burnstein’s et al. (1994) finding, which demonstrates that people would be significantly less likely to help rich people than poor people across every situation. And although based on participants’ conscious evaluation of their willingness to help, the results are consistent across all participants and therefore suggest that Juhnke’s et al. (2001) findings were related to attractiveness, if not as the sole factor than at the very least more than the effect of a ealthy appearance. This finding is also more supported by the survival via reproduction theory since in some cases it appeared to have a sex specific effect, (Pomzal & Core, 1973 as cited in Baumaister & Bushman, 2011) where male participants were found to be more likely to help females than males, especially if the female is attractive. They also report that males are more willing to help than females overall which is an important finding as this slightly contradicts Batsonâ €™s et al. 1991) theory, of empathy being the most important factor in AH as Davis (1980) has pointed out that females display a much higher level of empathy across many different AH related situations. This may be related to Dawkin’s (1989 as cited in Baumaister & Bushman, 2011) theory. He proposes that willingness to help is directly affected by the loss incurred in the process of helping. Therefore although women may want to help more than males, as they feel higher empathy, they may be prevented by fear of loss. This is because most AH requires a form of loss of resources, time or putting oneself in danger (Batson & Shaw, 1991) as only in cases of unconscious and reflex powered reactions are people willing to put their survival over the person in need of help. This sort of behaviour is most often seen in combat situations and almost never occurs if people are able to consider the threat posed to them (Batson & Shaw, 1991) Individuals’ willingness to help people is affected by many factors as discussed. This can be seen in many forms. Some forms of help are motivated by feelings of distress caused through empathy. This coupled together with unconscious reward seeking and punishment avoidance influences people in making the decision of whether to help or not. Although empathy may be the predominant factor it is also important to mention that it is heavily influenced by other factors such as age, gender, family ties and physical or mental similarities. However empathy at times is affected by other factors such as the cost of helping someone. For example men are less likely to be helped, however are more likely to be willing to help than females. Females, although experiencing higher empathy and therefore maybe higher willingness to help are said to be more aware of fear of loss. This may also be influenced by the fact that males feel higher social expectations, to help, than females. Although another reason may simply be survival as the people most likely to be helped are often the same people who are most capable of reciprocating the help. In the case of 10 year old children and young adults receiving more help than elderly people or young children it may be because they can be said to be evaluated as having more chance of reciprocating this help. Same can be said for the health bias influencing willingness to help. Healthy people are more likely to receive help as they are more likely to have the ability to return the help. The fact that attractive people are more likely to be helped than less attractive people is thought to be highly linked to peoples’ willingness to help healthy people. Helping close family is also affected by health although the predominant factor here is the closeness of the family relationship. Children and parents are as willing to help each other as siblings who are significantly more willing to help each other than they are willing to help nephews, cousins or other family members. The only group more likely to help each other are identical twins, this evidence fits in with the selection of kin theory of evolution and therefore is most likely based on survival of the genes. Genes appear to be the most likely explanation for the fact that people are very likely to help individuals who appear similar to them. As suggested by the theory that certain genes may help their own survival by creating visual tags in people who share the same genes or by encoding recognition of similarity. This visual tag would be recognised by the other individuals carrying the same genes and therefore AH would be increased. When all the discussed factors are considered it can be seen that people’s willingness to help and their choice of whom they help, is motivated and influenced by many factors which all interact in a complex manner. References Batson, C. D. , Batson, J. G. , Slingsby, J. K. , Harrel, K. L. , Peekna, H. M. , & Todd, R. M. (1991). Empathic Joy and the Empathy-Altruism Hypothesis. Journal of Personality and Social Psychology, 61, 413-426. Batson, C. D. , & Shaw, L. L. (1991). Evidence for Altruism: Toward a Pluralism of Prosocial Motives. Journal of Psychological Inquiry, 2(2), 107-122. Baumeister, R. F. , & Bushman, B. J. (2011) Social Psychology and Human Nature (2ed. ). Belmot, California: Wadsworth. Burnstein, E. , Crandall, C. , & Kitayama, S. (1994). Some Neo-Darwinian Decision Rules for Altruism Wighting Cues for Inclusive Fitness as a Function of the Biological Importance of the Decision. Journal of Personality and Social Psychology, 67(5), 773-789. Coie, J. , Dodge, D. K. , & Coppotelli, H. A. (1982). Dimensions and Types of Social Status: A Cross-Age Perspective. Developmental Psychology, 18(4), 557-570. doi:10. 1037/0012-1649. 18. 4. 557 Davis, M. H. (1980). A Multidimensional Approach to Individual Differences in Empathy, JSAS Catalog of Selected Documents in Psychology, 10, 85-104. Foster, K. R. , Wenseler, T. , & Ratnieks, L. W. (2006) Kin Selection is the Key to Altruism. Trends in Ecology and Evolution, 21(2), 57-60. Frans, B. M. (2008). Putting the Altruism Back into Altruism: The Evolution of Empathy. The Annual Review of Psychology, 59, 279-300. Henrich, J. (2001) Cultural Group Selection, Coevolutionary Processes and Large-Scale Cooperation. Journal of Economic Behavior & Organization, 53, 3–35. Jansen, V. A. , & Baalen, M. (2006). Altruism Through Beard Chromodynamics. Nature, 44(30), 663-666. Juhnke, R. , Barmann, B. , Vickery, B. , Cunningham, M. , Hohl, J. , Smith, E. , & Quinones, J. (2001). Effects of Attractivness and Nature of Request on Helping Behaviour, Journal of Social Psychology, 127(4), 317-322. Singer, T. , Seymour, B. , O’Doherty, J. , Kaube, H. , Dolan, R. J. , & Frith, C. (2004). Empathy for Pain Involves the Affective but not Sensory Components of Pain. Science, 303, 1157-1161. Taylor, S. E. , & Brown, J. D. (1988) Illusion and Well-Being: a Social Psychological Perspective on Mental Health. Psychological Bulletin, 103(2), 193-210. doi: 10. 1037/0033-2909. 103. 2. 193 West, S. A. , & Gardener, S. (2010). Altruism, Spite, and Greenbeards. Science, 327, 1341-1344.

The Entertainment Ride Regulation Act Essay Example | Topics and Well Written Essays - 2000 words

The Entertainment Ride Regulation Act - Essay Example Section one defines the scope of the Act stating that its provisions are applicable to all the rides that are operated as part of an amusement or fairground park. The section goes further to define a ride in the context of the Act terming it as any equipment meant to ferry passengers for exhilaration or entertainment purposes. Section 2 of the Act introduces the Ride Safety Agency (RSA). The agency is charged with the responsibility of carrying out inspections issuing licenses and imposing sanctions in cases where the licensing conditions or regulations stated under the Act are breached. The RSA is empowered to administer penalties like issuing fines, demanding for repairs or improvements on the rides. It also has the powers to close down the rides or demolish the rides or sometimes revoke licenses2. In cases of moving rides, the provisions in the Act states that such forms of entertainment can be destroyed or confiscated in case they breach any of the RSA regulations. Section 3 come s up with a licensing regime which requires all the ride operators to lawfully obtain licenses before operating any rides. These licenses have to be obtained legally from the RSA. There have been previous cases which have made this act to be put in place. For example, on 20th November 2011, There was an accident in Australia involving a fair ride called the Cha Cha. A thirteen year old girl was thrown from the ride and flung into a safety fence which was metallic. She was again struck when she tried to stand. In the same accident, two other teenagers got minor cuts. The investigating company, WorkSafe Victoria, the ride did not meet the safety standards set aside by Australia. The section also expects the RSA to come up with a policy covering the issuing of licenses that has to be agreed upon after first consulting the relevant parties. The provisions mentioned above have already been enforced and the RSA has already assumed its responsibility of seeing that the provisions of the Ac t are followed to the latter. This has led to the RSA officers to lock horns with most of the rides users and owners who don’t necessarily understand provisions in the Entertainment Ride Regulations Act or are ignorant and assume the powers vested in the RSA. On the other hand, the RSA and its officers have taken advantage of the powers given to them and are harassing owners and users of rides3. This has called for the need to review the judicial application in order to bring to action the private law or find redress using other grievance resolution means. Such negligence leads to fatal accidents like the one seen in Dublin, Ireland. On October 24th 2011, a 31 year old woman was killed after going for a ride at the Tip Top ride. She was thrown from her bucket seat and fell on metal steps at the ride’s platform. It is reported that she died on the spot. Although the ride was found to be in great mechanical condition, it is believed that the woman slipped under the safet y bar and fell. Case 1 This involves an owner of a stall and the RSA officials. Alice who owns a ‘hook a duck’ stall is being accused by the RSA officials for operating her stall at a fair without a license. Following this breach of the Entertainment Ride Regulations Act provisions according to the officers, Alice is fined of 5000 pounds. With references to section 1 of the Act, Alice’s stall falls under the Acts definition of a ride thus it is under the jurisdiction of its provision making the RSA officers have the

Cortisol affects on Serotonin, Norepinephrine, & Dopamine Essay

Cortisol affects on Serotonin, Norepinephrine, & Dopamine - Essay Example It can reduce or elevate blood sugar as well as affect the immune system. Cortisol is a steroid hormone released from the adrenal cortex in response to a hormone called ACTH (produced by the pituitary gland). According to Stewart ( 2008) â€Å"cortisol levels are often measured to evaluate how well the pituitary and adrenal glands are working† which is done through a simple blood test. Before furthering discussionthe relationship between cortisol and neurotransmitters , it is important to understand how the brain works. The brain has 10-100 billion neurons that transmit messages through electrical impulses to other neurons whenever we react, think, or feel. However , when an electrical impulse is received by the axon, the impulse becomes chemical in nature known as neurotransmitters. The main function of these neurotransmitters is to deliver the message from one neuron to another. When a dendrite receives the message, the chemical impulse is converted again into an electrical impulse which repeats the whole process again. â€Å"Of the 30 or so neurotransmitters that have been identified, researchers have discovered associations between clinical depression and the function of three primary ones: serotonin, norepinephrine, and dopamine. These three neurotransmitters function within structures of the brain that regulate emotions, reactions to stress, and the physical drives of sleep, appetite, and sexuality†( Price 2004 ) In the introductory part of this paper, it was discussed how cortisol plays an important role in the body’s reaction to stress. Inceased cortisol release can benefit the body by preparing it for emergency or life-threatening situations by making it more physically responsive and alert. Unfortunately, chronic release of high amounts of cortisol can stress out the body which can lead to deteriorating physical condition as

Boas 610 Essay Example | Topics and Well Written Essays - 750 words

Boas 610 - Essay Example It is not only important, but at times, it is necessary as well, since the proof and evidence at hand is not sufficient enough to draw appropriate conclusions (Boas 610); at such times, it becomes a necessity to make use of the historical or the present forms of the culture in order to solve the puzzle (Boas 610). When dealing with the historical aspect of anthropology, there is often a tussle between the social and economical factors that have helped shape the historical and the present conditions and cultural practices (Boas 611). Sociologists tend to make the field of sociology as the central theme of anthropological discussions (Boas 611), claiming that the human mind and its interactions with its surroundings, as discussed in sociology, is the key component of cultural evolution (Boas 611). Whereas this might be true, it is not the sole player in the game (Boas 611). Sociological factors shape the long term designs of culture (Boas 611); indeed, some cultural practices which for m the core of the society take a long time to change, if at all, and it is only the radical changes that can truly be identified (Boas 610), with the more subtle and gradual changes often hard to recognize or overlooked (Boas 610). Sociology alone can not account for the short term and immediate social decisions which shape the day to day cultural activities of the populace (Boas 611). Such decisions are often strongly dictated by the economic conditions of the place (Boas 611). Economists, likewise, tend to emphasize completely on the economic factors that govern the evolution of a society, neglecting or undermining the psychological and social bearings of the process (Boas 611). Economy is helpful only for studying the short term effects, as pointed out previously; it can not explain the general decisions of the masses which span entire societies and centuries, with such decisions often being static or very slowly changing (Boas 610). This is because economic conditions are dynami c, and do not remain the same over extended periods of time (Boas 611). Therefore, they can only account for periodic changes. Long term practices like religion, art, and language are beyond the parameters of economics to define (Boas 611). Therefore, it follows that sociology and economics are mutually dependent to mold the society and are equally responsible for the growth of the culture the people who practice it (Boas 611). Part I: Q1: Although Frank Boas is not a theorist, he is considered to be am important figure in anthropological thought and study. This is because of his important contributions in the anthropological study of the relation of the individual with the society (Boas 610), and the effects and reactions of individual to the practices of the society and the established culture (Boas 610). In turn, according to Boas, this reaction has some effect on the culture and how it develops and changes (Boas 610). The importance of Boas’ work can only be fully appreci ated if the importance of the topics that he has worked on is recognized. The relation of the society and the individual and their mutual cause and effect (Boas 610) cycle is often overlooked, for the favor of the population mass as a whole (Boas 611). Whereas Boas does admit that the overall functioning of the society is not effected to an appreciable degree by the psychology of an individual (Boas 610), and that society is home to many varied human minds (Boas

Issues of medical waste related to business, society, and government Essay

Issues of medical waste related to business, society, and government - Essay Example The spread of infections is easy if medical waste is accessible in such a manner posing a threat to the society. The haphazard disposal pollutes the environment making living around dump sites uncomfortable. The government, society and the business firms all have to work in unison to alleviate the problem of medical waste. The society is the receiver of the shortcoming of poor medical waste handling. The gases released in the atmosphere from the hospitals like sevoflurane, isoflurane and desflurane contribute to global warming (Talsma, 2009). The society is suffering from poor medical waste management. The hospitals disposing of the waste are part of the society as their business is from the sick individuals in the society. The workers in the health institutions and facilities are part of the society and need to be in a clean environment free from contamination. The three parties are affected by the waste. They have to ensure that the best waste management method in use at all cost. Organisations always prefer maximizing their profits. The social responsibility of organisations is engrained in the business culture. If an organization is not socially responsible, the company may use any means include unethical to achieve its objectives. Profits made by hospitals can be in the allocation of partly ensuring that the waste is disposed appropriately. The appropriate disposal methods are costly as sorting and grouping of waste requires time and extra labour. Hospitals should accept to bear such cost to ensure that the environment is sustainable for the society. The social responsibility is important as it indicates the value the hospital attaches to it. The government regulate the business through legislation. The laws the government sets are important in waste management. These laws are compulsory and not optional they thus ensure that a set standard is in maintenance. Self-regulation is important as it ensures that set

Dangerous Method Essay Example | Topics and Well Written Essays - 1250 words

Dangerous Method - Essay Example Conclusion 5. Work cited Dangerous Method Introduction Dangerous Method is a historical movie based on a non-fiction book â€Å"A Most Dangerous Method† written by Kerr John in 1993. It is a drama by genre, produced and directed by David Cronenberg in 2011. Christopher Hampton adapted the screenplay from his stage play, The Talking Cure cast in 2002. The starring of the movie includes Keira Knightley, Michael Fassbender, Vigo Mortensen, and Vincent Cassel. The movie is an early 20th century story, and the storyline revolves around Michael Fassbender as Carl Jung, Keira Knightley as Sabina Spielrein,Vigo Mortensen as Sigmund Freud, Vincent Cassel as Otto Gross and Sarah Gadon as Emmah Jung. A Dangerous method is a movie based on a book. In relation to three books, this paper will present how the passionate relationship Carl Jung had with Sigmund Freud eventually resulted to psychoanalysis. Movie overview In the movie Sabina Spielren is a young woman from Russia, who suffers fro m hysteria related to psychological problems. The woman had experienced a difficult past and her psychological problems link to her childhood where she had a violent father. The young woman is however, highly ambitious and intelligent and aspires to be a Doctor and a psychiatrist in the future. On arrival in Switzerland from Russia, Dr. Carl Jung based in a Zurich hospital takes her in and hospitalizes her (Kerr 14). Dr Jung has just started using a talking cure method of dealing with psychological problems, designed by Dr Sigmund Freud. He decides to use it on Sabina. Freud becomes Jung’s mentor, and they develop a father-son relationship. Freud is proud of Jung and sees him as a likely successor of his work. With time as Dr Jung talks to Sabina, he discovers that her condition associates with her childhood experiences with her father. As a child, she felt humiliated and sexual aroused when her short-tempered father took off all her clothes and spanked her. Her mother was al so unfaithful to her father, and she felt her father’s abuse was a way to release her anger (Freud 25). The knowledge that she did not deserve such a punishment, together with the abuse that humiliated her, worsened her condition. Doctor Jung also discovers that Sabina comes from an affluent Jewish family in Russia, which managed to educate her well. Sabina has ambitions to study medicine and become a psychiatric doctor. The head of hospital together with Dr Jung recognize her intelligence, and allow her to use their equipments to learn. She assists them in experiments on psychoanalysis and learns a lot about psychological problems (Kerr 32). As Sabina’s awareness becomes sharp, Dr Jung finds a liking for her and sees her as a kind person who has a unique perspective in life. The two get attracted to each other, and as the attraction grows, Dr Jung finds it difficult to resist the idea of having an affair with a patient. He also sees it as breaking of medical taboos, w hich condemn the act of having sex with a patient. Dr. Jung is a married to an aristocratic wife, Emmah Jung, and he is guilty but devoted to her at the same time. Eventually they fall in love and Sabina loses her virginity to Dr Jung. In their affair, Jung starts the habit of spanking Sabina. They become so close to each other, and Dr Jung becomes an advisor to her dissertation. As time goes by, Dr. Jung and Dr. Freud disagree and become rivals. Dr. Jung’s comments that the talking cure can only detect the psychological problem and not cure it, fuels this rivalry. Dr Jung names the method psychoanalysis, but Freud thinks that using O to make it psychoanalysis is better (Kerr 64). Finally, Dr Jung attempts to break off from the relationship and decides to revert it to the

Chinas Economic Advantages Essay Example | Topics and Well Written Essays - 1000 words

Chinas Economic Advantages - Essay Example The Mongols promoted trade in China by offering security to caravan traders who were moving long distances for an exchange of goods and services. They guarded the path which cut from Asia to Russia hence ensuring the safety of caravans from robbers who instilled fear on the earlier traders. The Mongols were united under Yuan and were well organized both in war and in trade. Their emergence reshaped China, rising from a humble nation to one that caught the world’s attention with its commerce and highly advanced technology. Added to China’s advantage was the fact that it had a large population which provided labor and ready market for its produced goods. Its population offered a great advantage to traders who channeled their goods to China since there was a large market with willing buyers and willing sellers dealing in silk and other products. Slaves were in abundance for exchange. Another factor which boosted Chinese expansion of trade was the opening of the Silk Road. The Silk Road covered parts of the Middle East and extended to parts of Russia. The road was a convenient way through which traders could transport their goods to and from China to their destination. Another factor that made China thrive in trade is the kind of political peace it enjoyed under the Mongol’s Yuan dynasty. Being a dynasty with a strong political background, China enjoyed a peace and was free from external attack. The Mongols were an organized lot with a strong military base; a factor which had a direct impact on trade.... Added to China’s advantage was the fact that it had a large population which provided labor and ready market for its produced goods. Its population offered a great advantage to traders who channeled their goods to China since there was large market with willing buyers and willing sellers dealing in silk and other products. Slaves were in abundance for exchange. Another factor which boosted Chinese expansion of trade was the opening of the Silk Road. The Silk Road covered parts of the Middle East and extended to parts of Russia. The road was a convenient way through which traders could transport their goods to and from China to their destination. This was a boost to the growing influence of China as a hub of commerce in the world. Another factor that made China thrive in trade is the kind of political peace it enjoyed under the Mongol’s Yuan dynasty. Being a dynasty with strong political background, China enjoyed peace and was free from external attack. The Mongols were an organized lot with strong military base; a factor which had a direct impact on trade. China’s economic meltdown came as a result of a number of factors. It is important to look at such factors in relation to their effect not only in China but also in other countries that formed part of Eurasian trade. The most known cause for the decline in China’s economic strength is the emergence of the Black Death. It is believed that the plague commonly known as the Black Death began its spread from the Chinese Mongols, spreading all the way to other parts of Europe and many parts of the Middle East (Lin 19). The Black Death also known as the bubonic plague fuelled the collapse of Yuan dynasty. It is

Coca - Cola Case Study Example | Topics and Well Written Essays - 1250 words

Coca - Cola - Case Study Example While the company is actively using sponsorship as a marketing and promotion tool, the Coca-Cola’s market capitalization has decreased significantly after the death of its CEO, Roberto Coizueta in 1997. While in 2014 market capitalization of the Coca-Cola Company is 183, 99 billion dollars, the Coca-Cola Company has weaker financial position than it had 17 years ago. These values indicate that Coca-Cola Company is an organization aiming to maintain leadership position and also is striving to â€Å"shape a better future† (The Coca-Cola Company, n.d., n.p.). Collaboration value means that the company is focused on people and teamwork. By combining efforts and human resources the company leverages collective genius (The Coca-Cola Company, n.d., n.p.). The company is also promoting the corporate spirit and passion among its employees to the brand. The value of diversity stresses that the company is operating globally, and diversity at workplace and diversity of brands are two integral parts of the business. Also, the value of quality reveals that the company focuses not only on production of high quality products, but also on everything they do. Coca-Cola Company is involved in sponsorship of mega sports events such as the Olympic Games, The Rugby World Cup, the NFL, the Tour de France or Formula 1 for a quite long period of time (Nufer & Buhler 2010). Global sports events such as the Olympics and Rugby World attract people from all over the world and generate the target audience, which Coca-Cola Company is trying to reach, and establish in the minds of these people association of the sport event with the brand of the company (Nufer & Buhler 2010).Therefore, the company uses such events as marketing tools which enable it to improve the image and increase awareness of the company (Nufer & Buhler 2010). Sponsoring of big and attractive sporting events enables Coca-Cola to minimize

Person who made substantial contributes to or signifcantly employed Essay

Person who made substantial contributes to or signifcantly employed economic principles - Essay Example Mises’ relentless accounts of economic phenomena all led to a singular conclusion—a recurring theme throughout his greatest treatises that â€Å"the only viable economic policy for the human race was a policy of unrestricted laissez-faire†¦ with government strictly limited to the defense of person and property within its territorial area† (Rothbard). In the face of growing tides of statism and collectivism running through economic philosophies of his contemporaries in the first quarter of the 20th century, Mises remained resolute in his insistence upon a free, uninhibited marketplace. But aside from his heterodox views, Mises made significant contributions to economics as a universal discipline, among which are the three (a monetary theory of the trade cycle, a priori epistemology, and the impossibility of rational economic calculation in a socialist economy) to be discussed here. The first of these contributions was, of course, his monetary theory of the trade cycle. By this theory, introduced in The Theory of Money and Credit, he states that â€Å"whatever constitutes money in a market must originally have derived its value from a non-monetary use† (North, 2001). This theory is a so-called â€Å"regression theory† in the sense that it makes a statement about the beginnings of money’s use in society. Mises’ theory of money formed the basis of F. A. Hayek’s 1974 Nobel Prize, â€Å"awarded for†¦ pioneering work in the theory of money and economic fluctuations and for†¦ penetrating analysis of the interdependence of economic, social and institutional phenomena† (Machlup, 2003, p. xv). A piece of this Misean theory of money is the observation that money is not pursued for its own sake, but rather in pursuance of purchasing other goods, and business cycles are the inevitable result of unbacked expansions of cred it. Because, as the theory goes, money is not an

The Harlem Renaissance Essay Example for Free

The Harlem Renaissance Essay Harlem Renaissance also known as the New Negro Renaissance evolved in the 1920s, in New York City’s locality called Harlem. â€Å"The movement started around 1918, as the American civil war had given the African American people their rights and most of the educated African American citizens then moved to places such as New York City to explore better opportunities† (Huggins Rampersad, 10). As many educated African Americans settled in various neighborhoods of New York City, areas such as Harlem became hubs of African American cultural and political activities. At this point, African American literature took on a different level and received critical acclaim; along with African American arts also evolved resulting in various economic and social developments. During this movement many intellectuals even contributed to the struggle of equal rights for all races, such as sociologist, author, civil rights activist and historian W. E. B. Du Bois who co-founded National Association for the Advancement of Colored People (NAACP). Movements such as these lifted the stigma and feeling of inequality within the community and help build racial pride amongst African Americans. Harlem Renaissance even saw the rise of Apollo Theatre where many African American artists started off their career such as the famous jazz singer Sarah Vaughan. This movement even gave popularity to Jazz and Blues music, which was widely heard throughout Harlem’s bars and musical theatres. Novels of Jesse Fauset, fiction of Charles W.  Chesnutt, jazz poetry of Langston Hughes and romantic poetry of Countee Cullen are some of the works of literature that received major recognition through the Harlem Renaissance movement. Such a movement did not just enrich the African American culture but gave them an identity, and changed the way America and the whole world perceived African Americans. This newly found identity caused many African Americans to exercise full potential and bring success to themselves and their community.

Herbal Products for personal casre Essay Example for Free

Herbal Products for personal casre Essay Aromatherapy is complementary and alternative medicine (CAM) technique in which various essential oils (including essences and extracts) derived from plants, flowers, fruits, leaves, herbs, stems, shrubs or trees are utilized to promote healing of the body, mind and the spirit, and to encourage health and well-being of the individual. Aromatic oils have been utilized in healthcare since ancient times by the Egyptian civilization and the Arabs. Modern aromatherapy was given special interest in France. The French found that oils had several anti-septic properties and hence could be utilized to reduce infections. Some of the physicians in France administer essential oils. Certain guidelines mentioned in the ‘aromatogram’ help the physician to decide which essential oil has to be utilized. The patient’s sample of tissues or body fluids is cultured in the laboratory. Different essential oils are added to the growing cultures. The specific essential oil that inhibits growth of the microorganisms is identified and utilized. Essential oils are substances similar to hormones (or chemical messengers) present in the body, that play an important role between cells. It contains about 200 to 3000 different compounds. Studies suggest that they can play a role against cancer, and have other effects such as stimulation (lime), calming (lavender), analgesic (clove), anti-spasmodic and cough suppressant (lavender). On the skin, it seems to have an antiseptic (tea tree), astringent (lemon grass), protectants (sandal wood), stimulant (rose) and cooling (Chamomile) effect. Aromatherapy can be administered in several forms such as skin or external applications (including cosmetic use and applications over the hair), inhalation, and internal consumption. External applications of essential oils involve applying the agents on the skin through baths, massages, friction, compresses, cosmetic use (in the form of creams, masks, compresses, lotions, ointments, etc), hair applications, etc. Such applications help in relaxation, stimulating the skin and make the individual feel more energetic and lively. Several toxic substances and metabolic wastes present on the skin are inactivated and destroyed. It also helps to reduce body aches and reduce swellings. Rarely (5% of the cases), the individual may develop inflammatory disorders of the skin (such as dermatitis), and experience symptoms such as irritation, rashes, pruritis, etc. In such circumstances, the treatment should be discontinued. Internal consumption of essential oils may be required to treat several disorders involving the internal organs (such as the digestive tract). However, some of these oils may damage the liver. Hence, they have to be administered strictly by a physician, and the patient’s condition should be monitored. The essential oil can also be administered utilizing a diffuser or nebulizer (through inhalation). The oils can be utilized to treat several breathing or lung disorders, and to improve mood. The molecules of the essential oils can enter the body through the nose, gain access through the lungs, from where it can diffuse into the bloodstream. It can remain in the blood for 30 minutes to several days. Sprays are also available which provide effect for a short period. Aromatherapy has emerged as a separate branch of science and profession because of the huge benefits. Lavender may increase brain wave functions related with relaxation and stress-release (Balac, 1992). Chronic smokers felt a reduced urge to consume tobacco with aromatherapy (Rose Behm, 1994). The quality of life in individuals with cancer and anxiety improved after being administered Chamomile (Wilkinson, 1995). Stevenson (1994) demonstrated that heart patients requiring surgery felt better when their feet were being massaged with neroli oil. Post-operative patients had reduced nausea and needed fewer painkillers after inhaling peppermint oil (Tate, 1997). In fact aromatherapy can be utilized to treat several conditions such as infections (such as Herpes Zoster Virus, Herpes Simplex Infections, etc), arthritis, skin disorders, musculoskeletal disorders, sleeplessness, anxiety, distress, anticancer therapy problems, anorexia, body aches, etc. Any individual can learn about aromatherapy by reading books, attending seminars or going to school that train in aromatherapy. The National Association of Holistic Aroma-therapists (NAHA) is setting up standards for giving licenses and administering training. The individual who wants to become an aroma-therapist should have a good knowledge and practice of chemistry, botany, human physiology, etc. The aroma-therapist is responsible for administering treatment sessions on the patients such as massages. During the patient’s first session, he/she will ask the questions to get a detailed outlook of the past and present medical history. According to the patient’s complaint and the diagnosis of the condition, he/she will prepare essential oils using different individual components. The massages are similar to the Swedish and the Sports methods. The aroma-therapist also gives complete details of the procedure to the patient, advices about any precautionary measures to be taken and educates the patient about the benefits and risks of the procedure.

Theories of Motivation for Second Language Acquisition (SLA)

Theories of Motivation for Second Language Acquisition (SLA) This paper is an attempt to understand the complex relationship between Second Language Learning (SLA) and motivation. The paper first develops some common theories in SLA and attempts to show the difficulties L2 learners have when learning a new language. The paper highlights these difficulties in relation to language acquisition and motivation. Motivation is discussed with reference to SLA learning and shows how our understanding of motivation can lead us to better equip the learner for success. The paper develops some language Learning strategies, used in relation to motivation, and how we can measure them for a better outcome in the classroom. MOTIVATION AND THE L2 LEARNER HOW CAN IDEAS OF MOTIVATION IN L2 ACQUISITION LEARNING BEST EQUIP THE TEACHER-STUDENT RELATIONSHIP FOR SUCCESS? There are many reasons why somebody would learn a new language. This paper attempts to show that the relationship between Second language learner and motivation plays a key role in this desired success for learner. The paper discusses some common themes in Second Language Learning (SLA) and shows how learners face their own difficulties according their decision as to when to start to learn a language. With these difficulties recognised the paper goes on to show how early theories of motivation and its relationship to SLA provided a foundation for language learning strategies to develop. These developments, it will be argued, have lead to a greater understanding of the effects motivation have on the L2 learner. The paper moves on to discuss some common learning strategies theories that equip the teacher to provide better motivational strategies within the classroom. The strategies for the teacher are discussed in relation to different kinds of motivation. The importance of motivation and SLA: Many researchers have used, to some extent, a social-psychology model of learning in conjunction with the Second Language Acquisition model. The cognitive Social Learning Theory (SLT), which stems from the Social Cognitive Theory was extensively cited and empirically tested by Bandura (1989). Banduras work focused heavily on behavior and methods that stimulated behavioral change. His theory has three guiding principles: understand and predict individual and group behavior, identification of methods where behaviors can be modified or changed, and the development of personality, behavior, and health promotion (Bandura, 1997). The aspect of self-efficacy and self-perceptions led to the understanding of self-regulation when it came to adult modification of behavior (Zimmerman 1990). In a study of second language learning, Prinzi (2007) explained the importance of motivation. He posited that there is a very close relationship between motivation and second language learning. With low motivation, students may idly sit by and miss valuable learning experiences. This may limit their success and that can lead to increased frustration and in a loss of even more motivation (3). Motivation in second language learning was defined by Gardner (1985) as referring to the extent to which the individual works or strives to learn the language because of a desire to do so and satisfaction experienced in this activity (10). Motivation is not a simple concept to explain. Motivated second language learners exhibit many other qualities in addition to effort, desire, and positive effects. Motivated individuals have specific goals to achieve. They show consistent effort, strong desire, and effects. They also may experience satisfaction when they are successful and dissatisfaction when they are not (Gardner, 2001: 9). Second Language Acquisition: The second language acquisition classroom is unique in that it emphasizes oral and written communication, strives for authentic information and cultural interaction, builds vocabulary, and focuses on comprehension (Brecht, 2000). It is unique in comparisons to other classrooms in that the student learns and acquires information in a language other than the primary language. However, in order to grasp a better understanding of second language acquisition, a definition and an understanding of how acquisition occurs is required. There are various definitions of Second Language Acquisition. The definitions stem from many cross-disciplinary fields: applied linguistics, social psychology, educational philosophy, behavior psychology, and so on. The terminology for second language acquisition stems from the field of applied linguistics, the rationalist way of describing language learning (Brecht, 2000). Acquisition of a second language requires an individual to process subconsciously the sounds and utterances of the target language (Krashen, 1985). In language acquisition, the learner concentrates on the communicative act and not on the form or correctness of the language (Krashen, 1985). According to Krashen, acquisition of a language is very similar to the way children learn their first language and constitutes a simple but natural way of language acquisition. According to Chomsky (1986) and Krashen (1985), people are born with the ability to learn their first language. The first language learned as a child or your primary or mother tongue, is considered Language one (LI). In Universal Grammar, children are born with an inborn code to learn LI from birth, which is called the innate Language Acquisition Device (LAD). This device is believed to play a significant role in adult acquisition of L2 (Chomsky, 1986; Krashen, 1985). On the other hand, second language learning requires the formal instruction of language, and is comprised of a conscious process of factual knowledge about the language. Learning differs from acquisition in that the individual makes a deliberate and conscious effort, focusing on the correctness and accuracy, to speak the language; thus, at times, hindering fluency. Therefore, when one is introduced to a language at an older age, it is first learned, coupled with comprehension, and then acquired. Acquisition of a second language by adults occurs similarly to children if the adult student is not fixated on correctness of the language and accepts errors (Krashen, 2004). The acquisition of a language requires one to feel through a language and allow for trial and error. When trial and error occurs, the student may not be in conscious awareness of it but feels his/her way through the language, sensing correctness, thus birthing comprehension in the language (Krashen, 1985; Krashen, 2004). Krashens second language acquisition theory (1985) is comprised of five hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. The Acquisition-Learning Hypothesis, as described in the previous paragraph, makes a distinction between the conscious learning process and the subconscious learning process. According to Krashen, what is consciously learned through the teaching of grammar and rules does not become acquisition of the target language. Krashen views second language acquisition as an informal venue, focusing on the input of messages, which can be understood in L2 and then acquired. By contrast, Ellis views language learning as an integral, important aspect of second language acquisition (Ellis, 1985). The Monitor Hypothesis claims that learnt material acts as a monitor device to edit output materials. According to Krashen, we acquire language through trial and error. When we attempt to transmit a message and fail, we continue through trial and error until we arrive at the correct utterance or form. The conscious learning of a language, through formal instruction, provides rule isolation, which can only be used as a monitor or an editing device, which normally occurs prior to output (Krashen, 1985, Krashen, 2004). The Natural Order Hypothesis states that we acquired the grammar rules and regulations of a language in a natural order (Krashen, 1985). To truly acquire a language, individuals must comprehend the message being sent or received, which is known as comprehensible input. Comprehensible Input (CI) is seen as the central aspect of Krashens Input Hypothesis (IH). Krashen believes that IH is the key to acquiring a second language because it is completely embedded in CI. Input plus the next level along the natural order equates CI (i+1) (Krashen, 1985, Krashen, 2004). Krashen views CI as the road to acquisition. Many other second language acquisition theorists agree with comprehensible input but do not completely agree with Krashens model of Input Hypothesis, which places Learnt Knowledge towards the end or after CI. Ellis (1985) found Krashens model posed some theoretical issues pertaining to the validity of the acquisition-learning distinction (p. 266). When input or instruction is just above the level of the student, coupled with instruction rooted in a meaningful context, it invites modification, interaction and collaboration. Input is not to be construed as intake. Input is what the teachers are contributing; intake is what the students take in from the teacher. Comprehensible input can be blocked by Affective factors-factors that deal with an individuals emotion (e.g. fear, anxiety, self-perception) (Erhman Oxford, 1990). Lastly, Affective Filter Hypothesis is viewed as blockages for CI to occur. The learner may not be able to use CI if there is a block that prevents the full use of profiting from the comprehensible input. Yet, once the comprehensible input hits the LAD and is then processed, the knowledge of the language is acquired. The conscious aspect of the language starts to act as a monitoring device before the output occurs. Krashen sees focusing on the conscious aspect of language learning (specifically grammar accuracy) as a hindrance to the acquisition of a second language (Krashen, 2004). Krashen believes we have an innate ability to acquire language with involvement from our surroundings, thus enhancing the utterances and nuances, which develop childrens language into adulthood. Yet, many researchers feel that acquisition doesnt occur or occurs less, in young adolescents and adult second language learners (Felder Henriques, 1995). McLaughlin (1992) explained the difficulties adults face when trying to acquire a second language, and why children seem to learn a second language more easily than older learners (McLaughlin, 1992). First, adolescent and adult second language learners are not placed in situations where they are forced to speak the target second languages, unless they are in the target language country. Second, the requirements to communicate for children are different than those of adults. Adult and adolescent language-learners have difficult words to communicate and a richer, more developed language vocabulary than do children. According to McLaughlin (1992), once these issues are addressed it is possible for an adult to acquire a second language, and to achieve competence and fluency in a second language. Motivation and Language Acquisition A number of factors have been shown to influence performance in the second or foreign language classroom. Gardner (1985) found motivational components such as attitudes towards learning the language, motivational intensity and desire to learn the language had a positive influence on performance in the language-learning classroom. Researchers have confirmed motivation as an influence on performance in the second or foreign language-learning classroom, with attitude as a situational support (Gardner, 1985; Gardner, Masgoret Tremblay, 1997). The motivational construct, which is derived from the two types of motivation, are motivational intensity, the desire to learn a language and the attitude one has towards learning the language (Gardner, 1985). Gardeners motivational propositions, which is comprised of intergrativeness, attitude towards learning the language, and desire to learn the language, instrumental orientation, refers to an interest in language learning for pragmatic reasons, and language anxiety, referring to the anxiety reaction of the individual when called upon to use the target language (Gardner, 1985). These propositions have been shown to have an effect on second language learning. These constructs were shown to have an affect on second or foreign language achievement (Gardner, Masgoret Tremblay, 1997). The socio-educational second language acquisition model was a catalyst for the development of the Attitude Motivation Test Battery (AMTB), which was created to assess various individual variable differences within the second or foreign language-learning classroom (Gardner, 1985; Gardner, Masgoret Tremblay, 1997; Hashimoto, 2002). The model described by Gardner was seen as a good start to understanding motivation within the second language acquisition classroom (Dornyei, 2005; Hashimoto, 2002). Although Gardners proposition have been used, cited and extensively supported, it has practically gone unchallenged until the 1990s (Dornyei, 2005). In addition, the many facets of motivation within a second language acquisition classroom was suggested to be very robust to be limited to just intergrativeness and instrumentation (Dornyei, 2005). Researchers find that Gardners model excludes some variables, and that limited concepts of cognition, and self-efficacy are mentioned (Dornyei, 2005; Maclntyre, MacMaster Baker, 2001). One study to test Gardners propositions was conducted by Gardner et al. (1997), who conducted an exploratory/explanatory study about the predictive validities of different measures to determine the underlying dimensions of the relationships among constructs used such as language attitude, motivation, anxiety, self-confidence, language aptitude, learning strategies, field independence, and measures of achievement in the target language. Although many of the relationships between some of these constructs had been investigated, there had not been a study that considered all of these constructs together (Gardner et al., 1997). The literature review consisted primarily of empirical studies testing the relationship between each of the above-mentioned constructs and their effect on language-learning achievement (Gardner et al., 1997). Gardner et al. (1997) identified a shortage of empirical studies concerning the relationships between the constructs and L2 achievement in terms of a causal model and the predictive validity of those constructs on second language academic achievement (Gardner et al., 1997). A random sample of 102 (82 females and 20 males) university students enrolled in introductory French was studied. Participants were tested in two stages; the first stage was a questionnaire containing the constructs of attitudes, motivation, achievement and self-rating scales of French Proficiency, and the second stage was a short language history questionnaire (Gardner et al., 1997). Data collection procedures were clearly described. There was no indication of whether or not the study was IRB approved. Reported Cronbachs alphas for the three subscales that make up the Motivation construct were .86 for Attitudes towards Learning French, .78 for Desire to Learn French, and .76 for Motivational Intensity (Gardner et al., 1997). To investigate the factor structure of the instrumentation, Gardner et al. (1997) conducted exploratory factor analysis, and specified an eight-factor varimax factor analytic solution. Eight values were required to be more than 1.0. Regardless of the different theoretical models, they grouped together into five independent clusters. These five factors were identified as: Self-confidence with French, Language Learning Strategies, Motivation to Learn French, Language Aptitude, and Orientation to Learn French (Gardner et al., 1997). Results indicated that some of the variables were more highly related than others to indices of achievement based on measures of specific skills taken more or less at the time when these other variables were assessed. Furthermore, most measures demonstrated comparable correlations when criterion was a more global measure, such as French grades, that reflects competence in a number of characteristics over a long period of time. Nevertheless, most of the variables in this study (except for the measures of Learning Strategies and Field Independence, and to some extent Language Attitudes) were found to be significantly related to measures of L 2 proficiency (Gardner et al., 1997). These results led Gardner at al. (1997) to conclude the following: 1) there are some functional relationships among the measures, and that even these categories are not mutually exclusive; 2) when achievement is assessed by relatively objective measures taken at the same time as the other measures, indices of language anxiety, self confidence, and can-do evidence much higher correlations with achievement than do indices of Language Aptitude, Motivation, or Language Attitude (Gardner et al., 1997). Results provided strong support for the causal model, suggesting that the model permitted a way to understand how variables interrelated and complemented one another (Gardner et al., 1997). The authors suggested that further research might benefit from investigating the possible confounds of all the variables, with self examination of French proficiency, as well as feelings of anxiety, which might further assist language educators in developing new ways to improve L2 achievement (Gardner et al., 1997). Language-Learning Strategies and Second Language Acquisition According to OMalley and Chamot (1990), much of the prior research in second language acquisition focused on the teacher creating information that would enhance comprehensible input. Very little research actually focused on the process of the learner intake or what goes on with the learner. The focal point was placed on how information is stored and retrieved for future use but not on the enhancement of learning. To arrive at a definition for learning strategies, Chamot and OMalley (1990), thought to identify the process by which strategies were stored and retrieved. Thus, the definition used for learning strategies stemmed from Andersons (1983) cognitive theory, which focuses on how information is stored and retrieved (Chamot OMalley, 1990). The cognitive model of learning indicates that learning is active and presents learners as active participants in the learning process. In the cognitive model learners select information from their environment, organize it, relate it to prior k nowledge, retain what is important, and retrieve it when necessary (Anderson, 1983; Chamot OMalley 1994). According to many experts in the field of language acquisition, active learners are better learners than those who do not actively participate in their own learning processes (Chamot OMalley 1994; Krashen 1985). Metacognitive strategies have been seen as the most important and extensively studied of all the strategies due to the need for students to gain some control of their second language acquisition process. Metacognition has been used by many in the field of second language acquisition to refer to knowledge about cognition or the regulation of cognition (Chamot OMalley, 1990). Metacognition is very much needed in order for students to understand what their cognitive processes are and to guide their learning processes (Chamot OMalley, 1990; Zimmerman Risenberg, 1997). A branch of metacognitive strategy, which social psychologists and educational researchers call self-regulated or self-directed learning, involves goal setting, regulation of efforts to reach a goal, self-monitoring, time management, and physical and social environment regulation (Zimmerman Risenberg, 1997). Since students need to learn to manage the knowledge they receive, it has been noted that students should become more aware of their cognitive learning processes and strategies in order to use and apply metacognitive strategies. Metacognitive strategies aid in providing the learner with self-guidance towards the learning processes, which requires manipulation of the cognitive aspect of learning. Cognitive strategies operate directly on incoming information, manipulating it to further enhance learning (Zimmerman Risenberg, 1997; Chamot OMalley, 1994). Thus, teaching strategies within the academic foreign language classroom, or any content, supports the learner in gaining an important perspective on learning, seeing the relationship between the strategies used and his/her own learning effectiveness, and planning and reflecting on learning, to gain greater directedness or autonomy as a learner. Language-learning strategies are techniques or steps taken by the student to improve their own learning. The term language-learning strategies is used extensively in Oxfords research study to involve naturalistic practice that facilitate the acquisition of language skills, noting guessing and memory strategies are equally useful to both learning and acquisition (Chamot OMalley, 1990; Oxford, 1990). Many researchers sought to classify the language-learning strategies in general, but Oxford (1990) created the most comprehensive classification assessment of strategies called the Strategy Inventory for Language Learners (SILL), which contains six types of strategies, classified into two sub-groups of direct and indirect. The three sub-scales classified as direct language learning strategies are Memory, Cognitive, and Compensation, and the three sub-scales classified, as indirect language-learning strategies are Metacognitive, Affective, and Social strategies. Oxfords development of the Strategy Inventory for Language Learning (SILL) was originally developed to assist with the improvement of foreign language learning for the department of defence and other governmental institution. The original development of the SILL consisted of 121 strategies. The strategies were revised and the current of 80 and 50 items, version 7.0, is the most comprehensive and widely used language-learning strategy inventory to date (Oxford, 1990). Oxfords language learning strategy theory is embedded in the SILL. The two main parts of the SILL consist of direct and indirect strategies. The direct strategies are strategies that deal directly with learning mental processes such as Memory, Cognitive and Compensatory strategies. The first mental process of Memory is a strategy used to assist the learner in retrieving and storing information for later use (Oxford, 1990). This strategy works along with the Cognitive strategies, which are skills that involve manipulation or transformation of the language in some direct way, such as the following: note taking, functional practice in natural setting, reasoning, analysis, formal practice with structures and sounds Oxford, 1990). Cognitive strategies tend to be linked to individual tasks. Learners, who use Cognitive strategies, use many methods to manipulate information mentally through elaborating, image making, or taking notes and physically grouping (Chamot OMalley, 1990; Oxford, 1990). The next three strategies are described as indirect strategies, which are Metacognitive, Affective, and Social strategies. These indirect strategies are behaviors and techniques used to assist the learner with acquiring the second language. Metacognitive Strategies are seen as higher order executive skills that involve planning, monitoring and evaluating the accomplishment of the learning objective. Metacognitive strategies are also seen as actions used for centering, arranging, planning, and evaluating ones learning (Chamot OMalley, 1994; Oxford, 1990). According to Chamot and OMalley (1994) and others, such as Oxford (1990), models can be created for assessing strategies that request metacognition. This strategy is important if learners desire to gain executive control over the learning process and understand their own learning approaches (Oxford, 19990). Affective strategies and Social Strategies are significant in second language acquisition, as presented in Krashens model The Affective Filter, due to its focus on cooperative interaction and control over affects (Krashen, 1982). These strategies are further described, categorized and classified together in the CALLA handbook by Chamot and OMalley (1994). The Affective and Social strategies are not as developed as the other categories in the context of foreign language acquisition due to the nature of individual emotions and attitude towards the topic. This normally falls under the research of social psychologists that look at the affective factors as a possible predictor or hindrance of foreign language achievement (Chamot OMalley, 1990; Krashen, 1985; Oxford, 1990). As a driving energy or reason for someones action or behavior, motivation is an important factor in L2 achievement (Norris-Holt, 2001). Masgoret and Gardner (2003) stated that in the case of second language learning, people understand that motivation inspires language learners goal-directed behavior. One can use a number of individual features to measure motivation. In his study, Song (2002) showed that motivation for foreign language learning involved two further components: the need for achievement with goal-directed behavior and attributions regarding past failures. If heritage students have goals or reasons for learning the language, such as communication with non- English-speaking family members, recognition of their identity, and better career building, they can expect to learn at a higher rate of proficiency. Learner-centered Education One of the most effective educational theories for heritage language education is learner-centered education. According to Tran (n.d.), learner-centered education is a philosophy based on a fundamental change in orientation from the traditional teacher or content centered education. This teaching method focuses on the following characteristics: Goal of learning focused on production rather than knowledge conservation; Focus on learners needs, skills, and personal interests; Focus on individual processes and on personal and interpersonal relationships, beliefs, and perceptions that are affected or supported by the educational system as a whole; and Focus on balance of personal domain, content domain, organizational domain, and technical domain. Focus on self-evaluation and reflection of teaching and learning process In other words, students personal needs are the focus of the learning procedures. Teachers need to maximize learners productivity, knowledge acquisition, skills, augmentation, and development of personal and professional abilities. To accomplish these educational goals, teachers utilize various instructional strategies and educational tools. The educational efforts of learner-centered education facilitate the exploration of meaning and content knowledge through personal and interpersonal discovery. Chickering Gamson (1991) stated the following seven principles of good practice in learner-centered education: Frequent student-faculty interaction should occur Cooperative learning activities should be interspersed among other engaging instructional formats. Students should be actively involved with learning. Instructors should provide prompt, constructive feedback on student performance. Instructors must keep students focused on learning, not on the fear of embarrassment or other distractions. Teachers should communicate high expectations. Teachers must respect diverse talents and ways of learning. (4) Constructivism Constructivism, one of the basic educational theories, is a good and effective paradigm for teaching and learning in this language-learning model. Developing a proper definition of constructivism is the first step to understanding the constructivist learning theory. Hein (1991), defined constructivism as the term [which] refers to the idea that learners construct knowledge for themselves-each learner individually (and socially) constructs meaning-as he or she learns (1). In the constructivist model, learning or education is constructed. This concept is the main characteristic of constructivism. In the actual field of education, constructivism posits that students come to the educational setting with their previous knowledge or experiences and existing ideas. Students can build up a new structure of knowledge with existing information and previous experiences because these are the raw material. In other words, students can construct their own understanding from formulated knowledge and previous experiences. According to Thanasoulas (2004), constructivism in the field of education usually emphasizes students active attitudes in learning. In the constructivist classroom, learning activities require the students full support and active participation. The most important part of the learning process is students reflection and discussion of problem solving methodologies. Notably, reflection is one of the major characteristics of constructivist learning. Students have the ability to control their own learning process to solve the problem, and they lead the way by reflecting on their previous knowledge and prior experiences. While constructivism heavily stresses students own opinions, it also considers integration or collaboration an effective strategy for developing students. In a practical setting, constructivist learning depends upon collaboration among students. The major reason constructivism uses collaboration so extensively is that students learn from their classmates, who have different ideas and experiences. When they share, review, and reflect on their subject together to solve the problem, they can adopt ideas and specific strategies from one another. According to Jaworski (1996), in a constructivist setting teachers try to help create situations where students feel safe questioning and reflecting on their own learning process, in a private or group setting. Teachers also support students with activities for reflecting on their existing knowledge from education and experiences from the past. Constructivist teachers usually have their own roles, which are to coach, facilitate, suggest, and provide the student space to think, criticize, experiment, ask questions, and attempt new things that may or may not work. Teachers encourage students with challenging ideas when they ask for help to set their own goals and means of evaluation or assessment. Constructivist teaching requires inquiry-based activity for problem solving. To encourage students, teachers need to use inquiry methods to start solving the problem. They also need to investigate a main theme or topic and use a variety of materials to find answers. Students may sometimes have incorrect answers, inaccurate solutions to the problems, or unsuitable ideas to explain. These educational procedures are valuable temporary steps to integrating knowledge and experience through exploring the problem. Vygotsky (1986) stated that constructivist teachers also encourage students to constantly assess how an activity is helping them gain understanding of the contents, because teachers believe that students can build up their own comprehension and construct knowledge of the world through experiencing things and reflecting on those experiences. In other words, constructivist learning requires students to take duty and responsibility for their own learning by using questions and analyzing answers (Carvin, n.d.). There are many different understandings and definitions of motivation. Donoghue and Kunkle (1979) described it from three different perspectives behavioristic, cognitive, and constructivist: The behavioristic point of view of motivation is understood in matter of fact terms. This perspective places emphasis on reward. Driven to acquire positive reinforcement, and by previous experiences of reward for behavior, we act accordingly to

Terrorism in Kenya Essay -- A Level Essays

Terrorism in Kenya Introduction Kenya has been the battlefield of tragic terrorist attacks on western interests twice since 1998 – once in 1998 when the US embassy was attacked and a second time in 2002 when a Israeli-owned Paradise hotel was bombed. In 1980, Jewish-owned Norfolk hotel was attacked by the PLO. Every single attack shared a common thread of irony: the majority of the lives lost were Kenyan, even though the ideology behind the attacks suggests that Kenyan and Kenyans were not involved in the political dynamic that precipitated the attacks. The paper seeks to understand the political, social and cultural variables that have thrown Kenya into the geo-political limelight insofar as the so-called ‘War on Terrorism’ is concerned. The paper ends by discussing the security and economic implications of Kenya’s foreign policy positions as they relate to the evolving Middle-East conflicts. Precipitating events The following are the major events that have been categorized as terrorist activities in Kenya. These are the events that actually transpired. There could conceivably be more that were and still are on the drawing board but never executed. In 1976, the famous Entebbe hostage crisis was witnessed in neighboring Uganda. Members of the Baader-Meinhof Group and the Popular Front for the Liberation of Palestine (PFLP) seized an Air France airliner and its 258 passengers.They forced the airplane to land in Uganda. During a 35-minute battle, 20 Ugandan soldiers and all seven hijackers died along with three hostages. when Israeli commandos rescued the passengers. Uganda’s President and dictator Idi Amin arrived at the airport to give a speech in support of the PFLP and supplied the hijackers with extra troop... ... The Daily Nation (Nairobi), 1 December, 2002. [8] â€Å"US War With Iraq Could Be Averted† The East African Standard (Nairobi), March 2, 2003 [9] â€Å"Sudanese plant bombed by Pentagon was civilian† By Sarah Sloan, Worker's World Newspaper www.endiraqsanctions.net/resources/el-shifa.htm [10] â€Å"Sudanese plant bombed by Pentagon was civilian† By Sarah Sloan, Worker's World Newspaper www.endiraqsanctions.net/resources/el-shifa.htm [11] â€Å"The Mombasa Attack could Damage the Process of Tourism Recovery in Kenya† Professor Thea Sinclair and Dr. Guntur Sugiyarto, Christel DeHaan Tourism and Travel Research Institute [12] â€Å"An analysis of reactions to a U.S. government policy regarding compensation for African victims.† by Anthony Kuria, Advocate of the High Court of Kenya, www.africanconnections.com/AnthonyKuria.html

The Role of Mexican-American Border Relations in the Political Process

The Role of Mexican-American Border Relations in the Political Process Throughout the 1990’s up until the present, Mexican-American political relations have been very inconsistent in their endeavors to define what the relationship should and will be between the two different countries. The massive influx of Mexican immigrants has commanded attention from the governments of both countries. This has resulted in attempts to make a working partnership acknowledging the fact that the peoples of Mexican decent have grown into the largest minority group in the United States and there are many issues to be hammered out by both countries in establishing just economic and political relations. However this effort has encountered many setbacks and questions of dedication to a working relationship between Mexico and the United States both in the past and currently. Politicians who once jumped on the bandwagon of demonizing Mexican Americans are now fronting to be their closest allies and representatives in order to gain there votes in reelection. Who were once a people solely confined to the lowest of economic class and labor, are slowly working their ways into the higher classes and employment opportunities. Conservative citizens prejudiced attitudes towards Mexicans is balanced out by liberal populations as well. While poor economic times and difficulty in finding employment tend to point fingers at populations like the Mexican immigrants, there is still a need for the cheap labor in the fields and factories to keep production moving. The list of contradictions goes on and on and this complex issue will remain one for years. The goal of this paper is to address Mexican-American relations of the past and the present, and to pr... ...beth. Making Labor Flexible: The Recomposition of Tijuana's Maquiladora Female Labor Force. Feminist Economics 6, no. 3 (2000), 59-79. Global Exchange. Maquiladoras: Sweatshops by any other name. http://www.globalexchange.org/education/california/DayOfTheDead/maqui ladoras .html Guskind, Robert. â€Å"Border Backlash.† National Journal 4 June 1994: 1296-1299. Muller, Henry. â€Å"There is a Limit to What We Call Absorbant.† Time 18 Nov. 1991: 54-63 Natives: Immigrant Bashing on the Border. Film â€Å"Powell says U.S. eager for immigration agreement with Mexico† (Cnn.com) 30 May 2003. Rodriquez, Cindy. â€Å"Tamales no substitute for a place on podium.† Globe. 12 August, 2000.

Capital Punishment :: essays research papers fc

Capital Punishment in America   Ã‚  Ã‚  Ã‚  Ã‚  What is capital punishment? The dictionary defines capital punishment as a noun that means putting a person to death. At the end of 2003 there were 3374 inmates at 37 state and federal prisons who were on death row. That number was an 188 decrease from the statistics in 2002. Forty-seven of theses inmates were female which was a thirty-eight increases from 1993.(Lacey, Bonner) Although the number of people on the death penalty decreased the number of females on death row increased. Of the 3374 prisoners on sentenced to the death penalty fifty-six percent were white, forty-two percent were black, and the remaining two percent were of other races.   Ã‚  Ã‚  Ã‚  Ã‚  Currently there are a total of nineteen states with the death penalty that do not allow the execution of juveniles. There are twelve states that to not allow the death penalty at all. Some of theses states included Alaska, Michigan, Vermont, and Maine. (Capital)   Ã‚  Ã‚  Ã‚  Ã‚  Some states have a minimum age requirement for capital punishment. There are fourteen states that sixteen is the minimum age. Mississippi and Arkansas are among theses states. Florida is one of the states where the age requirement is seventeen. Tennessee along with eighteen other states and two federal jurisdictions has the minimum age requirement of eighteen.   Ã‚  Ã‚  Ã‚  Ã‚  Tennessee is one of the states that allow the death penalty. Since 1976 there has only been one execution in Tennessee. However, prior to 1976 there were 335 executions. Currently of the 3374 people of death row 106 of them are in Tennessee with two of them being female. In Tennessee prisoners are given the option of serving life in prison without parole instead of the death penalty and execution.   Ã‚  Ã‚  Ã‚  Ã‚  There are various methods of execution here in the United State of America. A prisoner can be executed by lethal injection, electrocution, lethal gas, firing squad, and hanging. Of theses methods lethal injection is the most used, preferred, easiest way of execution. Hanging is rarely used. Prisoners in Tennessee are mostly executed by lethal injections, and executions. As of March 16, 2005, there had already been twelve prisoners executed in the United States. All of these prisoners were males and executed by lethal injection.   Ã‚  Ã‚  Ã‚  Ã‚  There are many people who are against capital punishment. People say that the death penalty is like trying to fix a sin with a sin. If a person kills someone and the states feels like in order to punish the person they should be executed and put to death.

Poetry Analysis of “Introduction to Poetry” Essay

The Poem â€Å"Introduction to Poetry† is by Billy Collins, an English poet, and it is about how teachers often force students to over-analyze poetry and to try decipher every possible meaning portrayed throughout the poem rather than allowing the students to form their own interpretation of the poem based on their own experiences. Throughout the poem, a number of literary devices are used. For example: â€Å"or press an ear against its hive†. Using this metaphor, Billy Collins is comparing the body of a poem to the hive of a bee. The hive of a bee appears to be something dangerous and unknown, just like a new poem, never before seen, with which one is unfamiliar. Using this metaphor, Billy Collins is suggesting that one should get an energy of the poem by reading it just as one would get a sense of energy by pressing one’s ear to a hive of a bee. The nature of a bee is particularly busy and bees are creatures that seem to be constantly on the go. In this way, Billy Collins is suggesting that whilst the reader is digesting the poem, he or she should constantly be ‘feeling’ the poem and be busily analyzing it. By comparing the poem to a hive, he is also saying that, like a hive, a poem is full of intense life. The characteristics shared by both the two metaphoric images are very similar, thus, it is an effective comparison. The poem is effectively personified once again through the lines: â€Å"or walk inside a poem’s room†. Here, Billy Collins suggests that the poem’s room, in other word, its body or what the poem contains, like a room of a person, defines the poem. One can learn a lot about another by viewing his or her room. Like a room too, which is private and should not be invaded, one should not invade a poem in the sense that one should not analyze it too heavily. Another effective metaphor, â€Å"I want them to water-ski across the surface of the poem† is used in this poem. Billy Collins is comparing water-skiing across the surface of the water to the way in which he believes poems should be read which is gently and merely on the surface. This is an effective metaphor as water-skiing brings about a great sense of joy and is fun, just as reading a poem – in Billy Collins’ opinion – should be. The use of onomatopoeic devices and onomatopoeic words are abundant in this poem. For instance, â€Å"I say drop a mouse into a poem† is a line whereby the word â€Å"drop†, a very onomatopoeic word, effectively suggests that the reader of a poem must gently analyze a poem. This is portrayed through the gentle ‘p’ sound of the word and this is therefore effective as the reader gets a sense of the gentleness Billy Collins wishes his readers had when it comes to analyzing poetry. The fact that enjambment is used throughout the poem such as in the lines, â€Å"like a colour slide or press an ear against its hive† portrays a lack of structure and therefore emphasizes the initial enjoyment one feels when reading a poem before the chore of analyzing it begins. This is also emphasized through the fact that the poem is a free verse poem. The poem suddenly becomes much darker in the last stanza and a Billy Collins explains how teachers, students or general readers of poetry ‘torture’ a poem by being what he believes is cruelly analytical. He says, â€Å"all they want to do is tie the poem to a chair with rope and torture a confession out of it†. Here, the poem is being personified yet again and this brings about an almost human connection between the reader and the poem. This use of personification is effective as it makes the reader feel somewhat guilty for over-analyzing a poem. This line is also a metaphor. The way in which one analyzes a poem is being compared to a victim being tied down to a chair and having a confession tortured out of them. This metaphor is effective as, like a rope pinning down a person would be very restrictive, over-analyzing a poem narrows the focus and constricts it from simply allowing it to be. â€Å"They begin beating it with a hose to find out what it really means†. This is a continuation of the metaphor and is highly effective as it strongly portrays a sense of inhumanity through the choice of ‘hose’ as an object with which to torture as opposed to a typical weapon. One can just imagine how painful this would be and again, forces the reader to almost empathize with the poem. The poem sends a powerful message to its readers and is significantly clear in its message to not delve too deep into the message of a poem.

Causes and Effects of Earthquakes Essay

thither ar several(prenominal) programs, like the virtuosos that argon radiate at National Geographic Channel, where professionals denominate us on many opportunities documentaries about(predicate) earthquakes and the amount of damage that they had created in some areas. But what is an earthquake? We contribute furbish up them as the shake of the Earths surface caused by the rapid drift of the Earths rocky outer(prenominal) layer. In addition, earthquakes results from two main factors and drop have two harmful effects.There are two main causes of unstable tremors. One of them is fault rupture. The faults slip because of battlefront of the Earths tectonic plates. Because of the contract within the pertness increases slowly everywhere hundreds of years and finally exceed the authorisation of the plates, earthquakes take place. adult male activities can to a fault be the cause of significant earthquakes. Human beings carried out many activities that increase try on in the earths crust which lead to earthquakes. For example, injecting fluid into deep well for waste disposal, filling reservoirs and firing undercover nuclear test blasts. Since the tectonic plates and earth activities, seismic tremors take place.Earthquakes can in general have two dreadful effects. First, one direct effect of earthquakes is shew shaking and landslides. The earthquakes waves make the ground move, shaking buildings and causing weaker structures to collapse. The damage of properties can lead to secondary effects such(prenominal) as fire, which is produced because of the rupture of natural ball up mains and wet lines. Second, other post-earthquake threats are tsunamis. In many cases, the slip fault is regain beneath the sea which can produce tsunamis. Tidal waves wash ashore and water moves inland, causing severe flooding, the loss of lives repayable to drowning and damage to property.To conclude, there are two main reasons as well as consequences of earthquak es. Although we can prevent earthquakes, there are some measures we can take to concentrate the damage that they caused. I think that it is grievous to be concerned about this study because we never know whether we can be victims of an earthquake.

My Beach Memories

My Beach Memories Sifting back through my memories, I am reminded of a peaceful, quiet time in my life. My mind drifts own back to a happy place of relaxation and tranquility. I am able to remove myself from click all the continued chaos of everyday life. Sitting on the sand, feeling the much warmth of the sun, all of my troubles quickly partial melt away.Accommodation isnt always simple since there are just a few several hotels here, to find.Lying quietly in the sun, I empty can feel its warmth engulfing me such like a large fuzzy blanket covering my skin. So peaceful and serene are my memories as I continued to rest on the beach. I can stand still hear the crash of the water against the rocks. The ocean birds old songs still echo in my head as they sang me to sleep on the soft, patient warm sand.Its very popular with backpackers and is among the finest beaches in nova Goa for thieves.

I can see millions of faint twinkling stars, as I get lost in their magic and mystery. It seems as if time is frozen no worries or stress to cloud my mind.I can be free to dream and ponder over all of my desires. Sitting quietly on the beach, I can be free.Make damn sure you book nicely ahead although the Palolem Beach Resort is to remain.The moment we see the shore we can cross in the water wading or swimming .The beach how that is main is decent for swimming .

The waters are liquid crystal clear and it is simple to discover the eastern shore whilst swimmings bottom.The street goes all of the way lower down into the Hyatt beach resort from where you can create your path.Plus the 3 a la cartes werent bad in any way.Beach clubs might provide gourmet more food choices.

Actually, invite only provides a lot of shore club memberships.The direct result is a great bit of home decoration.There is an excellent good chance youll require both.Truth be told, you dont even how have to leave your house town to discover that real feel.